Inclusive Education and Teachers´ Self-evaluation in Czech Primary Schools
| Authors | |
|---|---|
| Year of publication | 2013 |
| Type | Article in Periodical |
| Magazine / Source | American International Journal of Social Science |
| MU Faculty or unit | |
| Citation | |
| Field | Pedagogy and education |
| Keywords | primary school; inclusion; self-evaluation; special needs; conditions of education |
| Description | The aim of our research was to determine what conditions teachers create for their pupils in primary schools in education with regard to inclusion, and how they verbalize and evaluate these conditions themselves. Our objectives were to verify the Czech version of the Framework for self-evaluation of conditions of education 2007 questionnaire (modified version of the British original “Index for inclusion”. The research applies mixed design (quantitative and qualitative approach). From the qualitative analysis, we obtained information about which criteria of the inclusion are evaluated as the best, worst, and the criteria among which the biggest differences exist. For the qualitative analysis, we obtained a set of arguments for the sub-criteria which justify their ratings and also an idea about how to improve the conditions for inclusion. The presented results show the complexity of the current process of the transformation of Czech schools with respect to implementing the ideas of inclusion in the real life of schools and the differences among schools. |
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