Digital tools for assessing educational achievements by students with disabilities in an inclusive educational environment

Abstract

Introduction. The study of the problem of introducing inclusive practices into the Russian education system is seen as an innovative process that is focused on creating a new school – a school for all. Like any innovation, inclusive education not only introduces new elements into the educational process of the school, but also defines a problematic field for research. The current world experience in the development of inclusion as a positive social model suggests that this practice will become viable in Russian society in general, and in education in particular. Presented study was set to analyze the existing practice of assessing the educational achievements of children with disabilities and identify the most effective digital tools adapted to the modern inclusive space. Materials and methods. The methodological research tool contains such methods as an analysis of the scientific literature on the issue of assessing the achievements of students in an inclusive school, the study and interpretation of scientific works of Russian and foreign scientists and practitioners. In addition, the package of methodological materials contains research tools that make it possible to clarify the need for targeted work in the aspect of increasing the professional competence of teachers in the field of assessing the educational results of children with special educational needs and the formation of a value attitude towards them. We used research data from the bibliographic database Scopus (Elsevier) from years 2019 to 2021 using keywords inclusive education AND digital learning. Results. The most effective digital tools for assessing the educational achievements of children with disabilities, which are used in foreign and Russian practice of inclusive education (e-inclusion, MyTestXPro, E-school bag, etc.), have been identified. An analysis of the potential of the digital environment in teaching children with special educational needs has shown that digital technologies significantly increase the educational potential of students. Conclusion. The use of digital tools for assessing the educational results of children with disabilities opens up great opportunities for improving educational pedagogical methods, interactive learning, sharing experiences and a creative approach to learning in an inclusive educational space. Theoretical and practical analysis of the potential of the digital environment in teaching children with special educational needs has shown that digital technologies significantly increase the potential of students.

Pendampingan Teknologi Asistif Bagi Siswa Berkebutuhan Khusus Pada Sekolah Inklusif Galuh Handayani

“…Mekanisme evaluasi dilakukan dengan mengukur kemampuan guru dalam mengoperasikan LMS seperti: mengunggah materi ajar dan mengkategorikan materi sesuai kebutuhan siswa; mengoperasikan LXP seperti: menggunakan fasilitas sensor head detection (Song, 2010) dalam menggunakan aplikasi DXML, sehingga nanti kedepannya mampu mengajarkan kepada siswa berkebutuhan khusus. Selain itu juga dilakukan evaluasi terhadap siswa berkebutuhan khusus dalam menggunakan aplikasi LXP seperti pengoperasian sesnsor head detection (Shumilova et al, 2022). Evaluasi yang berikutnya adalah penilaian dari mitra terhadap pelaksanaan kegiatan PKM.…”

Using a digital program for monitoring educational achievements to identify typological differences of students with mild intellectual disability

“…Анализ литературы показывает, что цифровые технологии активно используются в образовании лиц со специфическими трудностями в обучении [16], c аутизмом [17], с интеллектуальными нарушениями [18], в том числе с тяжелой умственной отсталостью [19] и нарушениями слуха [20]. Использование цифровых технологий для проведения мониторинга образовательных результатов обучающихся с ОВЗ позволяет существенно снизить его трудоемкость и использовать новые возможности для анализа динамики развития и своевременной корректировки образовательного маршрута каждого ученика [21]. Успешный опыт в использовании цифровых технологий для обучения и диагностики детей с ОВЗ отражен в ряде публикаций, посвященных формированию учебных и бытовых навыков [22], повышению самостоятельности в обучении [23], преодолению специфических школьных трудностей [24], овладении школьниками с разными нарушениями естественно-научными знаниями [25].…”