使用数字程序监测教育成绩以识别轻度智力残疾学生的类型差异

E. A. Shumilova, Levonas P. Kuzma, Liya S. Makukha
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引用次数: 0

摘要

介绍在积极发展残疾学生教育的包容性做法的背景下,不仅提供而且评估质量的问题变得越来越紧迫。目前,残疾学生教育成果的工具尚未得到充分开发,文献中提出的教育成果诊断处理方法具有劳动强度高的特点。该研究的目的是开发和测试一套通用学习活动(ULA)和基础学习活动(BLA)的诊断技术和数字监测程序,以识别智力残疾(ID)和轻度智力残疾(MID)学生的类型学和个人特征。材料和方法。该研究的方法论工具包括对科学出版物的分析,其中包括使用Scopus(爱思唯尔)2019-2022年书目数据库对关键词“包容教育和数字学习”进行的分析,以及实证研究方法:标准化观察、对话和实验性心理检查。使用t-学生统计准则对实证研究结果进行了数学分析。后果在研究过程中,ID和MID儿童的教育行为形成指标(ULA和BLA)存在统计学显著差异(p≤0.05),这使我们能够识别他们的组内类型特征,这些特征是教育过程分化和个性化的基础,包括为这些儿童组织教育的不同变体。开发的数字监控程序将通过减少不必要的文书工作来提高教育组织中教职员工的效率,并形成一个数据库,反映每个学生在包容性条件下的个人发展轨迹。结论使用在一项实证研究中开发和测试的监测程序,识别和分析了ID儿童和MID儿童ULA形成的定性和定量差异,这对于在包容性学校组织学生教育时,为这些学生创造特殊教育条件的差异化方法是很重要的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Using a digital program for monitoring educational achievements to identify typological differences of students with mild intellectual disability
Introduction. The issue of not only providing, but also assessing the quality is getting more and more urgent in the context of the active development of inclusive practices for the education of students with disabilities. Currently, the tools of educational achievements of students with disabilities have not yet been sufficiently developed, and the approaches proposed in the literature to the diagnosis processing of educational results are characterized by high labor intensity. The aim of the study is to develop and test a package of diagnostic techniques and a digital monitoring program for Universal Learning Activities (ULA) and Basic Learning Activities (BLA) to identify typological and individual characteristics of students with Intellectual Disability (ID) and Mild Intellectual Disability (MID). Materials and methods. The methodological tools of the study include an analysis of scientific publications, carried out, among other things, using the Scopus (Elsevier) bibliographic database for 2019-2022 on the keywords inclusive education AND digital learning, as well as methods of empirical research: standardized observation, conversation and experimental psychological examination. The mathematical analysis of the empirical study results was carried out using the t-Student statistical criterion. Results. The statistically significant differences (p ≤ 0.05) revealed in the course of the study in the indicators of educational actions formation (ULA and BLA) among children with ID and MID allow us to identify their intra-group typological features that are the basis for differentiation and individualization of the educational process, including different variants of organization of education for such children. The developed digital monitoring program will allow to increase the efficiency of teaching staff in an educational organization by reducing unnecessary paperwork, as well as to form a database reflecting the individual development trajectory of each student in inclusive conditions. Conclusion. Qualitative and quantitative differences in the formation of ULA among children with ID, as well as BLA among children with MID, were identified and analyzed using a monitoring program developed and tested in an empirical study, which is important to substantiate a differentiated approach to creating special educational conditions for such students when organizing their education in inclusive schools.
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来源期刊
Perspektivy Nauki i Obrazovania
Perspektivy Nauki i Obrazovania Arts and Humanities-Philosophy
CiteScore
0.80
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0.00%
发文量
162
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