INTERNAL MONITORING OF THE QUALITY OF EDUCATION AS A TOOL FOR BUILDING AN INCLUSIVE EDUCATIONAL ENVIRONMENT

Abstract

The article examines the features of monitoring an inclusive educational environment as an important component of ensuring quality education for children with special educational needs. It is emphasized that the effective organization of inclusive education requires a systematic approach to assessing the conditions, methods and results of the educational process.

Particular attention is paid to the organizational and methodological aspect, which involves the development and implementation of individual development programs as a tool for ensuring the individualization of education for children with special educational needs. The importance of adapting and modifying educational material, as well as the use of special methods and techniques that contribute to the creation of a comfortable and safe educational environment, is revealed.

The article highlights the personnel aspect of monitoring an inclusive educational environment, which consists in determining the level of professional preparedness of pedagogical workers to work with children with special educational needs. The importance of effective cooperation between the teacher and the teacher's assistant is emphasized, which ensures the effectiveness of the educational process and promotes the socialization of students. The role of professional communities of teachers in the process of exchanging experience, improving professional competence and psychological support of specialists is separately considered.

Considerable attention is paid to the system of assessing students' educational achievements in inclusive education. It is determined that current assessment should be carried out taking into account the special educational needs of the child, his individual capabilities and development dynamics. An important element of monitoring is also tracking progress in achieving the goals of the individual development program. It is concluded that systematic monitoring of the inclusive educational environment contributes to improving the quality of educational services, creating favorable conditions for the learning and development of children with special educational needs, and also ensures effective interaction of all participants in the educational process.