Na dokazih utemeljene strategije za spodbujanje inkluzije učencev v mestnih in podeželskih šolah na Kosovu
Povzetek
Zagotavljanje inkluzije učencev iz različnih družbenoekonomskih in zemljepisnih okolij, zlasti glede na razlike med mestnimi in podeželskimi šolami, ostaja nenehen izziv v kosovskem vzgojno-izobraževalnem sistemu. Namesto da bi ocenjevala posamezne ukrepe, ta študija preučuje zaznave učiteljev in učencev o na dokazih utemeljenih strategijah, ki podpirajo inkluzijo. Z uporabo mešane metode raziskava združuje kvantitativne in kvalitativne podatke, da bi ugotovila, kako se prakse, kot so: diferencirano poučevanje, formativno ocenjevanje, sodelovalno načrtovanje in vključevanje družine, razumejo in izvajajo v raznolikih šolskih kontekstih. Vzorec sestavlja 100 učiteljev in ravnateljev ter 100 učencev, starih od 10 do 12 let, iz mestnega in podeželskega območja. Polstrukturirani intervjuji z izobraževalci ponujajo vpogled v njihove izkušnje z inkluzivnimi praksami, medtem ko podatki iz ankete med učitelji in učenci zajemajo njihove zaznave o inkluziji, vzdušju v razredu ter o pogostosti in zaznani uporabnosti posameznih strategij. Za kvalitativne podatke je bila uporabljena tematska analiza, medtem ko so bile za primerjavo vzorcev v različnih šolskih okoljih izvedene kvantitativne analize, vključno s korelacijami, z regresijo in analizo variance (ANOVA). Ugotovitve poudarjajo opazne razlike v načinu izvajanja dejavnosti, ki spodbujajo inkluzijo, med mestnim in podeželskim okoljem ter kažejo, da so strokovni razvoj, podpora vodstva šole in sodelovalno načrtovanje ključni dejavniki, ki oblikujejo zaznave o inkluziji. Študija ponuja za kontekst prilagojena priporočila za krepitev inkluzivne vzgoje in izobraževanja ter za spodbujanje večje enakosti v kosovskih šolah.
Prenosi
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