Type Of Questionnaire E-Mail address 1 – Please, select the Country where you live in or work in
Select Value Italy Belgium Portugal Slovenia Czech Republic Bulgaria Norway Please, select your gender
Select Value Male Female Prefer not to declare it 3 – Please select your age range Select Value 20-30 30-40 40-50 50-60 More 60 4 – What is your highest level of education? Select Value Attended high school but did not finish it High School Diploma Attended college but did not finish it Vocational/Technical degree or certificate Associates’ Degree Bachelor’s Degree Master’s Degree Doctorate’s Degree I cannot answer 5 – Which group of the samples do you belong to? Select Value Schools (school districts) Rehabilitation centers and other health sector professionals Special education service center Family and family associations School guidance center Higher education teachers/researchers Policy makers Experts Interest organisation Regional center I cannot answer 6 – Please, introduce your self by mentioning your official position School head Teacher Support teacher Educator Parent Tutor Social worker School representative Psychologist Pedagogical counselor Therapist Physician Expert/consultant Occupational therapist CAUTION: to answer multiple-choice questions, you will need to hold down the CTRL key while selecting the answers with the mouse. 7 – What age group do the students you work with belong to? Or if you are a parent, what age group do your children belong to?
Pre-school (0-5) Primary school (6-9) Secondary school (10-18) University (from 18) 11 – Who are you working with? Or, in which group is your child, if you are a parents?
Learning disabilities students Physical/motor disabilities students Sensory disability students Learning difficulties students (dyslexia…) Disadvantage learning (socio – economic disadvantageT ethnic minority T neglected and abused children) Gifted students I cannot answer 14 -Which professionals collaborate on drafting the INDIVIDUAL life plan?
Team of experts Physician Service psychologist Teachers Support teachers Parents Other (specify) I cannot answer *Definition for Support teacher* *compile only if previous field 14 is filled wit “Other (specify)” 15 – Who has the role of monitoring students with special needs’ life plan in your Country?
Team of experts Physician Service psychologist Teachers Support teachers Parents Other (specify) I cannot answer *compile only if previous field 15 is filled with “Other(specify)” 16 – What kind of professionals work at school to support SEN students?
Pedagogical counselor Psychologist Teachers Therapist Physician Educator Support teachers Other (specify) I cannot answer *Definition for Educator* Compile only if previous field *16* is filled with “Other(specify)” 18 – What kind of specific metholodogies or rehabilitation training are used in rehabilitation centers or other facilities?
Applied Behavioral Analysis Feuerstein Cooperative learning Universal Design for Learning (UDL) International Classification of Functioning (ICF) Cognitive behavioral approach Metacognitive Approach Teacch CTM – Nyborg Augmentative Alternative Communication (AAC) Other (specify) I am not able to answer (only for families) *compile only if previous field 18 is filled with “Other (specify)” 21 – Where is the students with special needs’ support provided?
In the classroom Individually Mixed type With group activities I cannot answer 25 – What kind of methodologies are used in schools in order to offer adequate support for SEN students?
(Please select 7 options maximum)
Peer education Specialised – support teacher Basic evidence education (protocols) Tutoring Mentoring Cooperative learning Metacognitive strategies (i.e. for development of attention and learning strategies) Personalized didactics Paths/individualized education program Use of resources outside of the school (shops, gyms, pools, libraries, farms and more for personal autonomy) Check lists (i.e. ICF by WHO) Specific tools for evaluation Adjustment for admittance to exams Adjustment of content and outcomes of education Special teaching aids special equipment (i.e. materials for learning) Volunteers (network from school or parents) Internship (students) Educational technology Socio-emotional education (i.e. for development of social and emotional skills and self – esteem) Flipped classroom Lesson classroom Expressive activities (i.e. theatreT musicT arts) Cognitive strategies (i.e. problem solvingT decision making…) Behavioral strategies (i.e. promptT task analysisT token economy…) Teaching assistant or educator I cannot answer Organization of learning environment for development of self – organization and behavioural self – regulation Consulting among special educational teachers (SETs) and general educational teachers (GETs) Co-teaching among special educational teachers (SETs) and general educational teachers (GETs) *Definition for Educator* 26 – How is the relationship between classmates promoted? Select Value By peer education By cooperative learning By organization of extracurricular activities By project learning By school/class assemblies in regular basis By social skill development activities other (specify) I cannot answer *compile only if previous field *26* is filled with “Other (specify)” 27 – Is ICF by WHO used in your country to suppoIs ICF (by WHO) used in your country to support SEN students and in order to identy barriers/facilitators for daily life but also in planning the Life Plan?
Select Value Yes always No never just in some cases I am not able to answer (only for families) 28 – Which are inclusion’s social and school barriers (Please select 5 options maximum)
Not appropriated or structured spaces (i.e. mobility barriers noisy environments…) Lack of aid and of communication support Lack of technology instruments Lack of relationship with peers and support figures Lack of teachers’ teamwork Lack of specialization of support teacher Not appropriate individual objectives Not enough number of support hours Lack of teacher knowledge (i.e. they lack experience with particular SEN) Lack of specialists at school Lack of relevant information to public Stereotypes and prejudice in the society Lack of state support for counselling centers and schools I am not able to answer (only for families) 29 – Which are inclusion’s social and school facilitators?
(Please select 5 options maximum)
Creating a welcoming environment Using a figurative communication Using a specific software Supporting the relationship with peers Teachers’ teamwork Having an appropriate individual program Having enough support hours Supporting inclusion during free time Having an appropriate evaluation and monitoring system Successful case studies represented in the media Ambasadors of specific target groups (famous persons representing specific area) Practical and efficient prevention and/ or intervention programmes implemented at schools I am not able to answer (only for families) 30 – Is Universal Design for Learning (UDL) used in your schools to support SEN students during the teaching-learning process?
Select Value Yes always No never Just in sme cases I am not able to answer (only for families) 32 – What kind of collaboration exists between the therapy services and the school?
Select Value Occasional contacts Continuous collaboration throughout the year No contact at all Other (specify) I cannot answer *compile only if previous field *32* is filled with “Other (specify)” 33 – Is there a team formed by different professionals that take care of the child and the family?
Select Value Yes No 34 -Who supports the family in managing daily life?
Closest family members (i.e. Uncles grandparents aunts…) Other families support (i.e. baby sitters…) Friends / neighbors Associations Personal assistants (with personal assistance budget) Personal assistants (without budget) I cannot answer 35 – In your opinion, are SEN students at risk of social exclusion among peers?
Select Value Very much Quite e bit Some what A little Hardly at all Not strongly involved in a community I cannot answer 36 – In your opinion, are SEN students at risk of social exclusion in society?
Select Value Very much Quite e bit Some what A little Hardly at all Not strongly involved in a community I cannot answer 37 – In your opinion, are families with children with special needs at risk of social exclusion?
Select Value Very much Quite e bit Some what A little Hardly at all Not strongly involved in a community I cannot answer 38 – Does a specific Law for work integration exists in your Country?
Select Value Yes No I am not able to answer (only for families) 39 – Are there in your Country specific vocational courses for SEN students?
Select Value Yes No I am not able to answer (only for families) 40 – Does the role of Disability Manager exists in your Country ?
Select Value Yes No I am not able to answer (only for families) 41 – What percentage of SEN students gains access to University in your Country?
I am not able to answer (only for families)
42 – Are there in your Country specific services for SEN students?
Select Value Yes No 43 – What kind of Services are in your Country for SEN students?
(Please select 3 options maximum)
Assistence for day to day living Charity assistance for homework Recreational leasure and sport activities Private remedial teachers Center for early intervention other 44 – Are there in your Country specific services for SEN families?
Select Value Yes No I cannot answer 50 – Are the cultural and linguistic differences of the child and family taken into account while carrying out a support intervention (school / extra-school)?
Select Value Yes No 51 – At the end of questionaire, have you anything to add or to communicate to ASUMIE International Team, about the inclusion system in your Country?
Have you read and accepted our GDPR ? Select Value yes no