Assessment of Inclusive Process as a Tool for Designing Inclusion in Educational Institution 175
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 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
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.
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