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Avalon Ali Post 1

• 16 April 2021, 10:01 PM

ACTIVITY 3.8 MONITORING INCLUSIVITY

I have used all 17 of Grimes' performance indicators. The challenge is that not everyone shares similar views. There must be an open mind by all educators to encourage inclusion. 

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Savitri Emmanuel Post 2 in reply to 1

• 21 April 2021, 6:06 AM

You are so right, Avalon. Open mindedness is very important for inclusion to be a success. Monitoring involves the routine collection of information to determine if projects and programmes are proceeding as planned, and whether early indications are that they are having the desired results. It consists of two types of activities: monitoring processes and monitoring outcomes. 

Take for example if ethos is being monitored, then what evidence is there to prove that an inclusive ethos exist? There must be an obvious environment where all teachers, students and administrative staff display a positive attitude to learners. It must be so obvious that even outsiders visiting the school can identify this existing positive ethos. How is the evidence gathered/ One way is through parental and teacher questionnaires. 


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Nicola jones Post 3 in reply to 2

• 28 April 2021, 1:40 PM

Leadership must be held accountable for monitoring inclusive school

Agree with you both Avalon and Savitri, however, I believe  holding leadership accountable for providing the activities to develop inclusive school is also important. Sometimes leaders themselves want inclusive schools but find some stages of the process challenging and shy away as well. This is even more obvious  in some  schools with leaders  who are close to retirement  and in remote areas.  That mindset that someone will deal with that issue when I am gone is entrenched.