Effet de la collaboration des partenariats des chefs d’établissement sur la mise en œuvre de l’éducation inclusive
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Résumé
L’étude a examiné les effets de la collaboration des partenariats entre les chefs d’établissement sur la mise en œuvre de l’éducation inclusive. Bartalanffy (1969) open systems plaide pour que les directeurs d'école coordonnent les partenariats pour remédier au manque de systèmes de soutien à l'éducation inclusive. Une enquête descriptive a été appliquée et le chi carré a testé l'hypothèse nulle. Des questionnaires ont été administrés à 71 directeurs et 297 enseignants, complétés par une analyse documentaire. L'entretien a été utilisé avec huit agents des normes d'assurance de la qualité (QASO) et quatre agents du centre de ressources pour l'évaluation de l'éducation (EARC). Les données quantitatives ont été codées et analysées à l'aide de statistiques descriptives et présentées dans des tableaux de fréquences et des graphiques à barres. Les données qualitatives ont été codées, transcrites et présentées sous forme narrative. Les résultats des données quantitatives et qualitatives ont été discutés en juxtaposition avec la confirmation ou la réfutation des preuves de la recherche et le renforcement de l'interprétation. L'étude a établi que la majorité des écoles manquaient de partenariats coordonnés bien structurés. Cela impliquait une faible participation des partenariats aux programmes des écoles, comme l’ont indiqué les chefs d’établissement et les enseignants en matière de fourniture de ressources d’enseignement et d’apprentissage spécialisées, 63,4% et 63,3%; évaluation des apprenants, 64,8% et 70,4%; l'externalisation des fonds, 69% et 69,7%. Il a été recommandé que les chefs d'établissement renforcent les capacités de collaboration en matière de partenariats et instituent un cadre coordonné bien structuré pour l'engagement de partenariats pour une mise en œuvre efficace de l'éducation inclusive.
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