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Clinical Psychology and Special Education

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-0394

DOI: https://doi.org/10.17759/cpse

License: CC BY-NC 4.0

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The Expert Assessing of Inclusive Process Parameters in Education 89

Alekhina S.V.
PhD in Psychology, Vice-Rector for Inclusive Education, Moscow State University of Psychology and Education, Moscow, Russia
ORCID: https://orcid.org/0000-0002-9374-5639
e-mail: ipio.mgppu@gmail.com

Melnik Y.V.
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
ORCID: https://orcid.org/0000-0002-5851-3226
e-mail: melnik_stav@mail.ru

Samsonova E.V.
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
ORCID: https://orcid.org/0000-0001-8961-1438
e-mail: SamsonovaEV@mgppu.ru

Shemanov A.Yu.
Doctor of Philosophy, Professor, Leading Researcher of Research and Methodological Centre of the Institute of Inclusive Education Problems, Moscow State University of Psychology & Education, Moscow, Russia
ORCID: https://orcid.org/0000-0003-3925-3534
e-mail: ShemanovAYu@mgppu.ru

Abstract
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.

Keywords: inclusive education, assessment of the inclusion, educational organization, inclusive process, parameters of the inclusive process, activity approach, individualization of education, engaged participation

Column: Empirical research

DOI: https://doi.org/10.17759/cpse.2020090203

For Reference

Funding

this work was supported by Moscow State University of Psychology and Education

Acknowledgements

Authors thank L.M. Shishlyannikova for her help in data collection and statistical processing for the study

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