Assessment of educational services in a general secondary education institution in the context of inclusive education

Abstract

The article considers the issue of assessing the quality of educational services in general secondary education institutions in the context of inclusive education. For this purpose, a survey was conducted in a general secondary education institution in the Kyivskyi district of Kharkiv, which allowed to collect a solid information base on this issue. The paper provides a theoretical analysis of the problem of assessing educational services in educational institutions with inclusive form of education. It is proved that the number of studies devoted to assessing the quality of inclusive education is insufficient.

Attention is focused on the need for systematic monitoring in accordance with the requirements of the Laws of Ukraine «On Education», «On Complete General Secondary Education» and the Concept of the New Ukrainian School. The survey results analyzed in this paper show that the positive dynamics of the development of an inclusive educational environment is observed in the following aspects: high level of organization of spatial conditions for the implementation of inclusive education in the vast majority of institutions; high level of adaptation of teaching materials and teaching methods; full coverage of pedagogical workers with special training; positive perception of students with special educational needs by teachers and neurotypical students; active involvement of parents in the educational process.

The main problems in the organization of an inclusive environment in general secondary education institutions were identified: pedagogical workers’ lack of experience in working with students with special educational needs; uneven resource provision of institutions; weak external methodological support; psychological discomfort of students and teachers; online format of the educational process. It was concluded that the current urgent problem is the need to systematize teacher training programs, focusing on the practical aspects of inclusion; develop mechanisms for the even distribution of material and technical support between educational institutions; expand external methodological support for pedagogical workers; and provide psychological support to all participants of the educational process.