PEDAGOGICAL-PSYCHOLOGICAL MONITORING OF THE EDUCATIONAL PROCESS IN INCLUSIVE EDUCATION SETTINGS: FRAMEWORKS, TOOLS AND EVIDENCE-BASED PRACTICE
Authors
Oygul Ashurova Anvarjonovna ()Files
Abstract
Background: Pedagogical-psychological monitoring in inclusive education represents a critical but systematically underresearched dimension of inclusive school practice. While extensive literature addresses the philosophical and instructional aspects of inclusion, the systematic, evidence-based observation, evaluation and adjustment of educational processes for students with special educational needs (SEN) within mainstream classrooms has received comparatively limited scholarly attention, particularly in Central Asian educational contexts. Objectives: This article aims to (1) establish a conceptual framework for pedagogical-psychological monitoring in inclusive settings; (2) identify and evaluate evidence-based monitoring instruments and approaches; (3) analyse the current state of monitoring practice in Uzbek inclusive schools; and (4) propose a structured, multi-level monitoring model applicable to diverse inclusive educational contexts. Methods: A sequential explanatory mixed-methods design was employed. In the quantitative phase, 162 educational psychologists and classroom teachers across 18 inclusive mainstream schools completed the Inclusive Educational Monitoring Practices Scale (IEMPS), a 36-item validated instrument measuring the frequency and quality of monitoring activities across five domains. In the qualitative phase, semi-structured interviews (n = 22) and document analysis (n = 54 student case files) provided interpretive depth.
References
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