PEDAGOGICAL DIAGNOSTICS OF EDUCATION AND HEALTH INDICATORS FOR STUDENTS WITH DISABILITIES IN HEALTH SAVING INCLUSIVE EDUCATION

Abstract

Inclusive education is widely spread in Russia. It should contribute to the development of
education saving the health of people with disabilities. This requires the development of an appropriate
diagnostic tool. The theoretical background for the development of this issue can be
found in scientific works on the general problems of higher education and its improvement, on
the problems of education humanization, on health preservation in education, on inclusive education,
on pedagogical diagnostics of education and health. The education of students can be characterized
by four main aspects: awareness, consciousness, activity and skill. In the process of assimilation
of education by people with disabilities, fatigue is observed, therefore, it makes sense
to intentionally monitor their health status. In this case, it is advisable to rely on five key indicators:
resilience, adaptability, recoverability, ability to mobilize and ability to develop. Based on
the indicators of education and health described above, we can monitor the level of these indicators.
It is advisable to evaluate the level of education of students with disabilities using the four
mentioned indicators according to a three-level scale, which presumes high, medium and low levels
of each indicator. The article describes the characteristics of each level for each indicator.
It is offered to use testing and questioning as the main diagnostic methods. When assessing
health indicators, it is recommended to use three levels, which characterize, respectively,
the presence of negative, neutral and positive trends in each of the five indicators. The article describes
these levels for all these indicators. The tools used to diagnose them are specific psychological
tests, methods of monitoring the state of students. The proposed tools and methods of pedagogical
diagnostics allow identifying the features of students with disabilities that require consideration
in the preparation of adapted educational programs. The tools promptly assess the state
of such students at any stage of the inclusive educational process.