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.
Highlights
Despite a sufficient number of publications devoted to the problems of inclusive education in the Russian Federation, conferences held at the international and all-Russian level on this topic, the problem of assessing the quality of the inclusive process in general education schools is still relevant
In some European educational institutions, special attention is paid to measuring the audience indicators of inclusive education based on cooperation, differentiation of curricula, teachers' sense of self-efficacy when working with students with special needs (Early Childhood Technical Assistance Center, & National Center for Pyramid Model Innovations, 2020)
The monitoring made it possible to assess the quality of the infrastructure components of inclusive education in the regions of the Russian Federation, i.e. how well the general educational organizations of the republics, territories and regions of Russia are equipped with a regulatory, material and technical, methodological base and special software and methodological support aimed at the most effective integration of children with special needs into the educational and sociocultural space of a general education school, as well as identify the presence of an inclusive culture of teachers, students and their parents
Summary
Despite a sufficient number of publications devoted to the problems of inclusive education in the Russian Federation, conferences held at the international and all-Russian level on this topic, the problem of assessing the quality of the inclusive process in general education schools is still relevant. Some experience has already been accumulated in monitoring and assessing the quality of inclusive education, both at the level of educational organizations and at the regional level The generalization of this experience is a necessary condition for the formation of a comprehensive system for assessing the quality of the implementation of inclusive education, both in individual constituent entities of the Federation and at the federal level. The research problem consists, in our opinion, in the presence of contradictions between the quality indicators of the organizational, technological and methodological components of support for the implementation of inclusive education and the components of the educational process: personnel, material and technical and information education.
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