The Expert Assessing of Inclusive Process Parameters in Education 170
PhD in Psychology, Vice-Rector on Inclusive Education, Chief, Institute of Inclusive Education Problems, Moscow State University of Psychology and Education, Moscow, Russia
PhD in Education, Senior Researcher of Scientific and Methodological Center of the Institute of Inclusive Education Problems, Moscow State University of Psychology & Education, Moscow, Russia
PhD in Psychology, Head of the Research and Methodological Centre of the Institute of Inclusive Education Problems, Moscow State University of Psychology & Education, Moscow, Russia
Doctor of Philosophy, Professor of the Department of Special Psychology and Rehabilitation of the Faculty of Clinical and Special Psychology, Leading Researcher of the Scientific and Methodological Center of the Institute for Problems of Inclusive Education, Moscow State University of Psychology & Education, Moscow, Russia
The article presents the data of expert assessment of the parameters of the inclusive process in an educational organization. The set of parameters was based on the activity model for the development of an inclusive process. The indicators included in this model were selected based on the content analysis of the previously published pilot study. The method of expert evaluation of compliance with basic principles of inclusive education of various parameters which characterize the educational process in the school used. 44 experts with practical and research experience in inclusive education participated in the survey. The analysis of the results showed that experts selected parameters which generally correspond to the activity approach in the development of inclusive education, focused on supporting the engaged participation and active position of participants in the inclusive educational process. Indicators that reflect formalized approaches to evaluating educational outcomes did not receive expert consensus, but parameters which focus on individualization of education (such as evaluating the dynamics of individual progress of students) were supported. System-forming parameters for assessing the inclusive process can be called those that allow achieving greater individualization of education, more comprehensive support for all students, and well-coordinated professional work of the school teaching team.
this work was supported by Moscow State University of Psychology and Education
Authors thank L.M. Shishlyannikova for her help in data collection and statistical processing for the study
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