Control Monitoring of the Educational Process of Students With Special Learning Needs

Abstract

This article outlines and establishes the relationship of the main participants in the educational environment of inclusive education: triad “teacher-psychologist-teacher’s assistant”. The stages of the educational process control of students with special educational needs and its structure are defined: assessment, diagnostics, monitoring. The principles of control and evaluation of the educational process for students with special educational needs are revealed. The participation in controlling of all members of the educational inclusive environment team is established. The importance of diagnosing the development of students with special educational needs and involving in the elaboration of an individual development program is also revealed.