Judgments of successful inclusion by education service personnel

Abstract

Three different methods were used to investigate the basis of judgments about the success of inclusion made by key staff in an education service in the UK. First, a structured questionnaire was used by staff to rate the pupil social and learning skills needed for success in mainstream classes. Second, an open-ended elicitation technique was used to identify criteria for successful inclusion that are spontaneously generated by staff. Third, a scenario rating scale was constructed to assess experimentally the relative priority accorded by staff to each success criterion. A substantial degree of consensus across methods was identified in the specific skills and key success criteria considered important by different groups of staff. Parallels with previous questionnaire-based research conducted in the US are discussed. Some differences across methods and respondent groups are also identified, and the potential advantages of multi-perspective, multi-method approaches to assessing inclusion success criteria are considered.

Notes

* Corresponding author: Department of Psychology, University College London, Gower Street, London WC1E 6BT, UK. Email: [email protected]

Additional information

Notes on contributors

Norah Frederickson *

* Corresponding author: Department of Psychology, University College London, Gower Street, London WC1E 6BT, UK. Email: [email protected]