Abstract
Many schools worldwide are facing the challenges of implementing inclusive education into their everyday lives. In order for this to succeed, meaningful measures are needed to evaluate concepts, instructional quality and learning. This paper addresses the development of an instrument for the self-evaluation of schools on behalf of the quality of inclusion, the Quality Scale of Inclusive School ...
Abstract
Many schools worldwide are facing the challenges of implementing inclusive education into their everyday lives. In order for this to succeed, meaningful measures are needed to evaluate concepts, instructional quality and learning. This paper addresses the development of an instrument for the self-evaluation of schools on behalf of the quality of inclusion, the Quality Scale of Inclusive School Development-short form (QU!S-S). The instrument is based upon the theory of ecological environment of students in a school development model for inclusive schools and addresses five levels of school development as specific but connected dimensions. The levels are 'Students and their individual needs', 'Inclusive Instruction', 'Multiprofessional Cooperation', 'Inclusive School Concept and School Life' and 'External Support and Communal Networking'. The factorial structure is confirmed and successfully tested for measurement invariance between regular school teachers and teachers with duties in special education or psychology as well as primary and secondary schools. Intercorrelations between attitudes toward inclusion and the assessed dimensions are used to underline the appropriateness of the QU!S-S. It is discussed that the parsimonious linkage of different levels of inclusive school quality can establish a basis for discussion on school development.
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