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The Roles And Competencies Of A Teacher In An Inclusive Class

Table 4:

Crt. no. Indicators Frequency scale (%)
Very good Good Sufficient Insufficient
1. Appropriate use of the specific inclusive education terminology 68,48 31,52 0 0
2. The knowledge of the specificity, etiology and symptomatology of the different categories of deficiencies 61,95 25 13,05 0
3. Observing the conditions of the curricular design specific to inclusion 55.44 29.35 15.21 0
4. The knowledge of the principles specific to inclusive education 79.34 20.66 0 0
5. The adaptation of theory to concrete cases 66.32 25 9.78 0
6. Providing conclusive, relevant examples 56.53 30.43 13.04 0
7. Exploiting the psycho-pedagogical theories to explain concrete cases or situations 60.86 27.18 11.96 0
8. The validity of the achieved intervention plan 53.26 29.34 17.40 0
9. The ability of critical analysis, differentiation, generalization 55.44 26.08 17.39 1.09
10. The possibility of argumentation, counter- argumentation 46.74 30.44 20.65 2.17
11. Observing the stages of presentation and analysis of a case 70.65 23.91 4.35 1.09
12. The ability to personalize the teaching process according to the type of deficiency 51.09 28.26 19.56 1.09
13. The originality of approaching the training situations specific to an inclusive class 55.43 33.70 9.78 1.09
14. The manifestation of a proactive attitude towards integrated children 85.87 14.3 0 0
15. The organization and proper structuring of the portfolio 86.96 10.87 2.17 0
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