Diagnostics, Assessment, and Measurement in Relation to Inclusive Education. A Systematic Review of International Research
DOI:
https://doi.org/10.7146/ejie.v4i3.156976Keywords:
Inclusion, Assessment, Measurement, Diagnostics, Systematic ReviewAbstract
CONTEXT: This article addresses the difficulty that research on the topic of inclusive education employs a variety of terms, and it is often unclear what meanings underpin these terms – particularly in international contexts. For example, the adaptation of inclusion-related concepts, such as those set out in international conventions, across different levels of national or regional education systems leads to recontextualisations, such as the creation of terms specific to practices in various schools. We experience the same phenomenon in scientific contexts, in the form of separate strands of development linked to particular language-specific terms, particularly in international contexts. This raises the difficulty that these terms cannot be translated into English literally, nor be understood detached from their specific local and language-bound context.
APPROACH: The Meta-Project Inclusive Education (MInkBi)[1] worked on situating the concept of förderbezogene Diagnostik(support-related diagnostics) within the predominantly English-speaking international debates. This concept has recently begun to establish itself in the German-speaking academic discourse. Consequently, the project conducted a systematic review of the international literature as an attempt to gain an understanding of what is being researched under the terms: diagnostics, assessment, and measurement in relation to inclusive education. By trying to identify salient characteristics and patterns within the international academic discourse, we aim to relate these to the German-speaking discourse, thus showcasing research efforts from all over Germany for the global community.
FINDINGS: Research topics clustered around four main categories: target groups (primarily students with special educational needs or disabilities), tools and strategies (for diagnosis, measurement and assessment), educational circumstances (such as school environments and governance), and outcomes (including learning performance and well-being). Recurrent themes included challenges in the determination of inclusion, of special educational needs and disabilities, school placement decisions, and the centrality of behaviour as both an object and basis of assessment. These issues highlight tensions between inclusion, categorisation, and access to support.
CONCLUSION: Our findings show that patterns prevalent in German-language discourse about ‘inclusive diagnostics/ assessment/ measurement’ are reflected in English-language research across diverse international contexts. This parallel suggests the existence of shared challenges and opportunities and underscores the potential for international collaboration in the field of inclusive education.
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