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Коллекция гуманитарных исследований

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Анализ систем оценки качества инклюзивного образования за рубежом

https://doi.org/10.21626/j-chr/2021-4(29)/9

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Аннотация

В статье представлен анализ систем оценки качества реализации инклюзивного образования за рубежом. Обобщены варианты оценки качества инклюзивного образования в европейских странах, США, Индии и др.

Об авторах

В. К. Елисеев
Липецкий государственный педагогический университет им. П.П. Семенова-Тян-Шанского
Россия

кандидат педагогических наук, доцент

398050, г. Липецк, ул. Плеханова, 32



М. В. Коробова
Липецкий государственный педагогический университет им. П.П. Семенова-Тян-Шанского
Россия

кандидат педагогических наук, доцент

398050, г. Липецк, ул. Плеханова, 32



Н. Н. Кузьмин
Липецкий государственный педагогический университет им. П.П. Семенова-Тян-Шанского
Россия

кандидат педагогических наук, доцент

398050, г. Липецк, ул. Плеханова, 32



Список литературы

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2. Booth, T., & Ainscow, M. (2002). Index for Inclusion. Bristol: Centre for Studies on Inclusive Education.

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7. EASNIE [European Agency for Special Needs and Inclusive Education] (2011). Key principles for promoting quality in inclusive education: Recommendations for practice. Odense, DK: EASNIE. Retrieved from: https://www.europeanagency.org/sites/default/files/key-principles-for-promoting-quality-in-inclusive-education-recommendations-for-practice_KeyPrinciples-2011-EN.pdf

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11. Mishra, Priyadarshi & Jangira, N & Kapoor, Satish. (2018). Quality Indicators for Inclusive Education. Retrieve from https://www.academia.edu/35259816/Quality_Indicators_for_Inclusive_Education_pd.

12. 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

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14. Sanchez, S., Rodriguez, H., & Sandoval, M. (2019). Descriptive and comparative analysis of School Inclusion through Index for Inclusion. Psychology, Society, & Education, 11(1), 1-13

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16. 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.

17. Sulzberger L.A., (2015) Quality Indicators for Inclusive Practices: How Are We Doing? Retrieved from http://ttacwm.blogs.wm.edu/quality-indicators-for-inclusive-practices-how-are-weding/#:~:text=Quality%20Indicators%20for%20Inclusive%20Practices%3A%20How%20Are%20We%20Doing%3F

18. Susan R. Warren, Richard S. Martinez & Lori A. Sortino (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

19. Susan R. Jones (1996) Toward Inclusive Theory, NASPA Journal, 33:4, 347-354, DOI: 10.1080/00220973.1996.11072421

20. Wolery, M., Pauca, T., Brashers, M. S., & Grant, S. (2000). Quality of inclusive experiences measure. Chapel Hill: University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute.


Рецензия

Для цитирования:


Елисеев В.К., Коробова М.В., Кузьмин Н.Н. Анализ систем оценки качества инклюзивного образования за рубежом. Коллекция гуманитарных исследований. 2021;(4):70-77. https://doi.org/10.21626/j-chr/2021-4(29)/9

For citation:


Eliseev V.K., Korobova M.V., Kuzmin N.N. Analysis of systems for assessing the quality of inclusive education abroad. The Collection of Humanitarian Studies. 2021;(4):70-77. (In Russ.) https://doi.org/10.21626/j-chr/2021-4(29)/9

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