Authors: Heimlich, Ulrich
Gebhardt, Markus
Schurig, Michael
Weiß, Sabine
Muckenthaler, Magdalena
Kiel, Ewald
Wilfert, Kathrin
Ostertag, Christina
Title: Assessment of the quality of inclusive schools
Other Titles: A short version of the Quality Scale of Inclusive School Development (QU!S-S)
Language (ISO): en
Abstract: The assessment of the quality of inclusive schools is an instrument for evaluating five quality levels of inclusive school development and was derived on the basis of the more comprehensive instrument for the external rating of schools the "Quality scale of inclusive school development" (QU!S). The QU!S was developed by Heimlich, Wilfert, Ostertag and Gebhardt (2018) and used in research (Heimlich, Kahlert, Lelgemann, & Fischer 2016). It is based on an ecological multi-level model of inclusive school development (Heimlich, 2003; 2019). The implementation of an inclusive education system is one of the central demands of the UN-Convention on the Rights of Persons with Disabilities 2009. Accordingly, quality of schools must also be measured by the degree of implementation of inclusion. Data-supported feedback loops are helpful to identify the current status of implementation as well as the progress of implementation and the identification of possible problem areas. QU!S sees itself as an instrument which can be used by external consultants, to enter into a dialogue between all those involved in the development of the school. This includes the learners, the teachers, the school management, the parents and other participants. The QU!S-S, on the other hand, is more strongly understood as an instrument of school self-evaluation. This way, a multi-perspective, i.e. objective, picture of the status of implementation and possible focus points can be obtained.
Subject Headings: assessment
rating Scale
questionnaire
school development
quality scale
inclusive schools
Subject Headings (RSWK): Inklusive Schule
Schulentwicklung
Schätzskala
URI: http://hdl.handle.net/2003/38407
http://dx.doi.org/10.17877/DE290R-20339
Issue Date: 2019-11-20
Appears in Collections:Entwicklung und Erforschung inklusiver Bildungsprozesse

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