TABLE 2.
INCLUSIO results by subscale/item in % in the whole sample (N=4778)
| Subscale/itema | Yes | Rather Yes | Rather no | No | Don’t know |
|---|---|---|---|---|---|
| Assessment of support needs | |||||
| Support plans are followed-up and evaluated* | 31.5 | 41.0 | 14.5 | 2.6 | 10.4 |
| There is a specific and accessible support plan document* | 37.7 | 36.8 | 12.1 | 3.1 | 10.3 |
| Staff involved in support plans meet regularly* | 24.6 | 37.2 | 20.8 | 6.3 | 11.1 |
| It is clear who is responsible for the student’s support plan* | 28.0 | 37.6 | 18.8 | 7.1 | 8.5 |
| School applies formal assessments of NDDb-difficultiesc* | 29.7 | 33.1 | 10.2 | 4.1 | 22.9 |
| In case NDD suspicion, the school health team refers to clinical services* | 47.8 | 34.7 | 5.9 | 1.8 | 9.8 |
| Recommendations from clinical services are used for support planning* | 27.9 | 41.1 | 9.3 | 2.3 | 19.4 |
| Use of individualized support | |||||
| Transitions are prepared for with student’s participation* | 16.1 | 30.2 | 15.5 | 5.2 | 33.0 |
| Transitions are prepared for individually and specifically* | 24.8 | 35.1 | 13.3 | 3.3 | 23.5 |
| When a student with NDD starts in the school, prerequisites for adequate support are evaluated* | 12.1 | 25.4 | 20.6 | 12.3 | 29.6 |
| Everyday individual adaptations in the classroom and schedule are provided* | 27.0 | 45.7 | 15.8 | 3.6 | 7.9 |
| Support from of personal assistants/supervisors is provided | 10.9 | 29.9 | 26.7 | 13.8 | 18.7 |
| Students receive the individual special education support needed* | 18.3 | 38.9 | 24.7 | 12.8 | 5.3 |
| Teachers that fit the student are selected for teaching* | 10.7 | 27.7 | 19.5 | 29.1 | 13.0 |
| School rules are adapted to student’s needsd* | 37.2 | 35.3 | 14.7 | 4.3 | 8.5 |
| Students are offered alternative options to demonstrate knowledgee* | 47.4 | 33.8 | 5.7 | 1.1 | 12.0 |
| School offers certain case managementf* | 14.2 | 26.7 | 19.3 | 8.4 | 31.4 |
| Implementation of a structured learning environment | |||||
| Rules are communicated clearly so that student with NDD understands | 41.2 | 42.1 | 6.3 | 1.2 | 9.2 |
| Routines are an essential part of teaching | 50.5 | 39.3 | 5.4 | 1.0 | 3.8 |
| Clarity and repetition are used in the communication with NDD students | 33.9 | 47.5 | 7.3 | 1.9 | 9.4 |
| Changes to procedures are communicated to NDD student as early as possible | 30.5 | 44.4 | 10.3 | 2.3 | 12.5 |
| School has distraction-free work stations | 15.8 | 25.9 | 32.7 | 18.8 | 6.8 |
| Instructions are short, concrete and stepwise | 30.8 | 49.0 | 9.9 | 1.9 | 8.4 |
| Students are offered organizational aidsg | 25.7 | 43.6 | 13.2 | 3.3 | 14.2 |
| School uses visualization of schedules and timeh | 37.3 | 42.1 | 10.2 | 2.9 | 7.5 |
| Individual changes applied to schedule/teaching | |||||
| Individual support is integrated into whole class teaching* | 24.1 | 43.1 | 12.4 | 3.8 | 16.6 |
| Strategies for handling stressful situations are provided* | 16.2 | 40.3 | 19.7 | 3.7 | 20.1 |
| Students’ interests are integrated in teaching* | 17.1 | 38.8 | 21.9 | 4.0 | 18.2 |
| Development of students’ communication skills in individual and group context* | 31.3 | 39.9 | 10.0 | 2.7 | 16.1 |
| Development of language/communication is always part of the support for students with NDD* | 27.6 | 41.1 | 11.5 | 2.8 | 17.0 |
| Training of students’ social skills in individual and group context* | 37.1 | 36.9 | 9.8 | 3.7 | 12.5 |
| Training of social signals and rules are part of the support for the NDD student* | 29.5 | 39.5 | 14.1 | 3.3 | 13.6 |
| Functional response to behavioral characteristics | |||||
| Staffs get time to discuss NDD student’s behavior and support plans* | 22.1 | 36.4 | 24.9 | 8.1 | 8.5 |
| NDDs student’s needs are known even outside of the classroom, in the rest of the schooli* | 18.5 | 33.9 | 22.3 | 7.5 | 17,8 |
| School offers space for rest and withdrawal* | 24.5 | 35.5 | 23.3 | 8.8 | 7.9 |
| There are individual crisis plans for challenging situations* | 15.1 | 29.2 | 22.3 | 13.2 | 20.2 |
| Staff discusses how to avoid minor signs of difficulties* | 47.1 | 1.9 | 39.8 | 5.4 | 5.8 |
| Self-regulation techniques, such as reward systems are used in the work with the student* | 22.6 | 37.5 | 17.3 | 5.6 | 17.0 |
| Cooperation with parents | |||||
| There is mutual exchange of knowledge about the student with NDD between home and school* | 38.9 | 40.4 | 6.1 | 1.1 | 13.5 |
| School uses caregiver’s knowledge to optimize support* | 43.1 | 36.9 | 5.4 | 0.6 | 14.0 |
| Caregivers have access to a specific responsible contact person* | 45.6 | 28.1 | 6.1 | 2.9 | 17.3 |
| There are regular exchanges between caregivers are responsible staff around the student with NDD* | 46.4 | 35.6 | 5.9 | 2.2 | 9.9 |
| Decisions taken around the student are taken together by parents and school* | 42.7 | 37.5 | 4.4 | 0.3 | 15.1 |
| Parents are viewed as experts of their child* | 31.4 | 38.2 | 9.8 | 2.5 | 18.1 |
| Consideration of peer-relations | |||||
| The school applies programs to develop peer relations | 14.8 | 28.5 | 22.9 | 15.4 | 18.4 |
| NDD students are prepared for unstructured social situations* | 26.6 | 40.2 | 15.5 | 4.0 | 13.7 |
| In case of group-work, the composition of the group takes into account knowledge of the student with NDD* | 43.7 | 36.3 | 5.1 | 2.9 | 12.0 |
| Peers are involved in the social support development for students with NDD* | 16.2 | 31.2 | 20.5 | 12.5 | 19.6 |
| There are selected peers who students with NDD can refer to for help/advice (e.g. mentor systems)* | 3.4 | 8.0 | 24.1 | 46.2 | 18.3 |
| Peers who regularly interact with NDD students are aware of their needs* | 29.0 | 46.2 | 10.3 | 1.5 | 13.0 |
| The student with NDD is viewed an individual with strengths and weaknesses, not merely problems* | 46.9 | 37.1 | 9.5 | 0.9 | 6.5 |
| Students at the school are used to handle diversity* | 47.0 | 41.4 | 8.0 | 0.8 | 2.8 |
| Staff education/professionalism | |||||
| A support oriented view for students with NDDs is natural in our school* | 42.1 | 36.3 | 11.5 | 4.0 | 6.1 |
| Staff understands that individualized support might be necessary for a given student with NDD* | 65.9 | 25.2 | 4.0 | 1.4 | 3.5 |
| There is regular exchange with external NDD experts* | 17.4 | 29.0 | 20.2 | 10.1 | 23.3 |
| School can provide information about support and treatment of NDDs outside of the school* | 8.9 | 17.0 | 16.9 | 15.5 | 41.7 |
| Responsibilities around the support of NDD students are clear among the personnel* | 19.4 | 37.8 | 20.9 | 7.9 | 14.0 |
| Based on the planned support for NDD students there is regular exchange with other involved professionals* | 18.1 | 32.0 | 16.9 | 5.5 | 27.5 |
| The school staff has basic knowledge of NDDs* | 24.0 | 42.3 | 13.9 | 3.5 | 16.3 |
| Various school staff has advanced knowledge of NDDs* | 28.1 | 31.5 | 16.1 | 4.3 | 20.0 |
| A special education view and related support means are part of the school philosophy for NDD students* | 28.3 | 41.7 | 16.1 | 3.9 | 10.0 |
Note. *significant differences between item response frequencies (p<.00079); aItems are translated from Swedish and shortened for reader’s ease and summary presentation; bNDD = Neurodevelopmental Disorder; cReading/spelling tests, Psychoeducational Profile; de.g., can spend breaks in classroom; ee.g., allowed to present orally instead of in written form, or vice versa; fe.g., helps with support outside of school; ge.g., provide time-timers, visualized schemes; he.g., checklists, planning aids; Ie.g., sensory overload reaction in crowded/noisy places, such as canteen.