The quality of school inclusion of children with disabilities is a complexconstruct that emerges from the interaction between individual needs anddifferent systems and processes; therefore, it needs to be investigated through amulti-method approach, using tools capable of grasping its complexity. The general goal of the study is to describe and test the modified version oftwo instruments: ICP and SELFIE. The ICP (the Inclusive Classroom Profile;Soukakou, 2016) is an observational tool aimed at measuring and quantifyingschool inclusion quality through the observation of the teachersʼ daily practicesand the analysis of the schoolʼs policy. For the present research, the ICP wasadapted to the Italian school context. Moreover, other minor changes wereapplied to adapt the tool to the primary and secondary levels of education. TheSELFIE (Self-reflection on Effective Learning by Fostering Innovation throughEducational Technology; European Commission, 2018) analyses the use ofdigital technologies in the school context. Originally developed as a self-evaluation questionnaire, for the present study it has been transformed into aguided interview, allowing the research team to collect more comprehensivequantitative data. The tools were tested in a pilot study involving a kindergarten and a 3rd-grade class in the municipality of Genoa.
Quality of school inclusion and digital technologies: A pilot study
Lorenzo Muscella;Noemi Papotti;Mirella Zanobini
2023-01-01
Abstract
The quality of school inclusion of children with disabilities is a complexconstruct that emerges from the interaction between individual needs anddifferent systems and processes; therefore, it needs to be investigated through amulti-method approach, using tools capable of grasping its complexity. The general goal of the study is to describe and test the modified version oftwo instruments: ICP and SELFIE. The ICP (the Inclusive Classroom Profile;Soukakou, 2016) is an observational tool aimed at measuring and quantifyingschool inclusion quality through the observation of the teachersʼ daily practicesand the analysis of the schoolʼs policy. For the present research, the ICP wasadapted to the Italian school context. Moreover, other minor changes wereapplied to adapt the tool to the primary and secondary levels of education. TheSELFIE (Self-reflection on Effective Learning by Fostering Innovation throughEducational Technology; European Commission, 2018) analyses the use ofdigital technologies in the school context. Originally developed as a self-evaluation questionnaire, for the present study it has been transformed into aguided interview, allowing the research team to collect more comprehensivequantitative data. The tools were tested in a pilot study involving a kindergarten and a 3rd-grade class in the municipality of Genoa.
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