Social and affective outcome indicators in the inclusive classroom

Phillip John MOORE

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

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.
Original languageEnglish
Title of host publicationInclusive education: A framework for reform: Proceedings of the International Conference on Inclusive Education
Editors Woon King Vivian HEUNG, Mei AINSCOW
Place of PublicationHong Kong
PublisherThe Hong Kong Institute of Education
Pages50-57
ISBN (Print)9889791315
Publication statusPublished - 2003

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Citation

Moore, P. J. (2003). Social and affective outcome indicators in the inclusive classroom. In V. Heung, & A. Ainscow (Eds.), Inclusive education: A framework for reform: Proceedings of the International Conference on Inclusive Education (pp. 50-57). Hong Kong: The Hong Kong Institute of Education.