Novosibirsk State Pedagogical University Bulletin, 2016, vol. 6, no. 1, pp. 7–22
© Ryapisov N. A., Ryapisova A. G., 2016
UDC: 
376

Monitoring the effectiveness of inclusive practices

Ryapisov N. A. 1 (Novosibirsk, Russian Federation), Ryapisova A. G. 1 (Novosibirsk, Russian Federation)
1 Novosibirsk State Pedagogical University, Novosibirsk, Russian Federation
Full text (Open Access) — Downloaded 5186
Abstract: 

The article presents an overview of the main problems associated with monitoring the effectiveness of inclusive practice and considered at the IV International scientific school on problems of inclusive education. The conceptual apparatus in the aspect of the stated theme is defined. The approaches to the evaluation of successful educational inclusion are disclosed. The research and practical experience and the result of an innovative regional project "Education and socialization of children with disabilities in inclusive educational space of the Novosibirsk region" to develop strategies to address issues of inclusive education development in the mass practice are described. The technology of monitoring organization of an inclusive process in education, the criteria and performance indicators of an inclusive educational process, tools for assessing the quality of the process and outcomes of inclusive education are presented. The approaches to the evaluation of educational achievements of students with disabilities in terms of inclusive practice and evaluation of social impact of an inclusive process in education are reviewed. The potential applications are varied, including interactive forms of work in the framework of the scientific-educational activities: plenary session, webinar, interactive lecture, panel discussion, round table, panel discussion, master class, the foresight session, case study, background, presentation of the group project are analyzed.

Keywords: 

Monitoring, inclusive education, efficiency of educational process, technology of organization of monitoring studies in terms of inclusive education criteria and indicators for the effectiveness of inclusive educational process, tools for assessing the quality of the process and outcomes of inclusive education

https://www.scopus.com/record/display.uri?eid=2-s2.0-85017605885&origin=...

Monitoring the effectiveness of inclusive practices

For citation:
Ryapisov N. A., Ryapisova A. G. Monitoring the effectiveness of inclusive practices. Novosibirsk State Pedagogical University Bulletin, 2016, vol. 6, no. 1, pp. 7–22. DOI: http://dx.doi.org/10.15293/2226-3365.1601.01
References: 
  1. Alekhina S. V. Monitoring of an inclusive process in education. Inclusive education: methodology, practice, technology. Materials of the I International conference. Moscow, MSPPU Publ., 2011, pp. 20–22. (In Russian)
  2. Alekhina S. V. Monitoring of the socio-psychological problems of development of students. Vestnik of practical psychology of education. 2007, no. 3, pp. 46–48. (In Russian)
  3. Alekhina S. V. Psychological monitoring is a tool for the development of education. Vestnik of practical psychology of education. 2007, no. 1, pp. 70–72. (In Russian)
  4. Bunch G. The Social benefits of inclusion. The results of a study of the impact of inclusive education on the development. Effective technologies of inclusive education: training video. Part 2: Particular methods of teaching and upbringing of children in the implementation of inclusion. (Ed) A. G. Ryapisova. Novosibirsk, NSPU Publ., 2013, 769 MB. (In Russian) Available at: https://lib.nspu.ru/views/library/59761/save.php (accessed 20. 11. 2015)
  5. Booth T., Ainscow M. Indicators of inclusion. The practical guide. (Eds) M. Vaughan, I. Anikeeva, M. Perfilieva. Moscow, Perspective Publ., 2013. (In Russian) Available at: http://www.gosbook.ru/node/37022 (accessed 20. 11. 2015)
  6. Banch G., Alehina S.V., Ziegler R. Approaches to assessing academic achievement and educational outcomes of students with disabilities. Effective technologies for inclusive education: training video. Part 4: the Ways of inclusion in extracurricular, educational and developmental work. (Ed) A. G. Ryapisova. Novosibirsk, NSPU Publ., 2013, 649 MB. (In Russian) Available at: https://lib.nspu.ru/views/library/17778/save.php (accessed 20. 11. 2015)
  7. Reflection in the educational process: electronic textbook: text (character) electronic edition. (Eds) A. G. Ryapisova, T. V. Ryumina.  RF Scope no. 0321502669. Novosibirsk, NSPU Publ., 2015. (In Russian) Available at: https://lib.nspu.ru/views/library/60950/web.php (accessed 20. 11. 2015)
  8. Ryapisova A. G., Chepel T. L. Theory and practice of inclusive education: the textbook: in 3 part. Part 3. Theory and practice of inclusive education: the effectiveness of the educational process in the conditions of inclusive practices: the Database, volume of 9 000 KB. Novosibirsk, NSPU Publ., 2013. Rospatent no. 2013620827.  (In Russian)
  9. Ryapisova A. G., Chepel, T. L. Study of the efficiency of educational process in conditions of inclusive practice. Siberian pedagogical journal. 2013, no. 2, pp. 226–232. (In Russian)
  10. Ryapisova A. G. Scientific school as an effective form of training in the field of inclusive education. Journal of pedagogical innovations. 2013, no. 1 (31), pp. 47–57. (In Russian)
  11. Chepel T. L., Abakirova Etc., Samuilenko, S. V. The results of monitoring studies of the effectiveness of the educational process in the practice inclusive // Inclusive education: practice, research methodology: proceedings of the II International scientific-practical conference (ed) S. V. Alekhina Moscow, LLC "Buki Vedi" Publ., 2013. pp. 104-109. (In Russian) Available at: http://edu-open.ru/Default.aspx?tabid=359 (accessed 20. 11. 2015)
  12. Chepel T. L., Abakirova T. P., Samuilenko S. V. The efficiency of the educational process in the conditions of inclusive practice: results of monitoring studies. Psychological science and education. 2014, vol. 19, no. 1, pp. 33–41. (In Russian)
  13. Bunch G. Inclusion: How to: Essential classroom strategies. Toronto, Inclusion Press Publ., 1999, pp. 87–99.
  14. Bunch G., Valeo A. Student attitudes toward peers with disabilities in inclusive and special education schools. Disability and Society. 2004, no. 19 (1), pp. 61–76.
  15. Bunch G. The need for redefinition. The inclusion papers: Strategies to make inclusion work. (Eds.) J. Pearpoint, M. Forest, J. Snow. Toronto, Inclusion press Publ., 1989, pp. 111–113. 
  16. Bunch G. Kids, disabilities and regular classrooms: An annotated bibliography of selected children's literature. Toronto, Inclusion Press Publ., 1995. 
  17. Bunch G., Lupart J., Brown M. Resistance and Acceptance: Teacher attitudes to inclusion of students with disability. Toronto, Faculty of Education, York University Publ., 1997.
  18. Bunch G., Valeo A. Inclusion: Recent research. Toronto, Inclusion Press Publ., 1997.
  19. Valeo A. Inclusive education support systems: Teacher and administrator views. Unpublished Masters Research Project.  Toronto, Faculty of Education, York University Publ., 1994.
  20. Ebersold, Serge Keynote intervention on Inclusive Education in Europe. Available at: http://www.includ-ed.eu/sites/default/files/documents/conference_ppt_prof._ebersold.pdf (accessed 20. 11. 2015)
  21. Ebersold, Serge Transition to tertiary education and to employment of young adults with mental health problems. Available at: http://www.oecd.org/els/emp/45106530.pdf (accessed 20. 11. 2015)
  22. Ebersold,   Serge Special needs education in central Asia: some key features for implementing inclusive education. Central Asia Forum on Education.  Bishkek, 16 September 2009. Available at: http://www.unicef.org/ceecis/Serge_Ebersold_central_asia_16_sept_09.pdf (accessed 20. 11. 2015)
  23. Ministry of National Education, Higher Education and In Search. Available at: www.education.gouv.fr (accessed 20. 11. 2015)
Date of the publication 29.02.2016