Almost half of the schools (48 percent) want to increase the number of pupils who need special educational care in the next four years and not refer them to specialized education.
Of the group of schools that want to accommodate more pupils with special educational care, 60 percent indicate that a number of preconditions must first be improved. The most important conditions are the resources for support for teachers and students, the balance and capacity/load of the school team and the expertise/expertise of the teachers. The accessibility/suitability of the building is also important.
The research also shows that the motivation behind more inclusive education in secondary schools comes from within and hardly from outside. Half to two thirds (52 percent to 68 percent) of the schools cite the mission and vision of the board and team, the increased expertise of teachers, reducing sitting at home and increasing student participation as the most important motives.
Of no importance
Other reasons, such as the discontinuation or lack of secondary special education or practical education in the region, play little or no role in the admission of pupils who need special educational care in 68 percent to 90 percent of secondary schools.
By: National Education Guide
Secondary schools want inclusive education, but support needs to be improved first
Source link Secondary schools want inclusive education, but support needs to be improved first