RESULTS AND CONCLUSIONS OF CPEE GLORIA FUERTES
1.
Introduction
The idea about working on an inclusive school has contributed to
increase our theoretical knowledge in all the various dimensions this
concept includes, and also the analysis of this knowledge has enriched
noticeably our education practice. Educational inclusion helps students
with or without disability to adapt to the society where they are going to
live their lives.
This last document of the project contains a list of presentations
elaborated by our school, a summary of the work done with the Bristol
Index, a list of the charts produced, a list of the diffusion activities, an
evaluation of the improvements achieved by working on this project; a
future plan of action on this subject, and a final global evaluation.
2.
Documents elaborated in our centre
a)
Power Point presentation about the school features.
b)
Power Point presentation on inclusive activities in the school.
c)
Report entitled “Irrational believes about inclusive education.
d)
Two documents that bring us closer to the inclusion concept
e)
Questionnaires for the school's professional, for the students, for
the families and for the selected indicators of the Bristol Index.
f)
Working sheets of the work developed with each of these
indicators.
g)
Power point presentations on the work process and on the
questionnaires results.
3.
Qualitative analysis of the questionnaires results: applying
some of the Bristol Indicators
We have work with these 3 indicators:
A.1.7. All the local institutions are involved with the school (professionals
and families).
B.1.5. When a student attend school for the first time, he is helped to
adapt (professionals, families and students).
A1.1. Everybody new is made to feel welcome (families and students).
a) The professional have worked on these indicators.
The objectives on this task for the school professionals were:
to get to know the welcome protocol and to improve the coordination
and the evaluation of the activities that are developed with local
institution.
Generally speaking, the result of the initial questionnaires filled
by the school professional show room for plenty of improvement, thus
action about was taken: an improvement action plan was started and
after it the same questionnaires were used to evaluate the
improvements.
Comparing the initial questionnaires with those done in April
2014, after the working sessions throughout the academic course, we
can conclude the following:
In the 2 indicators we have worked on, we can claim some
substantial improvements.
About B.1.5. Indicator, When a student attend school for the
first time, he has help to adapt, in all the 14 questions the initial
scores increased. The improvement is especially significant in
questions 1, 2, 3, 4, 5, 7, 8, 9 y 10, which 80- 90% score a lot and 1020% quite. In the rest of the questions 6, 11, 12, 13 y 14 there are
improvement, but the scores are lower.
From these results we can learn that the school professionals
have acquired a good knowledge of the welcome protocol and that
the aspect with an inferior score has more to do with outside school
factors, such as school Inspectors and community child
Psychologists. Taking all these in, a new welcome protocol has been
designed, with all the professional's contributions. Other actions to be
taken will be: to reinforce the knowledge of the induction program to
psycho teams; to get to know specifically to the education
inspectorate and ask them to evaluate it.
In relation to the1.7.indicator: All the local institutions are
involved with the school, the evaluation have been done with the
CEIP Juan Ramón Alegre, the adjacent ordinary school which we
share some school installations with. The improvement is especially
significant in questions 4, 5 and 6. The best mark is shown in question
4 about the evaluation of these activities, in which the school scores
87% a lot and 13% quite, in comparison to 77% and 19% of the initial
survey. About questions 1 and 2 there is improvement but the marks
are inferior, with 42% a lot, 50% quite 10% a little, comparing with the
initial 28% a lot, 52% quite and 20% a little. In question 3 the scores
are 27% a lot, 56% quite and 13% a little, while the initial
questionnaire showed 16% a lo, 52% quite, 24% a little and 8% none.
This results indicate that the evaluation aspect of the school
has been strengthened with the activity chart, showing that its
planning and implementation have improved in the centre; it is also
clear that we need to work together with Juan Ramón Alegre school
more often and they need to work on their evaluation. To achieve
these we are already planning to hold more meetings with our
neighboring school for the next academic year, to learn more about
inclusion and improve our coordination with them.
3.1. Indicators worked with the families and students
The students and their families only answered one
questionnaire. For the families the objectives where: to find out if they
knew about the inclusive activities carried out in the school, and their
opinion about them, and how they and their children felt when they
came to the school for the first time.
For the students de objectives were: to find out the level of
enjoyment they get when they do activities with other children inside
the school as well as outside it. The questionnaires have only been
filled by the Secondary Stage students, as they have the mental
capabilities to answer.
In addition, there was another objective for both students and
their families: to find the degree of wellbeing of the students while in
the school, and their satisfaction about the implemented educational
programs; also it was asked if they thought their education at the
school was adequate.
The best results obtained are in the indicators for the families
and students, which are very satisfactory.
85% of the families responded to the voluntary questionnaires.
From their answers we have to highlight the great importance and
value they place in the inclusive activities carried out with other
schools' students, as 76% score a lot, the 22% quite, and 2% a little.
About their children's level of wellbeing at the school, 70% score a lot
and 30% quite. In relation to the adequacy of education, 65%
answered a lot, 33% quite, and 2% a little. No question was scored
“none”.
There is not doubt , these good results indicate they high level
of satisfaction in relation to our education work.
About the students, we have to mention that they enjoy
inclusive activities, as 76 % score a lot and 34% quite. The highest
mark is found in the questions about doing inclusive activities with the
students of the primary stage, those with more disability. 85%
answered a lot, 12% quite and 3% a little. About the level of
wellbeing, the marks are also very high: 82% answered a lot, 12%
quite and 6% a little. Besides, when been asked about their opinion
on the usefulness and interest of the proposed activities, the scores
where very high: 85% answered a lot and 19 % quite.
These results were predictable for us, as we continuously
observed evidences of their satisfaction, often verbally, expressing
how much they enjoy inclusive activities, specially with the school's
students with a higher level of disability.
Although these results are very satisfactory, we have also
performed a deeper analysis of them, which have shown that the
families of the migrant students tend to participate much less;
therefore, in the next academic year new measures will be taken to
increase their participation.
4. Elaborated Charts
a) Inclusion activity with the Santa María del Pilar de Zaragoza
students at Gloria Fuertes school.
b) Autumn Festival where all the school's students participated,
held in the main school hall.
c) Skiing campaign in Valdelinares 2014, shared with the students
from CEIP Juan Ramón Alegre and CEIP Manuel Franco schools.
d) Carnaval Alegre con Gloria Festival, shared with the CEIP Juan
Ramón Alegre school.
e) Drums festival shared with CEIP Juan Ramón Alegre school,
held in the play ground both schools share.
5. Activities undertaken for the diffusion of the project
a) Ongoing feedback about the project's development to the School
Council and to the Parents Association.
b) Information to the students' families about the project and its
activities.
c) Newspaper articles published at local, county and regional level.
d) Information on the local and provincial radios.
e) Information on the Andorra local television: news and interviews.
6. General Evaluation on the improvements achieved at CPEE
Gloria Fuertes by participating in this Project.
a) We have become very systematic in the programs, evaluation and
registering protocol of the inclusive activities.
b) We have gained deeper knowledge on the concept of Inclusive
School.
c) Learning and applying some of the Indicators of the Bristol Index.
d) Auto evaluation about the level of satisfaction and the well being of
the students and their families.
e) Gaining knowledge about other educational realities that help
towards inclusion.
f) Redesign of the students welcoming protocol, with the participation
of the school's professionals, which has helped them to broadened
their own knowledge on the subject.
g) The school internal activities have become more inclusive, so that
the students interact with each regardless of the level of disability.
7. From this project we are to carry on with the inclusive
momentum to expand our inclusion practice further.
a) To continue stimulating our inclusive culture in as many areas as
possible.
b) To improve the students transition process from one school to
another or from one educational stage to another, as specific cases
require.
c) To be more specific about inclusive aspects in the curricular school
documents.
d) To reinforce the knowledge of the induction program to psycho
teams;
e) To get to know specifically to the education inspectorate and ask
them to evaluate it.
f) To continue building a welcoming, cooperating and stimulating
school community where everybody can participate and feel
valued.
g) To carry on with the Bristol Index tool to reach high inclusion goals.
h) To use the internet tool more, and increase interinstitutional
collaboration.
i) At the beginning of the academic course, to provide a package
information on inclusive school to those professionals coming new
to the school and those from other centers that work close with us
habitually. To hold working sessions with the directing teams of
these centers.
j) To continue improving communication with the students families,
helping them with participation and teaching sessions, especially
for migrant families.
8.
Final Evaluation
The work developed in this project, in a global way, has been
successfully concluded, particularly in these to aspects. On one
hand, we have focused our energy to improve inclusion in our
centre, and to expand the staff knowledge and practice on this
subject. On the other hand, we have become more aware of how
much there is to be done to improve inclusion in our school and in
the surrounding community.