MODERN CRITERIA AND INDICATORS FOR ASSESSING COMMUNICATIVE COMPETENCE IN INCLUSIVE EDUCATIONAL ENVIRONMENTS
Keywords:
inclusive education, communicative competence, assessment criteria, indicators, pedagogical communication, empathy, active listening, communicative flexibility, alternative communication, inclusive competence, pedagogical diagnostics, reflection.Abstract
This article examines the contemporary scientific and theoretical foundations,
criteria, indicators, and diagnostic approaches for assessing communicative competence
in inclusive educational environments. It analyzes the assessment of interactions between
teachers and learners, empathetic attitudes, active listening skills, communicative
flexibility, readiness for collaboration, and the ability to use augmentative and alternative
communication tools in inclusive education. Furthermore, the article substantiates a
comprehensive diagnostic model integrating pedagogical observation, situational tasks,
self-assessment, expert evaluation, and feedback from participants in the educational
process. The proposed model is designed to support systematic monitoring of
communication quality in inclusive educational settings, identify communication barriers,
enhance teachers’ professional competence, and ensure equitable participation of all
learners.
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