Η διαδικασία της ένταξης ως συνέπεια βελτίωσης του σχολείου: αναφορά στην εφαρμογή συγκεκριμένων δεικτών ποιότητας

Περίληψη

Since most of the principles that provide the foundation of inclusion are almost identical to those that underlie school reform, inclusion is not really present, or authentic, or effective unless it is developed as part of standards-based, whole school reform efforts. Based on the above assumption the results presented in this paper are part of a wider research concerning teachers' assessment of the degree 10 which certain quality indices were applied in their school units. The analysis focused on the examination of indices related to four broad areas; school resources, curriculum, school management and internal-external relationships. The results were discussed in terms of their implications for promoting more inclusive practices within ordinary school communities.