Index as a Self-assessment Tool in Educational Institutions: A Case Study
Educational inclusion is a key challenge to talk about educational quality. It cannot exist if we do not guarantee the participation and learning of all. The general objective of this study is to promote the process of inclusion in a fiscal commissional center in the canton of Esmeraldas (Ecuador)....
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Ecuador |
| Institución: | Pontificia Universidad Católica del Ecuador - Sede Esmeraldas |
| Repositorio: | Revista Pontificia Universidad Católica del Ecuador - Sede Esmeraldas |
| Idioma: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/579 |
| Acceso en línea: | https://revistas.pucese.edu.ec/hallazgos21/article/view/579 |
| Access Level: | acceso abierto |
| Palabra clave: | Índex; inclusión educativa; autoevaluación Index; educational inclusion; self-assessment |
| Sumario: | Educational inclusion is a key challenge to talk about educational quality. It cannot exist if we do not guarantee the participation and learning of all. The general objective of this study is to promote the process of inclusion in a fiscal commissional center in the canton of Esmeraldas (Ecuador). Framed in the socio-critical paradigm, a case study was carried out with a non-probabilistic sample made up of 18 teachers, 155 parents and 149 students. The instruments used were the three questionnaires that the Guide for Inclusive Education by Booth and Ainscow (2015) proposes to favor self-assessment processes in educational communities. The results show some indicators in need of improvement in the three dimensions, although the most fragile dimension refers to inclusive practices. |
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