Social and affective outcome indicators in the inclusive classroom

Social and affective outcome indicators in the inclusive classroom

Inclusive education: A framework for reform: Proceedings of the International Conference on Inclusive Education

• Moore, Phillip John The Hong Kong Institute of Education

Hong Kong

The Hong Kong Institute of Education

2003

• E 特殊教育
  • EG 融合教育

• Hong Kong

• 1997.7 onwards

• 小學教育
• 中學教育

This paper describes the processes and outcomes of the development of a set of performance indicators in the affective and social domain for use in Hong Kong primary and secondary schools. A consultative process with major stakeholders (141 schools) guided the selection of specific areas with the domains. The samples for reliability, validity and norming included some 250 schools and 55, 000 students. Overall, the final set of indicators was quite comprehensive, encompassing areas from self-concept, through interpersonal skills to leadership and goals in life. The APASO software, developed to allow schools and the system to readily gather and report outcomes, was well received by users. The paper concludes by drawing links to other research investigating the effects of inclusive practices on students’ affective and social outcomes, suggesting that the indicators developed in this paper could be useful in examining those effects in Hong Kong.
[Copyright © 2003 The Hong Kong Institute of Education.]

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/a7b7a22d

2015-04-15