CRITERIA-BASED APPROACH TO ASSESSING THE EFFECTIVENESS OF AN INCLUSIVE PEDAGOGICAL TEAM OF A PRESCHOOL EDUCATIONAL ORGANIZATION
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Author(s): | Kiseleva Yu. L., Lepyokhina Y. V., Makarova I. A., Stadnik Yu. V., |
| Number of journal: | 2(75) | Date: | June 2026 |
| Annotation: | This article substantiates the use of the term “inclusive pedagogical team” and highlights its distinctive characteristics from those of a teaching staff. Based on the results of a case-study study at Kindergarten No. 3 in Blagoveshchensk, Amur Region, this article presents an approach to assessing the effectiveness of inclusive pedagogical teams working with preschoolers with special educational needs (developmental disabilities of the visual analyzer, speech, central nervous system, and musculoskeletal system) from the elementary to preschool groups. The theoretical and methodological basis of the study is outlined (the theory of cultural-historical development by L. S. Vygotsky, the theory of social learning by A. Bandura, the ecosystem theory by W. Bronfenbrenner; a methodological approach to the development of a pedagogical team (E. A. Aleksandrova, E. A. Selyukova), the specifics of the interaction of specialists in working conditions with an inclusive approach (O. V. Biza, V. V. Guseinova, S. A. Sivova, V. V. Khitryuk, G. V. Yakovleva). The structure of an inclusive pedagogical team, the formation of which took place during the longitudinal experiment, is presented. It is noted that the allocation of an administrative and methodological core, a pedagogical contour represented by preschool teachers, as well as a composition of specialists providing specialized correctional and developmental work, medical support and psychological and pedagogical support in interaction with partner and volunteer participants solves the developmental problems of children with special educational needs most effectively. The study identified a framework for interaction within a multi-level inclusive pedagogical team and presented a fragment of such interaction using a preschool group as an example. During the experiment, criteria for assessing the effectiveness of an inclusive pedagogical team were tested across four identified areas (coordination and working methods, partnership during organized work, and results). A scoring system was developed to assess team effectiveness by levels (high, medium, low). A conclusion is made about the importance of staffing the team with both full-time preschool teaching staff and external contributors. | ||
| Keywords: | criteria-based approach, inclusive preschool education, children with special educational needs, inclusive teaching team, effectiveness in inclusion settings, evidencebased approach, correctional and developmental work, professional and pedagogical interaction, model of an effective inclusive team, subjects of the pedagogical process |
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| For citation: | Makarova I. A., Stadnik Yu. V., Kiseleva Yu. L., Lepyokhina Y. V. Criteria-based approach to assessing the effectiveness of an inclusive pedagogical team of a preschool educational organization. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2026;2(75):451—459. DOI: 10.25683/VOLBI.2026.75.1601. |
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