On the Problem of Evidence-based Psychological Assessment of School Students’ Social Competence in Inclusive Education
The purpose of the article is to analyze the problems of psychological assessment of the school students’ social competence in inclusive education according to evidence-based approach, which implies the link between science and practice. The article discusses the main theoretical approaches to the definition of the concept of social competence: through indicators of personal effectiveness and the ability to achieve personal goals in social interaction; through a set of social skills and activities: as sensitivity to the problems of interaction between people, as an outcome of social, emotional and cultural intelligence. The integrative taxonomy of social competencies is considered as a theoretical framework for reviewing existing methods and identifying the need to develop new psychodiagnostic techniques, as well as for creating individual profiles of school students in inclusive education. The possibilities and limitations of using psychological methods and techniques adapted to the Russian-speaking sample for diagnosing the social competence of school students are discussed. The use of psychological diagnostic methods to assess the effectiveness of educational practice is considered from the point of view of evidence-based approach requirements.