La autoevaluación de centros en España para la atención a la diversidad desde una perspectiva inclusiva: ACADI
In this paper the design, revision and validation of ACADI questionnaire (School self-assessment for attention to diversity and inclusion) are presented. ACADI is based on the model of inclusive education, and aims to develop effective attention to diversity at pre-school, primary and secondary educ...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2015 |
| País: | España |
| Institución: | Universidad de Murcia |
| Repositorio: | DIGITUM. Depósito Digital Institucional de la Universidad de Murcia |
| OAI Identifier: | oai:digitum.um.es:10201/53549 |
| Acceso en línea: | http://hdl.handle.net/10201/53549 |
| Access Level: | acceso abierto |
| Palabra clave: | Inclusive education Dealing with diversity School self-assessment Indicator system Educación inclusiva Atención a la diversidad Autoevaluación de centros Sistema de indicadores |
| Sumario: | In this paper the design, revision and validation of ACADI questionnaire (School self-assessment for attention to diversity and inclusion) are presented. ACADI is based on the model of inclusive education, and aims to develop effective attention to diversity at pre-school, primary and secondary education institutions. An initial set of indicators was selected, and an instrument suitable to measure such indicators was designed. The validation process was conducted in two phases: 1) the analysis of content validity performed by 18 assessors; and 2) the analysis of reliability after administration of the instrument at different schools in the Region of Murcia (Spain). The results showed ACADI is a valid and reliable instrument for self-assessment of schools, and allows self-reflection which may eventually lead to plans for improvement, which may in turn develop increasingly inclusive educational contexts. |
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