Evaluación de la calidad del proceso educativo para estudiantes con discapacidad
DOI:
https://doi.org/10.17162/au.v11i4.856Palabras clave:
organización educativa, educación inclusiva, proceso educativo, estudiantes con discapacidad, indicadores de la calidad de la educación inclusiva.Resumen
Actualmente, el problema del desarrollo de la educación inclusiva en Rusia es particularmente importante. Se han propuesto enfoques cada vez más innovadores para la enseñanza y la crianza de niños con necesidades educativas especiales. El artículo propone un sistema para evaluar la calidad del proceso educativo en las organizaciones educativas. El sistema incluye indicadores que reflejan la efectividad de las actividades educativas y científicas de los estudiantes con discapacidad, así como su adaptación social en la educación inclusiva y la participación en actividades extraescolares. El autor ha presentado recomendaciones relacionadas con la mejora de la calidad de la formación educativa para personas con necesidades educativas especiales.Descargas
Citas
Agranovich, M. L. (2008). Indicators in education management: what do they show and where do they lead? Educational Studies, 1, 120-145. https://ideas.repec.org/a/nos/voprob/2008i1p120-145.html
Ainscow, M., Slee, R., & Best, M. (2019). Editorial: the Salamanca Statement: 25 years on. International Journal of Inclusive Education, 23 (7-8), 671-676. https://doi.org/10.1080/13603116.2019.1622800
Alisov, E. A., Ivanova, O. A., Kunitsyna, S. M., Surtaeva, N. N. & Frolova, S. L. (2018). Information and Technological Support for Inclusive Education of People with Special Educational Needs. International Journal of Civil Engineering and Technology, 9 (13), 993-1001. http://www.iaeme.com/MasterAdmin/UploadFolder/IJCIET_09_13_099/IJCIET_09_13_099.pdf
Avramkova, I. S., Anufrieva, N. I., Kamyanets, A. V., Kuznetsova, E. O., & Scherbakova, A. I. (2021). Monitoring Studies of University Graduates’ Satisfaction with The Quality of Education: The Main Approaches. Revista on line de Política e Gestão Educacional, Araraquara, 25 (1), 638–653. https://periodicos.fclar.unesp.br/rpge/article/view/15004
Bain, A., Lancaster, J., & Zundans, L. (2009). Pattern language development in the preparation of inclusive educators. International Journal of Teaching and Learning in Higher Education, 20 (3), 336-349. Retrieved https://researchoutput.csu.edu.au/en/publications/pattern-language-development-in-the-preparation-of-inclusive-educ
Biggs, J., & Collis, K. (1982). Evaluating the quality of learning: The SOLO taxonomy. New York, USA: Academic Press.
Borovkova, T. I., & Morev, I. A. (2004). Monitoring of the education system development, Part 1. Theoretical aspects: a textbook. Vladivostok, Russia: Publishing Office of Far Eastern Federal University.
Davydova, V. V., Tretyakova, E. I., & Yaskina, Y. P. (2008). Operational analysis and tactical decisions. Sistemnoe upravleniye, 2 (3). http://sisupr.mrsu.ru/2008-2/pdf/58-Tretiakova.pdf
Department of Education and Science of the city of Moscow (2019). Informatsionnaya spravka «Inklyuzivnoe i spetsialnoe obrazovanie lits s ogranichennymi vozmozhnostyami zdorovya i detei-invalidov» (po itogam 2018-2019 uch.g.) [Information note “Inclusive and special education of adults and children with disabilities” (based on the results of the 2018-2019 academic year)]. The official portal of the mayor and the government of Moscow. https://www.mos.ru/donm/documents/metodicheskie-rekomendacii/view/230104220/
Dmitrieva, E. E., Medvedeva, E. Y., Olkhina, E. A., Uromova, S. E. & Kashtanova, S. N. (2020). The development of social competence in preschoolers with disabilities as the condition for their successful educational integration. Universal Journal of Educational Research, 8 (7), 3244-3250. http://dx.doi.org/10.13189/ujer.2020.080754
Dongauzer, E. V., & Chastukhina, S. A. (2017). The modern state of inclusive education in the higher education system in Russia. Proceedings of the scientific conference “Higher education in Russia: history and current situation” (pp. 124-130). Yekaterinburg, Ural Federal University. https://elar.urfu.ru/bitstream/10995/49057/1/HE_in_Russia-2017-24.pdf
Gogiberidze, G. M., Isakov, V. A., Ershova, T. V. & Shulgina, O. V. (2020). Development of innovations in the educational environment: inclusive education and digital technologies. Revista Inclusiones, 7 Especial, 147-158. https://revistainclusiones.org/index.php/inclu/article/view/435
Golovanova, N. В., & Rogova, V. A. (2018). Implementation of the practically-oriented approach in the specialists training on radio engineering and communication systems. Russian Technological Journal, 6 (2), 5-19. https://doi.org/10.32362/2500-316X-2018-6-2-5-19
Kielblock, S. (2018). Inclusive Education for All: Development of an Instrument to Measure the Teachers’ Attitudes [Doctoral thesis, Justus Liebig University Giessen]. https://d-nb.info/1162053941/34
Kondratiev, S. V., Andreev, A. N., Baranova, E. A., Reva, T. N., & Petrova, E. S. (2020). Information educational systems for testing and monitoring students’ knowledge. Revista Inclusiones, 7 Especial, 144-157. https://revistainclusiones.org/index.php/inclu/article/view/1721
Kovalevskaia, N., Gilyazeva, E. N., Lobazova, O. F., Duborkina, I. A., & Sokolova, A. P. (2021). Impact of digital services of hybrid cloud-based learning environment on efficiency of education. Revista Tempos E Espaços Em Educação, 14 (33), e15297. https://doi.org/10.20952/revtee.v14i33.15297
Kuz’mina, O. S., Chekaleva, N. V., & Chetverikova, T. Y. (2014). Organizacija i soderzhanie podgotovki pedagogov k dejatel’nosti v uslovijah inkljuzivnogo obrazovanija. Omsk, Russia: Izdatel’-Poligrafist.
Lancaster, J. (2014). School and Classroom Indicators of Inclusive Education. In Measuring Inclusive Education. Bingley: Emerald Group Publishing Limited. https://doi.org/10.1108/S1479-363620140000003027
Logachev, M. S. & Zhukova, G. S. (2020). Problems of professional education in Russia: quality monitoring of educational programs. Revista Inclusiones, 7 Especial, 263-274. https://revistainclusiones.org/index.php/inclu/article/view/1726
Medvedeva, E. Y., & Dvurechenskaya, O. N. (2016). Monitoring of the process and results of inclusive higher education in Russia. Bulletin of Minin University, 3, 9. https://vestnik.mininuniver.ru/jour/article/view/236
Morozova, N. I., Buryakova, O. S., Aliyeva, N. Z., & Ivushkina, E. B. (2018). Global information space: A non-linear approach. Lecture Notes in Networks and Systems, 57, 236-240. https://doi.org/10.1007/978-3-030-00102-5_25
Ovchinkin, O. V., Pykhtin, A. I., & Shirokova, L. V. (2019). Monitoring system of graduate employment as a factor of improving the efficiency of university educational activities. International Journal of Emerging Trends in Engineering Research, 7 (12), 849-853. https://www.elibrary.ru/item.asp?id=43221478
Ryabov, V. V., Kirillov, V. V., Rezakov, R. G., & Muzafarova, N. I. (2020). International practice of professional integration of People with Disabilities: Educational Programs. Revista Inclusiones, 7 Especial, 42-53. http://revistainclusiones.org/index.php/inclu/article/view/2687
Sabelnikova, S. I. (2009). Razvitie inkljuzivnogo obrazovanija. Spravochnik rukovoditelja obrazovatel’nogo uchrezhdenija, 1, 42-54. https://narfu.ru/upload/iblock/ae9/razvitie-inklyuzivnogo-obrazovaniya.docx
Shatskaya, I. V. (2014). Problema kachestva vysshego professionalnogo obrazovaniya v Rossii [The problem of the quality of higher professional education in Russia]. Trud i sotsialnye otnosheniya, 8, 109-116.
Shatskaya, I. V. (2019). Indicators of the quality of the educational process of a technical university in the context of inclusive education. [Proceedings of the third national scientific and practical conference with international participation]. Universal design – Equal opportunities – Comfortable environment, Moscow, Russia.
The Russian Federation Government Decree No. 363. (March 29, 2019). On approval of the Russian Federation state program “Accessible Environment”. https://mintrud.gov.ru/docs/government/postan/259
Unified Educational Process Management System TANDEM University (2017). Ministry of Digital Development, Communications and Mass Media of the Russian Federation. https://reestr.digital.gov.ru/reestr/304137/?sphrase_id=324751
Vasylyeva-Khalatnykova, M. O., Chuiko, O., Bakhov, I. S., Ternopilska, V., & Chernukha, N. (2021). Social rehabilitation practices of inclusion in the educational process in working with children with disabilities. Propósitos y Representaciones, 9 (3). http://dx.doi.org/10.20511/pyr2021.v9nSPE3.1188
Zakirova, A. F., & Volodina, Y. N. (2018). Trends and prospects in educational modernization: A hermeneutic approach. Obrazovanie i Nauka, 20 (9), 9-34. https://doi.org/10.17853/1994-5639-2018-9-9-34
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2021 Irina Shatskaya
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
1. Política propuesta para revistas de acceso abierto
Los autores/as que publiquen en esta revista aceptan las siguientes condiciones:
- Los autores/as conservan los derechos de autor y ceden a la revista el derecho de la primera publicación, con el trabajo registrado con la licencia de atribución de Creative Commons, que permite a terceros utilizar lo publicado siempre que mencionen la autoría del trabajo y a la primera publicación en esta revista.
- Los autores/as pueden realizar otros acuerdos contractuales independientes y adicionales para la distribución no exclusiva de la versión del artículo publicado en esta revista (p. ej., incluirlo en un repositorio institucional o publicarlo en un libro) siempre que indiquen claramente que el trabajo se publicó por primera vez en esta revista.
- Se permite y recomienda a los autores/as a publicar su trabajo en Internet (por ejemplo en páginas institucionales o personales) antes y durante el proceso de revisión y publicación, ya que puede conducir a intercambios productivos y a una mayor y más rápida difusión del trabajo publicado (veaThe Effect of Open Access).
