Assessment of the quality of inclusive education in general education organizations of Russia
Keywords:
monitoring the quality of inclusive education, structural and psychological and pedagogical components of the quality of inclusive education, quality criteria.
Abstract
The purpose of this work was an empirical study of assessing the quality of inclusive education in the regions of the Russian Federation. The article presents the results of monitoring the quality of the implementation of inclusive education in general educational organizations of the regions of the Russian Federation. The criteria for a comprehensive assessment of the quality of inclusive education are highlighted. Discrepancies in assessments of the quality of individual parameters of inclusive education in the regions were revealed, ways of increasing its effectiveness were outlined.
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References
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Bogdanova, T.G., & Nazarova, N.M (2020). Evolution as a tool for managing the quality of inclusive processes in education. Special education, № 3, (pp. 24-39): https://cyberleninka.ru/article/n/evalyuatsiya-kak-instrument-upravleniya-kachestvom-inklyuzivnyh-protsessov-v-obrazovanii
Booth, T., & Ainscow, M. (2002). Index for Inclusion. Developing Learning and Participation in Schools. CSIE. https://www.eenet.org.uk/resources/docs/Index%20English.pdf
Buysse, V., Wesley, P. W., Keyes, L., & Bailey, D. B. (1996). Assessing the comfort zone of child care teachers in serving young children with disabilities. Journal of Early Intervention, 20, 189-204. https://www.rti.org/publication/assessing-comfort-zone-child-care-teachers-serving-young-children-disabilities
Calero, J., & Benasco, X (2016). “2 Quality factors of inclusive education in Europe: an exploration WORK TEAM”. Quality factors of inclusive education in Europe: an exploration: https://includ ed.eu/sites/default/files/documents/quality_factors_of_inclusive_education_final_en.pdf
Cate, D., Diefendorf, M., McCullough, K., Peters, M. L., & Whaley, K. (Eds.). (2010). Quality indicators of inclusive early childhood programs/practices: A compilation of selected resources. Chapel Hill: The University of North Carolina, FPG Child Development Institute, National Early Childhood Technical Assistance Center. https://ru.scribd.com/document/436168801/qualityindicatorsinclusion-pdf
Early Childhood Technical Assistance Center, & National Center for Pyramid Model Innovations (2020). Indicators of High-Quality Inclusion. Retrieved from https://ectacenter.org/topics/inclusion/indicators.asp
Eliseev, V., Eliseeva, I., Korobova, M., & Romanova, Ju. (2021) Assessing social cognitive functions in elementary school children: or problems of motor activity disorders. Revista Amazonia Investiga, 10(37), 125-134, DOI: 10.34069/AI/2021.37.01.13
Farman, I.P. (2012) Monitoring as a method of research and data presentation [Electronic resource] / I.P. Farman: – Access mode: http://cyberleninka.ru/article/n/monitoring-kak-metod-issledovaniya-i-predstavleniya-znaniy
Ilyina, D.S. (2019) Monitoring of the Federal State Educational Standard of SPECIAL HEALTH NEEDS as an Assessment Procedure of Resource Support for the Implementation of Adapted Educational Programs. Scientific and methodological support for assessing the quality of education, № 3 (8), (pp. 28–32): https://cyberleninka.ru/article/n/monitoring-fgos-ovz-kak-otsenochnaya-protsedura-resursnogo-obespecheniya-realizatsii-adaptirovannyh-obrazovatelnyh-programm
Irwin, S. H. (2009). SpeciaLink Early Childhood Inclusion Quality Scale. Wreck Cove, NS: Breton Books. https://www.specialinkcanada.org/about/rating%20scales.html
Jones, S.R. (1996) Toward Inclusive Theory, NASPA Journal, 33(4), 347-354, DOI: 10.1080/00220973.1996.11072421
Lero, D. S. (2010). Assessing inclusion quality in early learning and child care in Canada with the SpeciaLink Child Care Inclusion Practices Profile and Principles Scale. Retrieved from https://www.specialinkcanada.org/about/pdf/SpeciaLink%20Research%20Report%20on%20Inclusion%20Quality%20Rating%20Scale.pdf
Loreman, T., Forlin, C., & Sharma, U. (2014). Measuring indicators of inclusive education: A systematic review of the literature. In Forlin, C., & Loreman, T. (Eds.), Measuring inclusive education (pp.165-187). West Yorkshire: Emerald Group Publishing Limited. https://www.researchgate.net/publication/286806003_Measuring_Indicators_of_Inclusive_Education_A_Systematic_Review_of_the_Literature
Medova, N.A. (2013). Model of inclusive education in the conditions of the municipal educational system. 13.00.01 – General Pedagogy, History of Pedagogy and Education: Dissertation for the degree of candidate of pedagogical science. Tomsk, Tomsk State Pedagogical University, 285 p: https://viewer.rusneb.ru/ru/rsl01005541733?page=1&rotate=0&theme=white
Mishra, P. & Jangira, N & Kapoor, S. (2018). Quality Indicators for Inclusive Education [PDF file]. Retrieve from https://www.academia.edu/35259816/Quality_Indicators_for_Inclusive_Education_pdf
National Professional Development Center on Inclusion. (2011). Research synthesis points on quality inclusive practices. Chapel Hill: University of North Carolina, FPG Child Development Institute, National Professional Development Center on Inclusion. Retrieved from http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-ResearchSynthesisPointsInclusivePractices-2011_0.pdf
Nizova, L.M., & Danilova M.I. (2017). Inclusive education as a form of socialization of disabled people (on the example of the Republic of Mari El). Educational policy, № 1 (75), (pp. 102-109): https://elibrary.ru/download/elibrary_41442546_56864602.pdf
Pakarine, E., Lerkkanen M.K. & Suchodoletz, A. (2020). Teacher emotional support in relation to social competence in preschool classrooms, International Journal of Research & Method in Education, 43(4), pp. 444-460. DOI: 10.1080/1743727X.2020.1791815
Petrovich, O.G. (2020). The system of monitoring studies of the learning conditions for persons with special health needs and disabilities: the experience of the Institute for the Development of Education. Bulletin of the Saratov Regional Institute of Education Development, № 1 (21), (pp. 33-41): https://www.elibrary.ru/item.asp?id=42565258
Rojas-Bahamón, M.J., Aguilar-Cruz, P.J., & Arbeláez-Campillo, D.F. (2020). Curricular integration as a strategy to strengthen the educational process in public institutions in COVID-19 times. Revista Inclusiones, 7(num Especial), pp. 233-241.
Ryapisov, N.A., & Ryapisova, A.G. (2016). Monitoring the effectiveness of inclusive practice. Bulletin of the Novosibirsk State Pedagogical University, № 1 (29), (pp. 7-19) https://cyberleninka.ru/article/n/monitoring-effektivnosti-inklyuzivnoy-praktiki
Sánchez, S., Rodríguez, H., & Sandoval, M. (2019). Descriptive and comparative analysis of School Inclusion through Index for Inclusion. Psychology, Society, & Education, 11(1), 1-13 https://www.researchgate.net/publication/332639467_Descriptive_and_comparative_analysis_of_School_Inclusion_through_Index_for_Inclusion
Shemanov, A.Yu., & Samsonova, E.V. (2019). Special education as a resource of inclusive educational process. Psychological Science and Education, 24(6), (pp. 38-46): https://psyjournals.ru/psyedu/2019/n6/Shemanov_Samsonova.shtml
Sheveleva, D.E. (2019). The quality of inclusive education: how the activity of the mass school in different countries is assessed. School technologies, № 4, (pp. 38-44): http://narodnoe.org/journals/shkolnie-tehnologii/2019-4/kachestvo-inklyuzivnogo-obrazovaniya-kak-ocenivaetsya-deyatelnost-massovoiy-shkoli-v-raznih-stranah
Simaeva, I. N., & Khitryuk, V. V. (2014). Inclusive educational space: SWOT-analysis. Bulletin of the Baltic Federal University, № 5, (pp. 31–39): https://cyberleninka.ru/article/n/inklyuzivnoe-obrazovatelnoe-prostranstvo-swot-analiz/viewer
Soucacou, E. P., & Sylva, K. (2010). Developing observation instruments and arriving at inter-rater reliability for a range of contexts and raters: The early childhood environment rating scales. In Walford, G., Tucker, E., Viswanathan, M. (Eds.), The SAGE handbook of measurement (pp. 61-85). London, England: SAGE. https://www.researchgate.net/publication/292696338_Developing_observation_instruments_and_arriving_at_inter-rater_reliability_for_a_range_of_contexts_and_raters_The_early_childhood_environment_rating_scales
Sulzberger, L.A., (2015) Quality Indicators for Inclusive Practices: How Are We Doing? Virginia Department of Education's. Retrieved from http://ttacwm.blogs.wm.edu/quality-indicators-for-inclusive-practices-how-are-we-doing/
Vakorina, L.Yu. (2019). Inclusive education in Russia: mechanisms of management and efficiency improvement: (dissertation. ... PhD. in sociological) М., Peoples 'Friendship University of Russia, 221 p. https://www.dissercat.com/content/inklyuzivnoe-obrazovanie-v-rossii-mekhanizmy-upravleniya-i-povysheniya-effektivnosti
Warren, S., Martinez, R. & Sortino, L. (2016) Exploring the Quality Indicators of a Successful Full-Inclusion Preschool Program. Journal of Research in Childhood Education, 30(4), 540-553, DOI: 10.1080/02568543.2016.1214651
Wolery, M., Gessler Werts, M., Lisowski, L., K. Caldwell, N., Snyder, E. (1995). Experienced Teachers’ Perceptions of Resources and Supports for Inclusion. Education and Training in Mental Retardation and Developmental Disabilities. Division on Autism and Developmental Disabilities, 30(1), (pp. 15-26): https://www.jstor.org/stable/23879136
Alekhina, S.V., Melnik, Yu.V., Samsonova, E.V., & Shevmanov, A. Yu. (2019). On the issue of assessing the inclusive process in an educational organization: a pilot study. Psychological and pedagogical research, 11(4). (pp. 121-132): https://psyjournals.ru/files/111073/psyedu_2019_n4_Alekhina_Melnik_Samsonova_Shemanov.pdf
Bogdanova, T.G., & Nazarova, N.M (2020). Evolution as a tool for managing the quality of inclusive processes in education. Special education, № 3, (pp. 24-39): https://cyberleninka.ru/article/n/evalyuatsiya-kak-instrument-upravleniya-kachestvom-inklyuzivnyh-protsessov-v-obrazovanii
Booth, T., & Ainscow, M. (2002). Index for Inclusion. Developing Learning and Participation in Schools. CSIE. https://www.eenet.org.uk/resources/docs/Index%20English.pdf
Buysse, V., Wesley, P. W., Keyes, L., & Bailey, D. B. (1996). Assessing the comfort zone of child care teachers in serving young children with disabilities. Journal of Early Intervention, 20, 189-204. https://www.rti.org/publication/assessing-comfort-zone-child-care-teachers-serving-young-children-disabilities
Calero, J., & Benasco, X (2016). “2 Quality factors of inclusive education in Europe: an exploration WORK TEAM”. Quality factors of inclusive education in Europe: an exploration: https://includ ed.eu/sites/default/files/documents/quality_factors_of_inclusive_education_final_en.pdf
Cate, D., Diefendorf, M., McCullough, K., Peters, M. L., & Whaley, K. (Eds.). (2010). Quality indicators of inclusive early childhood programs/practices: A compilation of selected resources. Chapel Hill: The University of North Carolina, FPG Child Development Institute, National Early Childhood Technical Assistance Center. https://ru.scribd.com/document/436168801/qualityindicatorsinclusion-pdf
Early Childhood Technical Assistance Center, & National Center for Pyramid Model Innovations (2020). Indicators of High-Quality Inclusion. Retrieved from https://ectacenter.org/topics/inclusion/indicators.asp
Eliseev, V., Eliseeva, I., Korobova, M., & Romanova, Ju. (2021) Assessing social cognitive functions in elementary school children: or problems of motor activity disorders. Revista Amazonia Investiga, 10(37), 125-134, DOI: 10.34069/AI/2021.37.01.13
Farman, I.P. (2012) Monitoring as a method of research and data presentation [Electronic resource] / I.P. Farman: – Access mode: http://cyberleninka.ru/article/n/monitoring-kak-metod-issledovaniya-i-predstavleniya-znaniy
Ilyina, D.S. (2019) Monitoring of the Federal State Educational Standard of SPECIAL HEALTH NEEDS as an Assessment Procedure of Resource Support for the Implementation of Adapted Educational Programs. Scientific and methodological support for assessing the quality of education, № 3 (8), (pp. 28–32): https://cyberleninka.ru/article/n/monitoring-fgos-ovz-kak-otsenochnaya-protsedura-resursnogo-obespecheniya-realizatsii-adaptirovannyh-obrazovatelnyh-programm
Irwin, S. H. (2009). SpeciaLink Early Childhood Inclusion Quality Scale. Wreck Cove, NS: Breton Books. https://www.specialinkcanada.org/about/rating%20scales.html
Jones, S.R. (1996) Toward Inclusive Theory, NASPA Journal, 33(4), 347-354, DOI: 10.1080/00220973.1996.11072421
Lero, D. S. (2010). Assessing inclusion quality in early learning and child care in Canada with the SpeciaLink Child Care Inclusion Practices Profile and Principles Scale. Retrieved from https://www.specialinkcanada.org/about/pdf/SpeciaLink%20Research%20Report%20on%20Inclusion%20Quality%20Rating%20Scale.pdf
Loreman, T., Forlin, C., & Sharma, U. (2014). Measuring indicators of inclusive education: A systematic review of the literature. In Forlin, C., & Loreman, T. (Eds.), Measuring inclusive education (pp.165-187). West Yorkshire: Emerald Group Publishing Limited. https://www.researchgate.net/publication/286806003_Measuring_Indicators_of_Inclusive_Education_A_Systematic_Review_of_the_Literature
Medova, N.A. (2013). Model of inclusive education in the conditions of the municipal educational system. 13.00.01 – General Pedagogy, History of Pedagogy and Education: Dissertation for the degree of candidate of pedagogical science. Tomsk, Tomsk State Pedagogical University, 285 p: https://viewer.rusneb.ru/ru/rsl01005541733?page=1&rotate=0&theme=white
Mishra, P. & Jangira, N & Kapoor, S. (2018). Quality Indicators for Inclusive Education [PDF file]. Retrieve from https://www.academia.edu/35259816/Quality_Indicators_for_Inclusive_Education_pdf
National Professional Development Center on Inclusion. (2011). Research synthesis points on quality inclusive practices. Chapel Hill: University of North Carolina, FPG Child Development Institute, National Professional Development Center on Inclusion. Retrieved from http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-ResearchSynthesisPointsInclusivePractices-2011_0.pdf
Nizova, L.M., & Danilova M.I. (2017). Inclusive education as a form of socialization of disabled people (on the example of the Republic of Mari El). Educational policy, № 1 (75), (pp. 102-109): https://elibrary.ru/download/elibrary_41442546_56864602.pdf
Pakarine, E., Lerkkanen M.K. & Suchodoletz, A. (2020). Teacher emotional support in relation to social competence in preschool classrooms, International Journal of Research & Method in Education, 43(4), pp. 444-460. DOI: 10.1080/1743727X.2020.1791815
Petrovich, O.G. (2020). The system of monitoring studies of the learning conditions for persons with special health needs and disabilities: the experience of the Institute for the Development of Education. Bulletin of the Saratov Regional Institute of Education Development, № 1 (21), (pp. 33-41): https://www.elibrary.ru/item.asp?id=42565258
Rojas-Bahamón, M.J., Aguilar-Cruz, P.J., & Arbeláez-Campillo, D.F. (2020). Curricular integration as a strategy to strengthen the educational process in public institutions in COVID-19 times. Revista Inclusiones, 7(num Especial), pp. 233-241.
Ryapisov, N.A., & Ryapisova, A.G. (2016). Monitoring the effectiveness of inclusive practice. Bulletin of the Novosibirsk State Pedagogical University, № 1 (29), (pp. 7-19) https://cyberleninka.ru/article/n/monitoring-effektivnosti-inklyuzivnoy-praktiki
Sánchez, S., Rodríguez, H., & Sandoval, M. (2019). Descriptive and comparative analysis of School Inclusion through Index for Inclusion. Psychology, Society, & Education, 11(1), 1-13 https://www.researchgate.net/publication/332639467_Descriptive_and_comparative_analysis_of_School_Inclusion_through_Index_for_Inclusion
Shemanov, A.Yu., & Samsonova, E.V. (2019). Special education as a resource of inclusive educational process. Psychological Science and Education, 24(6), (pp. 38-46): https://psyjournals.ru/psyedu/2019/n6/Shemanov_Samsonova.shtml
Sheveleva, D.E. (2019). The quality of inclusive education: how the activity of the mass school in different countries is assessed. School technologies, № 4, (pp. 38-44): http://narodnoe.org/journals/shkolnie-tehnologii/2019-4/kachestvo-inklyuzivnogo-obrazovaniya-kak-ocenivaetsya-deyatelnost-massovoiy-shkoli-v-raznih-stranah
Simaeva, I. N., & Khitryuk, V. V. (2014). Inclusive educational space: SWOT-analysis. Bulletin of the Baltic Federal University, № 5, (pp. 31–39): https://cyberleninka.ru/article/n/inklyuzivnoe-obrazovatelnoe-prostranstvo-swot-analiz/viewer
Soucacou, E. P., & Sylva, K. (2010). Developing observation instruments and arriving at inter-rater reliability for a range of contexts and raters: The early childhood environment rating scales. In Walford, G., Tucker, E., Viswanathan, M. (Eds.), The SAGE handbook of measurement (pp. 61-85). London, England: SAGE. https://www.researchgate.net/publication/292696338_Developing_observation_instruments_and_arriving_at_inter-rater_reliability_for_a_range_of_contexts_and_raters_The_early_childhood_environment_rating_scales
Sulzberger, L.A., (2015) Quality Indicators for Inclusive Practices: How Are We Doing? Virginia Department of Education's. Retrieved from http://ttacwm.blogs.wm.edu/quality-indicators-for-inclusive-practices-how-are-we-doing/
Vakorina, L.Yu. (2019). Inclusive education in Russia: mechanisms of management and efficiency improvement: (dissertation. ... PhD. in sociological) М., Peoples 'Friendship University of Russia, 221 p. https://www.dissercat.com/content/inklyuzivnoe-obrazovanie-v-rossii-mekhanizmy-upravleniya-i-povysheniya-effektivnosti
Warren, S., Martinez, R. & Sortino, L. (2016) Exploring the Quality Indicators of a Successful Full-Inclusion Preschool Program. Journal of Research in Childhood Education, 30(4), 540-553, DOI: 10.1080/02568543.2016.1214651
Wolery, M., Gessler Werts, M., Lisowski, L., K. Caldwell, N., Snyder, E. (1995). Experienced Teachers’ Perceptions of Resources and Supports for Inclusion. Education and Training in Mental Retardation and Developmental Disabilities. Division on Autism and Developmental Disabilities, 30(1), (pp. 15-26): https://www.jstor.org/stable/23879136
Published
2021-10-29
How to Cite
Konstantinovich, E. V., Tafintseva, L. M., Dormidontov, R. A., & Dolmatova, V. N. (2021). Assessment of the quality of inclusive education in general education organizations of Russia. Amazonia Investiga, 10(45), 185-197. https://doi.org/10.34069/AI/2021.45.09.19
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