Psychological Science and Education
2014. Vol. 19, no. 1, 33–41
ISSN: 1814-2052 / 2311-7273 (online)
Efficiency of the educational process in terms of inclusive practices: the results of monitoring studies
Abstract
General Information
Keywords: children with disabilities, inclusive education, regional project, internal and external monitoring, performance indicators of the educational process, research methods, analysis of the results
Journal rubric: Perspectives of Inclusive Education
Article type: scientific article
Published
For citation: Chepel, T.L., Abakirova, T.P., Samuylenko, S.V. (2014). Efficiency of the educational process in terms of inclusive practices: the results of monitoring studies. Psychological Science and Education, 19(1), 33–41. (In Russ.). URL: https://psyjournals.ru/en/journals/pse/archive/2014_n1/68775 (viewed: 15.07.2025)
© Chepel T.L., Abakirova T.P., Samuylenko S.V., 2014
License: CC BY-NC 4.0
References
- Alekhina S. V., Alekseeva M. A., Agafonova E. L. Gotovnost' pedagogov kak osnovnoi faktor uspesh- nosti inkliuzivnogo protsessa v obrazovanii [Willing- ness of teachers as the main factor of success in the formation of an inclusive process]. Psikhologi- cheskaia nauka i obrazovanie [Psychological Science and Education], 2011, no. 1. P. 83–92.
- Riapisova A. G., Chepel' T. L. Issledovanie ef- fektivnosti obrazovatel'nogo protsessa v usloviiakh inkliuzivnoi praktiki [Study of the effectiveness of the educational process in the conditions of inclusive practices]. Sibirskii pedagogicheskii zhurnal [Siberian pedagogical journal], 2013, no. 2. P. 226–233.
- Chepel' T. L. Inkliuzivnoe obrazovanie kak inno- vatsionnyi proekt: opyt Novosibirskoi oblasti. Inkliu- zivnoe obrazovanie: metodologiia, praktika, tekh- nologiia [Inclusive education as an innovative project: the experience of the Novosibirsk region]: Materialy mezhdunarodnoi nauchno-prakticheskoi konferentsii (20–22 iiunia 2011 g., Moskva) Mosk. gor. psikhol.-ped.un-t / Red. kol.: S. V. Alekhina i dr. Moscow: Moscow State University of Psy- chology and Education, Moscow, Russia, 2011. P. 30–33.
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