For many years, research in pedagogical and educational field is sensitizing teachers onschool inclusion and inclusive skills of teacher. This reflection in order to be transformedinto an inclusive and conscious education needs assessment and monitoring tools both ofthe community in which the teacher works, and of the skills possessed by the teachersthemselves.This work documents the process of construction and validation of an original instrumentthat allows teachers to self-evaluate their inclusive actions and, at the same time, detect theinclusive quality of the school. In the perspective of a pedagogy that looks for inclusion,the study will show the route taken and the methodology that was used for the preparationof a questionnaire able to provide specific forms of measuring for the evaluation ofinclusive quality of school on one hand, and the promotion of methods of reflection aboutthe didactic action that lead to the planning of an inclusive education and inclusiveeducational environments on the other.
|Numero di pagine||15|
|Stato di pubblicazione||Published - 2016|