Peculiarities of implementation of inclusive approach in the quality assurance system

Abstract

The article examines the features of the implementation of inclusive approach in the procedures and measures of the quality assurance system of complete general secondary education.

It has been noted that the current «inclusive» development stage of education for children with special educational needs in Ukraine, characterized by optimization of the network of special educational institutions and the introduction of inclusive education, began in 2011 with the adoption of a government decree on this issue. At the same time, the system of quality assurance in education has been developed in general secondary education institutions of Ukraine since 2017 on the basis of innovative provisions of the updated Law of Ukraine «On Education».

The paper briefly analyzes the features of implementing an inclusive approach in the internal quality assurance system. As well as in such procedures and measures of the external quality assurance system as institutional audit, certification of teachers, professional standards of teachers and principals, monitoring, State educational standards, licensing educational activities, etc.

It is concluded that the introduction of an inclusive approach in the quality assurance system of education is carried out with increasing intensity during four stages. First stage – assimilation of international experience in the development of inclusive education (1991–2004). Second stage – taking into account in certain procedures for ensuring the quality of education the specifics of the organization of the educational process for children with special educational needs (2004–2011). Third stage – the beginning of the processes of implementing an inclusive approach in certain procedures for ensuring the quality of education (2011–2017). Fourth stage – active implementation of an inclusive approach in general in the quality assurance system of education (2018 – to present).

It has been shown that the most inclusive approach implemented in such new procedures and measures of the external quality assurance system of education as institutional audit, certification of teachers, professional standards of teachers and heads of general secondary education institutions.

It is emphasized that the least active inclusive approach is implemented in traditional procedures of the education quality assurance system (State educational standards, licensing of educational activities). At the same time the procedure of attestation of teacher’s inclusive approach hasn't observed at all. That’s contradicts modern trends in education and requires intensification of relevant structures to improve the situation.