Xanthi- Greece

Action Research

Research-diagnosis of

specific problem within specific

frames

allied, cooperative

character

Aim: Improvement of a certain practice

“Research Methods in Education” , L. Cohen, L.

Manion, London and N. York 1994

9 open-ended

questions

1 closed-ended

question

Research tool

A2. CREATING INCLUSIVE CULTURES

Indicator A.2.2: “Staff, governors,

students and parents/carers share a

philosophy of inclusion”

•We started the research with the staff

Our target is to involve parents actively during the

school year

100%

definitely agreeagree to some extentdisagree

Is building a supportive school community seen to

be as important as raising academic achievement?

• The teachers view and the school practices are in accord with the most important pedagogical principle of inclusion.

29%

71%

definitely agreeagree to some extentdisagree

Is diversity seen as a rich resource to supportlearning rather than as a problem?

• Is it due to established perceptions?

Pending Investigation

•Is there a need to delve deeper and train in practices of differentiated teaching?

•Is it due to difficulties that occur by the way the school is organized or the school’s particular features?

71%

29%definitely agreeagree to some extentdisagree

Is fostering collaboration seen to be as important as

encouraging independence( for students and staff)?

57%

43% definitely agreeagree to some extentdisagree

Is there an emphasis on the appreciation of differencerather than conformity to a single ‘normality’?

71%

29%

definitely agreeagree to some extentdisagree

Is there a shared resolve to minimise inequalities ofopportunity in the school?

43%

57%

definitely agreeagree to some extentdisagree

Are attitudes about the limits to inclusion challenged,such as for students with severe impairments?

86%

14%definitely agreeagree to some extentdisagree

Is there a shared understanding that inclusion isabout increasing participation in, as well as access

to the school?

57%

29%

14%

definitely agreeagree to some extentdisagree

Do all members of the school take responsibility formaking the school more inclusive?

86%

14%

definitely agreeagree to some extentdisagree

Is exclusion understood as a process that takesplace in staffrooms, classrooms and playgrounds and

may end in separation from the school?

Question 10:“What do you think is the critical factor that may activate inclusive behaviors or exclusionary practices at every level of school life?”

Grouped answers The teachers’ attitude, their perception and philosophy with regard to Education and the disabled position in society The staff that can plan inclusive activities and can create inclusion conditions for the students. Society and teachers. Teachers’ willingness and initiative.

ObservationsTo questions 3-10 there are answers that show different

estimations and perceptions, on issues that may add or deduct the title “inclusive” from an educational frame

As soon as the school staff positions are filled, these issues will be the object of discussion and information exchange

amongst the staff.

Next step: working groups for investigating these issues and planning activities to upgrade our schools inclusive profile.

A.BUILDING COMMUNITY

Indicator A.1.3: “Staff collaborate with

each other”

Because:

•We consider that we should delve deeper into the findings concerning the first indicator(Creating

inclusive cultures)

• Με τη μέχρι τώρα εργασία μας κινηθήκαμε διερευνητικά και απλά διατυπώσαμε ένα πρόβλημα

We decided

• To focus on the first indicative that has been chosen

• To follow the whole procedure and the steps of action - research (L. Cohen & L. Manion, Researce Methods in

Education, London & N. York 1994).

… so as to come to a valid interpretation of the data and a total assessment of the intervention.

Thank you