Měření inkluzivity školy: aplikace dvou nástrojů

Karin Marques

doi:10.14712/23362189.2018.1198

Vol. 69 No. 1 (2019) Methodological paper

Measuring the Inclusivity of the School: The application of two instruments

Karin Marques,

DOI: https://doi.org/10.14712/23362189.2018.1198

PDF (Czech)

Abstract

On the 1st of September 2016 an amended school law (Law 82/2015) came into force, bringing with it a new concept of support for pupils with special educational needs. It abandoned the categorisation of children, pupils and students on the basis of their diagnosis and instead introduced a system of supportive measures. The number of integrated pupils in the classes of the mainstream in education has been rising (CSI, 2017), and so the question of good inclusive educational practice has been becoming ever more topical. I looked for inclusive schools that could serve as examples of good practice and that I could then investigate in more detail. I first asked myself how an inclusive school in the CR could be identified. I tried to find and apply an instrument that would enable me to assess the degree of inclusion at the level of school in the Czech education system. Tins study describes findings from the implementation of Instruments for the Assessment of School in the Area of Inclusion (Tannenbergerova, 2014) and the ISSA Standards for the rating of teaching work carried out in the years 2014—2015 in selected Czech schools. I use the results of concrete schools to demonstrate the methodological problems associated with such measurement.

Keywords: inclusive education, the inclusive school, index inclusion, ISSA Standards, assessment of inclusion.

Keywords inclusive education, the inclusive school, index inclusion, ISSA Standards, assessment of inclusion

References

Ainscow, M. (1998). Exploring links between special needs and school improvement. Support for Learning, 13, 70−76. Search in Google Scholar
https://doi.org/10.1111/1467-9604.00061 Open DOI
Ainscow, M. (2005). Developing inclusive education systems: What are the levers for change? Journal of Educational Change, 5(2), 109−124. Search in Google Scholar
https://doi.org/10.1007/s10833-005-1298-4 Open DOI
Berg, S. L. (2004). The advantages and disadvantages of the inclusion of students with disabilities into regular education classrooms. Unpublished MSc in education thesis. Wisconsin, USA: The Graduate School University of Wisconsin-Stout. Search in Google Scholar
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Booth, T., Ainscow, M., Black-Hawkins, K., Vaughan, M., & Shaw, L. (2000) Index for inclusion. Bristol: Centre for Studies on Inclusive Education. Search in Google Scholar
Clark, C., Dyson, A., Millward, A., & Robson, S. (1999). Theories of inclusion, theories of schools: Deconstructing and reconstructing the inclusive school. British Educational Research Journal, 25(2), 157−177. Search in Google Scholar
https://doi.org/10.1080/0141192990250203 Open DOI
Česká školní inspekce. (2017). Společné vzdělávání ve školním roce 2016/2017. Tematická zpráva. Praha: ČŠI. Search in Google Scholar
European Agency for Special Needs and Inclusive Education. (2014). EASIE: European Agency Statistics on Inclusive Education: 2014 dataset cross-country report. Dostupné z www.european-agency.org. Search in Google Scholar
Evropský soud pro lidská práva. (2007). Rozsudek D.H. a ostatní versus Česká republika. Štrasburg. Search in Google Scholar
Harms, T., & Clifford, R. (1980). Early Childhood Environment Rating Scale. New York: Teachers College Press. Search in Google Scholar
Hájková, V., & Strnadová, I. (2010). Inkluzivní vzdělávání. Praha: Grada. Search in Google Scholar
Hloušková, L., Trnková, K., Lazarová, B., & Pol, M. (2015). Diverzita žáků: Téma pro vedení školy. Studia paedagogica, 20(2), 105-126. Search in Google Scholar
https://doi.org/10.5817/SP2015-2-6 Open DOI
International Step by Step Association (2002). ISSA Teacher Standards Observation Form. Hungary: International Step by Step Association. Search in Google Scholar
Klusáček, J. (2015). Česká republika na cestě ke společnému vzdělávání. Česká odborná společnost pro inkluzivní vzdělávání. Search in Google Scholar
Lancaster, J. (2014). School and classroom indicators of inclusive education. Measuring Inclusive Education. International Perspectives on Inclusive Education, 3: 165−187. Search in Google Scholar
https://doi.org/10.1108/S1479-363620140000003015 Open DOI
Lipsky, D. K., & Gartner, A. (1996). Equity requires inclusion: The future for all students with disabilities. In C. Christensen & F. Rizvi (Eds.), Disability and the dilemmas of education and justice (145−155). Buckingham: Open University Press. Search in Google Scholar
Loreman, T. (2007). Seven pillars of support for inclusive education. Moving from "Why?" to "How?" International Journal of Whole Schooling, 3(2). Search in Google Scholar
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https://doi.org/10.1108/S1479-363620140000003015 Open DOI
Lukas, J. (2012). Připravenost školy k inkluzivnímu vzdělávání. Praha: Národní ústav pro vzdělávání. Search in Google Scholar
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Soukakou, E. P. (2012). Measuring quality in inclusive preschool classrooms: Development and validation of the Inclusive Classroom Profile (ICP). Early Childhood Research Quarterly, 27, 478-488. Search in Google Scholar
https://doi.org/10.1016/j.ecresq.2011.12.003 Open DOI
Tannenbergerová, M. (2014). Inkluze v základní škole: Vývoj a ověřování evaluačního nástroje. (Disertační práce). Brno: Masarykova univerzita, Pedagogická fakulta. Search in Google Scholar
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Veřejný ochránce práv. (2012). Výzkum etnického složení žáků bývalých zvláštních škol. (Online). Dostupné z http://www.ochrance.cz. Search in Google Scholar
Vonta, T. (2004). Study in Slovenia - teacher evaluation using ISSA standards: A tool for professional development and quality improvement. Educating Children for Democracy − Quality in Early Childhood Education. The Journal of the International Step by Step Association, 7. Search in Google Scholar

[1] Ainscow, M. (1998). Exploring links between special needs and school improvement. Support for Learning, 13, 70−76. Search in Google Scholar

[2] https://doi.org/10.1111/1467-9604.00061 Open DOI

[4] Ainscow, M. (2005). Developing inclusive education systems: What are the levers for change? Journal of Educational Change, 5(2), 109−124. Search in Google Scholar

[5] https://doi.org/10.1007/s10833-005-1298-4 Open DOI

[6] Berg, S. L. (2004). The advantages and disadvantages of the inclusion of students with disabilities into regular education classrooms. Unpublished MSc in education thesis. Wisconsin, USA: The Graduate School University of Wisconsin-Stout. Search in Google Scholar

[8] Booth, T., & Ainscow M. (2002). Index for inclusion. Developing learning and participation in schools. Bristol: Centre for Studies on Inclusive Education. Search in Google Scholar

[10] Booth, T., Ainscow, M., Black-Hawkins, K., Vaughan, M., & Shaw, L. (2000) Index for inclusion. Bristol: Centre for Studies on Inclusive Education. Search in Google Scholar

[12] Clark, C., Dyson, A., Millward, A., & Robson, S. (1999). Theories of inclusion, theories of schools: Deconstructing and reconstructing the inclusive school. British Educational Research Journal, 25(2), 157−177. Search in Google Scholar

[13] https://doi.org/10.1080/0141192990250203 Open DOI

[15] Česká školní inspekce. (2017). Společné vzdělávání ve školním roce 2016/2017. Tematická zpráva. Praha: ČŠI. Search in Google Scholar

[17] European Agency for Special Needs and Inclusive Education. (2014). EASIE: European Agency Statistics on Inclusive Education: 2014 dataset cross-country report. Dostupné z www.european-agency.org. Search in Google Scholar

[19] Evropský soud pro lidská práva. (2007). Rozsudek D.H. a ostatní versus Česká republika. Štrasburg. Search in Google Scholar

[21] Harms, T., & Clifford, R. (1980). Early Childhood Environment Rating Scale. New York: Teachers College Press. Search in Google Scholar

[23] Hájková, V., & Strnadová, I. (2010). Inkluzivní vzdělávání. Praha: Grada. Search in Google Scholar

[25] Hloušková, L., Trnková, K., Lazarová, B., & Pol, M. (2015). Diverzita žáků: Téma pro vedení školy. Studia paedagogica, 20(2), 105-126. Search in Google Scholar

[26] https://doi.org/10.5817/SP2015-2-6 Open DOI

[28] International Step by Step Association (2002). ISSA Teacher Standards Observation Form. Hungary: International Step by Step Association. Search in Google Scholar

[30] Klusáček, J. (2015). Česká republika na cestě ke společnému vzdělávání. Česká odborná společnost pro inkluzivní vzdělávání. Search in Google Scholar

[32] Lancaster, J. (2014). School and classroom indicators of inclusive education. Measuring Inclusive Education. International Perspectives on Inclusive Education, 3: 165−187. Search in Google Scholar

[33] https://doi.org/10.1108/S1479-363620140000003015 Open DOI

[35] Lipsky, D. K., & Gartner, A. (1996). Equity requires inclusion: The future for all students with disabilities. In C. Christensen & F. Rizvi (Eds.), Disability and the dilemmas of education and justice (145−155). Buckingham: Open University Press. Search in Google Scholar

[37] Loreman, T. (2007). Seven pillars of support for inclusive education. Moving from "Why?" to "How?" International Journal of Whole Schooling, 3(2). Search in Google Scholar

[39] Loreman, T., Forlin, C., Chambers, D., Sharma, U., & Deppeler, J. (2014). Conceptualising and measuring inclusive education. In Measuring inclusive education (3−17). Emerald Group. Search in Google Scholar

[40] https://doi.org/10.1108/S1479-363620140000003015 Open DOI

[42] Lukas, J. (2012). Připravenost školy k inkluzivnímu vzdělávání. Praha: Národní ústav pro vzdělávání. Search in Google Scholar

[44] Olmore, S., Franova, L., Šneberger, V., & Vonta, T. (2005). Building a system of professional development through the use of teacher standards as a means of supporting quality teaching practices. In H. Schonfeld, S. O'Brien & T. Walsh (Eds.), Questions of Quality (358-372). Dublin: Centre for Early Childhood Development and Education. Search in Google Scholar

[46] Sandwell Metropolitan Borough Council. (2010). Sandwell Inclusion Quality Mark (SIQm). West Bromwich: Children and Young People's Services. Search in Google Scholar

[48] Soukakou, E. P. (2012). Measuring quality in inclusive preschool classrooms: Development and validation of the Inclusive Classroom Profile (ICP). Early Childhood Research Quarterly, 27, 478-488. Search in Google Scholar

[49] https://doi.org/10.1016/j.ecresq.2011.12.003 Open DOI

[51] Tannenbergerová, M. (2014). Inkluze v základní škole: Vývoj a ověřování evaluačního nástroje. (Disertační práce). Brno: Masarykova univerzita, Pedagogická fakulta. Search in Google Scholar

[53] Tannenbergerová, M. (2016). Průvodce školní inkluzí. Praha: Wolters Kluwer ČR. Search in Google Scholar

[55] Veřejný ochránce práv. (2012). Výzkum etnického složení žáků bývalých zvláštních škol. (Online). Dostupné z http://www.ochrance.cz. Search in Google Scholar

[57] Vonta, T. (2004). Study in Slovenia - teacher evaluation using ISSA standards: A tool for professional development and quality improvement. Educating Children for Democracy − Quality in Early Childhood Education. The Journal of the International Step by Step Association, 7. Search in Google Scholar

Pedagogika

Measuring the Inclusivity of the School: The application of two instruments

Abstract

References

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