Exploring a school‐level inclusive practice index for meaningful inclusion in Zambian schools

Abstract

AbstractThe United Nations 2030 Agenda for Sustainable Development and, in particular, its Sustainable Development Goal no. 4, underline the relevance of quality education that translates into long‐term benefits for all learners. This article reports findings of a collaborative research study that piloted an inclusive practice index to investigate inclusion in schools. We applied a mixed‐methods design to identify potent features of inclusion, and developed an index that measured the extent to which inclusive practices were considered in schools. The index was administered in 168 schools and to 498 teachers. Using exploratory factor analysis, psychometric properties and potency of factors were determined. Our results revealed a two‐factor solution cumulatively accounting for 72% of variation. Based on our findings, we highlight the need for schools to be deliberate in processes that enhance application of inclusive practices. When applied with intention, this will foster accountability for inclusion in the delivery of meaningful inclusive education.