Tools for the analysis of inclusive practices

Abstract

An inclusive school is primarily a welcoming school. It is a learning community school demanding professional tools and resources which, on one hand, translate core values into teaching practices aiming to all pupils, no one excluded; on the other hand, they allow the collection, evaluation, monitoring and sharing of the practices themselves. Thus, making the educational experience configureable for each pupil as an opportunity to growth and reach their full potential. Moreover, those gathering and monitoring practices cannot ignore the theoretical approaches aiming at placing the experiences within conceptual frameworks that validate and legitimize them.

The paper presents the designed and used tools and the validation and training paths created for the collection and analysis of inclusive teaching practices implemented by 24 primary school teachers.