EVALUATION COMPONENTS FOR THE QUALITY OF SPECIAL EDUCATION: A SYSTEMATIC REVIEW

Abstract

Quality indicators in the context of special education are important tools for measuring, analyzing, monitoring and improving the services provided to special education students. According to Unesco, inclusive education is based on the right of everyone to receive quality education that meets their learning needs. Although inclusive education it not synonymous with special education, their meanings are related. Therefore, this study, using the SSF (Systematic Search Flow) method, intends to review the Quality indicators in the context of special education are important tools for measuring, analyzing, monitoring and improving the services provided to special education students. According to Unesco, inclusive education is based on the right of everyone to receive quality education that meets their learning needs. Although inclusive education it not synonymous with special education, their meanings are related. Therefore, this study, using the SSF (Systematic Search Flow) method, intends to review the literature in order to identify the relevant components for the evaluation of the quality of special education from the perspective of inclusive education. As a result, nineteen studies were reviewd. These studies raised relevant aspects and indicators for the evaluation of the quality of special and inclusive education. The indicators were grouped by their common characteristics, resulting in six evaluative components: policy; education and training of professionals, the role of teachers in inclusive education; schools, curriculum and inclusive school culture; educational system; and student. These evaluative components should be considered in the evaluation of special education, so that the service is thought of as a valid and true offer for people with disabilities.