In the first section, broad issues associated with assessment for,
of, and in learning in inclusive classrooms; measuring the
implementation of inclusive policy; identifying and removing
barriers to inclusion; resourcing and financing; and, evaluating
effective teacher preparation for inclusion provide the structure
for discussion. The second section commences with a current and
in-depth review of the literature on the development of
international indicators for measuring inclusive education.
Examples of some of the models presently employed to frame an
evaluation of inclusive practice are studied. These provide
illustrations of effective measurement strategies to evaluate
inclusive educational practice at all levels of administration,
from governments to classrooms, and ways to recognize the positive
outcomes attained by all involved.
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