School inclusion of students with disabilities in ordinary classes is a multidimensional phenomena that may be evaluated with respect to different dimensions: social acceptance, social interactions, and supports toward the student with disabilities, teachers’ and parents’ attitudes toward inclusion, and students’ mental representations of the peer with disabilities. The purpose of the present review is to present several methods for evaluating school inclusion: sociometric techniques, systematic observation, questionnaires, and student drawings. Additionally, an integrated use of these methods is presented to plan interventions to facilitate school integration.
Balboni, G., DE FALCO S, VENUTI P. (2005). Evaluation of inclusion of students with disabilities: Integration of different methods. OXFORD : Elsevier Science Ltd. [10.1016/S0735-004X(05)18007-0].
Evaluation of inclusion of students with disabilities: Integration of different methods
Balboni, Giulia;
2005
Abstract
School inclusion of students with disabilities in ordinary classes is a multidimensional phenomena that may be evaluated with respect to different dimensions: social acceptance, social interactions, and supports toward the student with disabilities, teachers’ and parents’ attitudes toward inclusion, and students’ mental representations of the peer with disabilities. The purpose of the present review is to present several methods for evaluating school inclusion: sociometric techniques, systematic observation, questionnaires, and student drawings. Additionally, an integrated use of these methods is presented to plan interventions to facilitate school integration.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
