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Xanthi - Greece

1 st Special Education School of Xanthi. Xanthi - Greece. “Research Methods in Education” , L. Cohen, L. Manion , London and N. York 1994. A2. CREATING INCLUSIVE CULTURES Indicator A.2.2: “Staff, governors, students and parents/carers share a philosophy of inclusion”.

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Xanthi - Greece

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  1. 1st Special Education School of Xanthi Xanthi- Greece

  2. “Research Methods in Education” , L. Cohen, L. Manion, London and N. York 1994

  3. A2. CREATING INCLUSIVE CULTURES Indicator A.2.2: “Staff, governors, students and parents/carers share a philosophy of inclusion”

  4. We started the research with the staff Our target is to involve parents actively during the school year

  5. Is building a supportive school community seen to be as important as raising academic achievement?

  6. The teachers view and the school practices are in accord with the most important pedagogical principle of inclusion.

  7. Is diversity seen as a rich resource to support learning rather than as a problem?

  8. Is it due to established perceptions? • Is there a need to delve deeper and train in practices of differentiated teaching? Pending Investigation • Is it due to difficulties that occur by the way the school is organized or the school’s particular features?

  9. Is fostering collaboration seen to be as important as encouraging independence( for students and staff)?

  10. Is there an emphasis on the appreciation of difference rather than conformity to a single ‘normality’?

  11. Is there a shared resolve to minimise inequalities of opportunity in the school?

  12. Are attitudes about the limits to inclusion challenged, such as for students with severe impairments?

  13. Is there a shared understanding that inclusion is about increasing participation in, as well as access to theschool?

  14. Do all members of the school take responsibility for making the school more inclusive?

  15. Is exclusion understood as a process that takes place in staffrooms, classrooms and playgrounds and may end in separation from the school?

  16. Question 10: “What do you think is the critical factor that may activate inclusive behaviors or exclusionary practices at every level of school life?” • Grouped answers • The teachers’ attitude, their perception and philosophy with regard to Education and the disabled position in society • The staff that can plan inclusive activities and can create inclusion conditions for the students. • Society and teachers. • Teachers’ willingness and initiative.

  17. Observations • As soon as the school staff positions are filled, these issues will be the object of discussion and information exchange amongst the staff. To questions 3-10 there are answers that show different estimations and perceptions, on issues that may add or deduct the title “inclusive” from an educational frame • Next step: working groups for investigating these issues and planning activities to upgrade our schools inclusive profile.

  18. BUILDING COMMUNITY Indicator A.1.3: “Staff collaborate with each other”

  19. Because: We consider that we should delve deeper into the findings concerning the first indicator(Creating inclusive cultures) • Με τη μέχρι τώρα εργασία μας κινηθήκαμε διερευνητικά και απλά διατυπώσαμε ένα πρόβλημα

  20. To focus on the first indicative that has been chosen We decided • To follow the whole procedure and the steps of action - research(L. Cohen & L. Manion, Researce Methods in Education, London & N. York 1994). • … so as to come to a valid interpretation of the data and a total assessment of the intervention.

  21. Thank you

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