Building Inclusive Processes for School Improvement: A Case Study

Autor/inn/en	Arnaiz, Pilar; Escarbajal, Andrés; Guirao, José Manuel; Martínez, Rogelio
Titel	Building Inclusive Processes for School Improvement: A Case Study
Quelle	In: Journal of Research in Special Educational Needs, 16 (2016), S.290-294 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12291
Schlagwörter	Inclusion; Case Studies; Educational Improvement; Nursery Schools; Elementary School Teachers; Preschool Teachers; Self Evaluation (Individuals); Learning Processes; Student Diversity; Knowledge Level; Institutional Characteristics; Teaching Methods; Educational Planning; Student Participation + Suchen Sie Ihr Suchwort? Inklusion; Case study; Fallstudie; Case Study; Teaching improvement; Unterrichtsentwicklung; Nursery school; Kindertagesstätte; Kindergarten; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Learning process; Lernprozess; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsplanung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	This paper presents a study carried out in a nursery and primary school in order to ascertain the level of self-assessment undertaken by teachers with respect to their educational processes using the "ACADI" instrument, "School-based self-assessment of diversity awareness from an inclusive approach." The objective was to ascertain the strengths and weaknesses in the school in order to establish inclusive activities aimed at school improvement. The results show that the school is stronger in matters relating to the planning of teaching and weaker in those areas dealing with the active involvement of students in their own learning, which presents us with the key improvement actions to be established. [Paper presented at the Inclusive and Supportive Education IV Conference Congresso Internacional da Pró-Inclusão (8th, Lisbon, Portugal, July 26-29, 2016).] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01