Methodological Challenges in Assessing the Quality of Inclusive Education

Abstract

Introduction: Assessing the quality of inclusive education is a critical yet complex task, particularly in countries undergoing education reform. In the Republic of Macedonia, inclusive education has been elevated in national policy through the Law on Primary Education (2019) and supported by donor-funded projects promoting equity and access. However, the practical assessment of inclusion remains challenging, as traditional metrics—such as enrolment and attainment—do not capture the full scope of participation, differentiated instruction, or social inclusion (Black-Hawkins & Florian, 2011; UNESCO, 2020). Methods: This study critically examines methodological approaches to evaluating inclusive education with particular reference to the Macedonian context. It reviews international tools such as the Index for Inclusion (Booth & Ainscow, 2011), UNESCO’s Inclusive Education Monitoring Framework, and OECD inclusion indicators, alongside recent evaluation reports and pilot studies from Macedonia. Emphasis is placed on mixed-methods approaches, including school self-assessment, stakeholder interviews, and classroom-level observations. Results: Findings suggest that while Macedonia has adopted inclusive education as a strategic goal, the evaluation mechanisms remain underdeveloped. Quantitative indicators (e.g., number of inclusion support teams or individualized education plans) offer limited insight without qualitative data that reflect classroom realities and stakeholder experiences. In some municipalities, locally adapted tools inspired by the Index for Inclusion have shown promise but lack systematic integration. Discussion/Conclusion: A national framework for evaluating inclusive education in Macedonia should balance system-level indicators with school-level processes and community voices. The paper argues for a participatory and reflexive evaluation model that combines standardized data with context-rich qualitative evidence. Such an approach would better inform policy, support teacher practice, and contribute to building an inclusive culture across schools.