Evaluation of Inclusion of Students with Disabilities: Integration of Different Methods

Abstract

School inclusion of students with disabilities in ordinary classes is a multidimensional phenomena that may be evaluated with respect to different dimensions: social acceptance, social interactions, and supports toward the student with disabilities, teachers’ and parents’ attitudes toward inclusion, and students’ mental representations of the peer with disabilities. The purpose of the present review is to present several methods for evaluating school inclusion: sociometric techniques, systematic observation, questionnaires, and student drawings. Additionally, an integrated use of these methods is presented to plan interventions to facilitate school integration.

Citation

Balboni, G., de Falco, S. and Venuti, P. (2005), "Evaluation of Inclusion of Students with Disabilities: Integration of Different Methods", Scruggs, T.E. and Mastropieri, M.A. (Ed.) Cognition and Learning in Diverse Settings (Advances in Learning and Behavioral Disabilities, Vol. 18), Emerald Group Publishing Limited, Leeds, pp. 139-151. https://doi.org/10.1016/S0735-004X(05)18007-0