|
|
Assessment of Inclusive Process as a Tool for Designing Inclusion in Educational Institution 175
Alekhina S.V.
PhD in Psychology, Vice-Rector on Inclusive Education, Chief, Institute of Inclusive Education Problems, Moscow State University of Psychology and Education, Moscow, Russia
ORCID: https://orcid.org/0000-0002-9374-5639
e-mail: ipio.mgppu@gmail.com Mel’nik 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 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
ORCID: https://orcid.org/0000-0003-3925-3534
e-mail: ShemanovAYu@mgppu.ru
The paper presents results of a study aimed at exploring how comprehensive assessment of inclusive process may be used as a tool for designing inclusion The paper presents results of a study aimed at exploring how comprehensive assessment of inclusive process may be used as a tool for designing inclusion within an educational institution. The assessment technique is based on three methodological foundations: activity, participatory and human rights based approaches which imply active involvement of the key subject groups in joint activities aimed at developing inclusion. The assessment model is built into the development cycle of an inclusive process and includes, along with self-examination and external expertise, the analysis of the assessment results by the school community with the participation of an external expert, the design of changes, their implementation and re-assessment. The participatory approach enabled us to involve the parent community as one of the subjects of assessing the state of the inclusive process at school. We focused on the following research tasks: to describe the stages in the assessment of inclusive educational process by its participants; to show, using the case of one of the schools involved in testing as an example, how the assessment and its discussion by the participants of the educational process and by the external expert affect the choices in the design of changes, making the educational institution more inclusion-oriented. To analyze the results of applying the assessment technique, one of the Moscow schools was selected which has extensive experience in the implementation of inclusive education and has reached the stage of change design in the cycle of inclusion development. The participatory approach made it possible, on the one hand, to involve the parent community as one of the subjects of assessing the state of the inclusive process at school. On the other hand, the assessment by an external expert was used as a tool for developing the institution’s inclusiveness. All groups of respondents gave a fairly high level of assessment of the inclusive process, although there were statistically significant differences (p <0.01) between the assessments of the teaching staff and parents (lower) in all indicators, except for Redeployment of Resources, Community Building, and Information Accessibility. These differences in the assessments, including the expert ones, were used by the institution to design changes and increase the involvement of the parent community in this process. Thus, the offered methodology can be used as a mechanism for self-analysis and a tool for designing inclusive process in an educational institution within the cycle of inclusive development.
Keywords: inclusive educational process, activity approach, participatory approach, human rights based approach, assessment as a development tool, educational institution
Column: Developmental Psychology
DOI: https://doi.org/10.17759/pse.2021260509
Funding. The article was prepared according to the state assignment of the Ministry of Education of the Russian Federation No. 073-00041-21-03 dated 06/11/2021 “Scientific and methodological support for the development of an inclusive educational environment in the system of general and vocational education.”
Acknowledgements. The authors are grateful to L.M. Prokopyeva for her assistance in mathematical data processing.
Received: 20.08.2021
Accepted: 10.10.2021
- Alekhina S.V. Inklyuzivnoe obrazovanie: ot politiki k praktike [Inclusive
Education: from Policy to Practice]. Psikhologicheskaya nauka i obrazovanie
= Psychological Science and Education, 2016. Vol. 21, no. 1, pp. 136—145.
DOI:10.17759/pse.2016210112 (In Russ., аbstr. in Engl.).
- Alekhina S.V., Mel’nik Yu.V., Samsonova E.V., Shemanov A.Yu. K voprosu
otsenki inklyuzivnogo protsessa v obrazovatel’noi organizatsii: pilotazhnoe
issledovanie [On the issue of assessing the inclusive process in an educational
organization: a pilot study] [Elektronnyi resurs].
Psikhologo-Pedagogicheskie Issledovaniya = Psychological-Educational
Studies, 2019. Vol. 11, no. 4, pp. 121—132. DOI:10.17759/ psyedu.2019110410
(In Russ., abstr. in Engl.).
- Alekhina S.V., Mel’nik Yu.V., Samsonova E.V., Shemanov A.Yu. Ekspertnaya
otsenka parametrov inklyuzivnogo Protsessa v obrazovanii [The expert assessing
of inclusive process parameters in education] [Elektronnyi resurs].
Klinicheskaia i Spetsial’naia Psikhologiia = Clinical Psychology and Special
Education, 2020. Vol. 9, no. 2, pp. 62—78. DOI:10.17759/cpse.2020090203 (In
Russ., abstr. in Engl.).
- Booth T., Ainscow M. Pokazateli inklyuzii. Prakticheskoe posobie [Index for
inclusion: developing learning and participation in schools. Practical guide].
M. Vogan (Ed.), N. Borisova (Sc. Ed.), M. Perfil’eva (Gen. Ed.). Moscow: Publ.
ROOI “Perspektiva”, 2007. 124 p. (In Russ., abstr. in Engl.).
- Vil’shanskaya A.D., Egupova O.V. Kontrol’ kachestva obucheniya v usloviyakh
inklyuzii: metodicheskie rekomendatsii [Quality control of education in
conditions of inclusion: methodical Guide] [Elektronnyi resurs]. N.V. Babkina
(Gen. Ed.). Moscow: Institute of Special Education of the Russian Academy of
Education, 2020. Available at:
https://ikp-rao.ru/metodicheskie-rekomendacii/soderzhanie-10/ (Accessed
20.08.2020). (In Russ.).
- Nesterova A.A. Kriterii otsenki kachestva inklyuzivnogo obrazovaniya
[Criteria for assessing the quality of inclusive education]. In Alekhina S.V.
(ed.). Inklyuzivnoe obrazovanie: preemstvennost’ inklyuzivnoi kul’tury i
praktiki. Sbornik materialov Chetvertoi Mezhdunarodnoi nauchno-prakticheskoi
konferentsii [Inclusive education: the continuity of inclusive culture and
practice. Proceedings of the Forth International Scientific-Practical
Conference]. Moscow: MSUPE, 2017, pp. 38—41. (In Russ., аbstr. in Engl.).
- Ob obrazovanii v Rossiiskoi Federatsii. Federal’nyi zakon № 273-FZ (29
dekabrya 2012 g.) [On education in the Russian Federation. Federal Law No.
273-FZ (2012, December 29)]. Available at: https://rg.ru/2012/12/30/
obrazovanie-dok.html (Accessed 10.08.2021). (In Russ.).
- Pinskaya M. et. al. Poverkh bar’erov: issleduem rezil’entnye shkoly [Above
barriers: a survey of resilient schools] [Elektronnyi resurs]. Voprosy
obrazovaniya = Educational Studies, 2018, no. 2, pp. 198—227.
DOI:10.17323/1814-9545-2018-2-198-227 (In Russ., аbstr. in Engl.).
- Shemanov A.Yu., Samsonova E.V. Special Education as a Resource for the
Inclusive Educational Process. Psikhologicheskaya nauka i obrazovanie =
Psychological Science and Education, 2019. Vol. 24, no. 6, pp. 38—46.
DOI:10.17759/pse.2019240604 (In Russ., аbstr. in Engl.).
- Tikhomirova E.L., Shadrova E.V. Metodika otsenki sformirovannosti
inklyuzivnoi kul’tury vuza [Research instruments to evaluate the development of
inclusive culture at universities] [Elektronnyi resurs]. Istoricheskaya i
sotsial’no-obrazovatel’naya mysl’ = Historical and social educational
ideas, 2016. Vol. 8, no. 5/3, pp. 163—167. (In Russ., Abstr. in
Engl.).
- Alekhina S.V., Samsonova E.V., Yudina T.A. The foundation of an inclusive
paradigm for contemporary education. Specialusis ugdymas / Special
Education, 2018. Vol. 1, pp. 47—60. DOI:10.21277/se.v1i38.366
- Boyle C., Koutsouris G., Salia Mateu A., and Anderson J. The matter of
‘evidence’ in the inclusive education debate. In Sharma U. and Salend S.
(Eds.). Oxford Encyclopedia of Inclusive and Special Education, 2020.
Oxford University Press, pp. 1041— 1054.
DOI:10.1093/acrefore/9780190264093.013.1019
- Gierczyk M., Hornby G. Twice-Exceptional Students: Review of Implications
for Special and Inclusive Education. Education Sciences, 2021. Vol. 11,
p. 85. DOI:10.3390/educsci11020085
- Hornby G. Inclusive special education: development of a new theory for the
education of children with special educational needs and disabilities
[Elektronnyi resurs]. British Journal of Special Education, 2015. Vol.
42, no. 3, pp. 234—256. DOI:10.1111/1467-8578.12101
- Iarskaia-Smirnova E., Goriainova A. Inclusive Education in Today’s Russia:
Room for Maneuver. Europe & Asia Studies, 2021. Published online: 10
May 2021. DOI:10.1080/09668136.2021.1918062
- Incheon Declaration and Framework for Action for the implementation of
Sustainable Development Goal 4 [Elektronnyi resurs]. Available at:
http://uis.unesco.org/
sites/default/files/documents/education-2030-incheon-framework-for-action-implementation-of-sdg4-2016-
en_2.pdf (Accessed 16.08.2021).
- Indicators of inclusive schools: continuing the conversation [Elektronnyi
resurs]. Represented by the Minister of Education. Alberta, Canada: Minister of
Education, 2013. 33 р. Available at: https://open.
alberta.ca/dataset/32d4ea7e-a071-49aa-9666-
294c951a9ece/resource/634472a9-c069-4886-a4e1-
459a123f3946/download/2013-indicators-of-inclusive-schools-continuing-conversation.pdf
(Accessed 16.08.2021).
- Jorgensen С.M., McSheehan M., Schuh M., Sonnenmeier R.M. Quality indicators
of inclusive education. New Hampshire, NE: National Center on Inclusive
Education, Institute on Disability/UCEDD, University of New Hampshire, 2012. 24
р.
- Participation in inclusive education — a Framework for developing
indicators [Elektronnyi resurs]. Odense, Denmark: European Agency for
Development in Special Needs Education (Ed.). 2011. 58 p. Available at:
https://www.european-agency.org/sites/default/
files/participation-in-inclusive-education-a-framework-for-developing-indicators_Participation-in-Inclusive-
Education.pdf (Аccessed 05.08.2021).
- Sprunta B., Deppelerb J., Ravuloc K., Tinaivunivalud S., Sharma U. Entering
the SDG era: What do Fijians prioritise as indicators of disability-inclusive
education? [Elektronnyi resurs]. Disability and the Global South, 2017.
Vol. 4, no. 1, pp. 1065— 1087. Available at:
https://disabilityglobalsouth.files. wordpress.com/2012/06/dgs-04-01-02.pdf
(Accessed 20.08.2020).
- The Right of Children with Disabilities to Education: A Rights-Based
Approach to Inclusive Education [Elektronnyi resurs]. Represented by the UNICEF
Regional Office for Central and Eastern Europe and the Commonwealth of
Independent States in Geneva, 2012. 124 p. URL:
https://www.unicef.org/disabilities/files/ UNICEF_Right_to_Education
_Children_Disabilities_ En_Web.pdf (Accessed 29.03.2020).
|
|
