| Popis: |
Over the last 40 years, there has been an increasing need to implement effective, inclusive school models, based on the principles emerging from the Salamanca Conference (1994) and the UNESCO Guidelines on Inclusion (2005). Although the current trend is to include students with special education needs (SEN) in a common school environment, the situation all over the world is still extremely heterogeneous. Many studies have tried to determine the most effective practices for promoting inclusive education, but their outcomes have been inconclusive. Using questionnaires and focus groups, this research project aims to determine which practices, in teachers’ and parents’ opinions, are more effective for promoting the inclusion of pupils with SEN in primary school and to provide suggestions to enhance their efficacy. Data analysis shows that the most controversial issue to improve are the role of support teachers, teacher training, the relationship between teachers and therapists, and class sizes. This should lead to the design of methods of inclusion that are more suited to users’ needs, as well as strategies of greater involvement/communication with families and local governments. |
