The Inclusion Coordinator's (INCO) contribution in the school community : a comparative study

Abstract

Research in four Maltese primary schools was carried out to find out how the Senior Management Team, teachers, facilitators and parents are adapting to the full service of the INCO. Two school communities, in which the INCO is based, were compared with two other schools in which the INCO visits regularly, but not against a schedule. Drawing from the experience of those participating in the INCO post-graduate diploma, this comparative study determined whether an INCO is an asset to the process of inclusive education. In the study, parents of students with individual educational needs were interviewed on the changes experienced in schools and how INCOs supports them and their child. INCO trainees, who were already engaged in this role, were interviewed about their tasks, duties, and the challenges they face as coordinators. Their relationship with the members of the school community was also analysed. The opinions of informants were examined to explore the benefits and limitations of having the service of an INCO in schools. The researchers applied the qualitative method, engaging with the different experiences that are taking place in the school community, primarily taking into consideration the inclusive component. The research methods focused on interviews and questionnaires. The findings that emanated from the research indicate the difference between the service provided by the INCO in the base schools and that offered in the satellite schools. It also raises the awareness for the need of change and adaptation in order to create a more inclusive culture. This study also recognises the INCO as a significant asset in the school.