Diagnostics, Assessment, and Measurement in Relation to Inclusive Education. A Systematic Review of International Research

Resumo

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 inter

Tipo

Artigo

Área

Educação

Ano

2025

Idioma

Inglês

Licença

CC BY

DOI

10.7146/ejie.v4i3.156976

Como citar (ABNT)

BECK, Katja et al.. Diagnostics, Assessment, and Measurement in Relation to Inclusive Education. A Systematic Review of International Research. European Journal of Inclusive Education, v. 4, n. 3, p. 72-91, 2025. DOI: 10.7146/ejie.v4i3.156976.