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On the Issue of Assessing the Inclusive Process in an Educational Organization: a Pilot Study 144
Alekhina S.V.
PhD in Psychology, Vice-Rector for Inclusive Education, Director, Institute of Problems of Integrative (Inclusive) Education, Moscow State University of Psychology and Education, Moscow, Russia
e-mail: ipio.mgppu@gmail.com Melnik Y.V.
PhD in Education, Research Associate, Center of Applied Psychological and Pedagogical Studies, Moscow State University of Psychology & Education, Moscow, Russia
e-mail: 1234567@yandex.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
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
e-mail: ShemanovAYu@mgppu.ru
The orientation adopted by the world community towards the development of inclusive education requires the development of effective approaches to the assessment and development of inclusion that focus on national and regional specifics. The article presents the results of a pilot study of indicators of the state of the inclusive process by interviewing experts with subsequent content analysis. The possibility of applying an activity-based approach to creating an educational environment (V.V. Rubtsov, I.M. Ulanovskaya and others) as the basis for the implementation of inclusion in an educational organization is being investigated; indicators are proposed for assessing its inclusiveness on the basis of the activity approach with the addition of their value-based approach to assessing the educational environment (S.L. Bratchenko). The answers of the experts correspond to the prevailing understanding of inclusion in Russia (inclusion of persons with disabilities), and experts give priority to indicators of adaptation of individuals, rather than to the results of their mastering the program. The conclusion is drawn about the productivity of the activity approach to the development of inclusion in the educational organization and the compliance of the criteria developed for the inclusion of the educational environment based on the activity approach with the main domestic and foreign scientific developments on this issue.
This work was supported by Moscow State University of Psychology and Education.
The authors are grateful for assistance in data collection Alexeyeva M.N.
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