Evaluating the teaching quality of reception and communication teachers in an inclusive education program: a national study

Objective:

The present study was conducted with the aim of evaluating the quality of teaching of receptive teachers and the interface of inclusive education of students with special needs in normal schools in the country.

The present study is a mixed descriptive-survey research with and of evaluative type. Using a multi-stage cluster method for sampling, as a criterion, five representative provinces throughout the country were selected, and then supportive 15 schools were selected and 75 accepting school were selected. The sample size corresponding to the society in the quantitative part included n=1132 parents, who had children with special needs studying in the inclusive education plan (in the primaries, and first and second high schools). The quantitative tool was a researcher-made questionnaire on the quality of teacher teaching. In the qualitative section, a semi-structured interview was conducted with 27 parents and 14 provincial experts (measurement, counseling and generalization) until achieving theoretical data saturation. The data obtained from the implementation of the content of the interviews were analyzed and coded in the qualitative section with the Strauss and Corbin method.

Based on the obtained results, from the parents' point of view, the teaching quality of the contact and receptive teachers tends to be positive and relatively desirable, but it is far from the acceptable and desirable level. The three primaries, first and second secondary courses had a significant difference in all four components of teaching quality, i.e., acceptance and teachers' motivations (F=28.76, p<0.001), teaching performance (p=26.26, p<0.001) F), teaching evaluation (F=40.17, p>0.001) and interpersonal relationships (F=25.43, p>0.001). The results of Tukey's post-hoc test showed that in all four components of teachers' teaching quality, the average scores of primary schools were significantly higher than those of the first and second high school groups, but there was no significant difference between the scores of the first and second high school groups.

The lack of transparency in the duties of liaison teachers, selective treatment of inclusive students, lack of liaison teachers, lack of sufficient information and the absence of a written program in normal schools are among the factors of the dissatisfaction of families and the continuous efforts and follow-ups and the high quality of teaching of some liaison teachers and In person and virtually, the provision of free and even private services by some liaison teachers has been a factor in the satisfaction of families.