Acceptability of Children with Special Needs in the Inclusive Elementary School

A child who has special needs (ABK) needs appropriate education from an early age, considering that during this period there is an acceleration in the growth and development process. In line with that, inclusive education is present to answer this problem. Through this inclusive education, a child who has special needs (ABK) is able to learn, interact and play activities with other ordinary children to improve their development. This research aims to find out how the development of ABK when attending an inclusive school. This research answers this problem with a case study using a qualitative approach. Regarding methods, this research utilizes three data collection tools, namely observation and interviews, as well as documentation to answer questions more comprehensively. Based on the research results, it can be concluded that children with special needs can optimize their development in inclusive education which accommodates and facilitates children with special needs with special assistance to participate in learning and playing at school with other regular children. So that Children with Special Needs (ABK) can attend school comfortably and happily in inclusive schools. This is proven by the existence of a regular form of mutual respect between children towards a child who has special needs. So that a child who has special needs feels valued and confident in an inclusive school environment.

Deaf and hard-hearing children that goes to inclusive school often find difficulties in adjusting themselves in inclusive school environment. this several factors are affecting this condition including psychosocial, communication, and behavioral factors that they get from the school environment. Communication of anxiety and uncertainty reduction is the early stage of how deaf and hard hearing children can adapt themselves in inclusive school environment. the aim of this research is to understand the narrative of deaf and hard-hearing children of their selfadjustment in inclusive school through their strategy of anxiety and uncertainty reduction. The type of this research is qualitative research. this research analyze and interpret some written text about deaf and hard-hearing children’s experience of adjustment in inclusive school. this research is using Mishler’s narrative analysis. Result of this research shows different narratives of deaf and hard-hearing children’s self adjustment in inclusive school. those narratives are complete withdrawal from school environment, passive observation and only focusing on school subjects. only close with their deaf and hardhearing friendsa, finding close friends that diesnt require any special needs, and the last one which is getting external support from teachers and friends in the inclusive school environment. moreover, they use passive and interactive technique in information-seeking to reduce their uncertainty. they are most likely use multiple modal of communication and highly dependent on the usage of social media as tools to seek information and communicate. in addition, the role of social support from their close relatives is highly affecting their initiatives in reducing anxiety and uncertainty that they experience based on the results, researcher suggests that people that involves in inclusive school settings including parents, teachers, and friends to always support and help children with deaf and hearing-impaired condition physically and psychologically to adapt in inclusive school environments. without significant support and help, initiatives of reducing anxiety and uncertainty will not be effective thus can worsen their self adjustment in inclusive school.Keywords : Deaf and Hard-hearing children, uncertainty and anxiety reduction communication, self adjustment

Objective: The objective of this study is to analyze the perceptions of teachers and students about the school inclusion of students with special educational needs (SEN) at the Federal Institute of Amapá (IFAP), Macapá campus, focusing on the adequacy of pedagogical practices and institutional infrastructure. Theoretical Framework: The research is based on the concepts of school inclusion, accessibility, and teacher training for specialized services. References such as the Salamanca Declaration and Brazilian legislation on inclusive education provide theoretical support. Method: A descriptive study with a qualitative approach was conducted, using semi-structured interviews. Participants included 7 students with SEN, 18 teachers, and the coordinator of the Nucleus for the Support of People with Special Educational Needs (NAPNE). Data analysis followed Bardin’s content analysis method (2016). Results and Discussion: The included students expressed satisfaction with the physical and pedagogical structure but identified areas for improvement. Teachers, on the other hand, pointed to a lack of training and capacity as barriers to full inclusion. The discussion highlights the need for ongoing adjustments to ensure a more inclusive educational environment. Research Implications: The study emphasizes the importance of educational policies that promote continuous teacher training and the adjustment of educational institutions, contributing to the construction of a more inclusive school environment. Originality/Value: This study contributes to the literature by providing a comparative analysis of the perceptions of teachers and students regarding school inclusion in the context of technical and technological education, expanding the debate on challenges and progress in this field.

This study aims to determine teachers’ levels of social acceptance towards students with special needs and their views on integrating these students into inclusive education. The study was conducted using a simultaneous mixed-methods approach, combining qualitative and quantitative methods. For the quantitative aspect of the research, data were collected from 183 teachers working in general education institutions through the Teacher Social Acceptance Scale for Individuals with Special Needs developed by (Aktan, O. 2021. “Development of a Social Acceptance Scale for Teachers Working with Individuals with Special Needs, Validity and Reliability Study.” Trakya Education Journal 11 (1): 315–332. https://doi.org/10.24315/tred.712982). The data were analyzed using statistical software and examined in relation to various variables. The study collected qualitative data from 75 teachers in general education institutions using a semi-structured interview form. The data were analyzed using content analysis software. The quantitative analysis revealed significant differences between the social acceptance levels of teachers and various variables. As a result of the qualitative analysis, six main themes emerged: social acceptance and integration, self-confidence and personal development, equal opportunity in education, improvement of learning environments, use of educational technology, and teacher education and development. In particular, it is recommended to implement targeted professional development programs designed to strengthen teachers’ social acceptance of students with special needs, thereby fostering more inclusive school environments.

Universal design and inclusive education aroused as paradigms based on egalitarianism in the twentieth century. The countries are responsible to update the approaches on their own education policy including inclusive education. Updates on education policy become a problem to articulate spatial requirements of inclusive schools according to them. In this sense, universal design gives an opportunity to find effective and practical spatial solutions for problems of inclusive education environment through creating an interdisciplinary ground in design process. The aim of the study is to find out the effects of the inclusive educational policy of Turkey on the design of inclusive school environments under the umbrella of both universal design and inclusive education. In this scope, the laws, regulations, legislations, regarding the inclusive education in Turkey within the international discourse are reviewed. SERÇEV (Children with Cerebral Palsy Association) inclusive schools, which are Gökkuşağı Primary School and SERÇEV Accessible Vocational and Technical Anatolian High School, are examined in the scope of universal design. These inclusive schools are chosen as the case studies to examine the spatial reflection of the current policies in inclusive school environment. The methodology of the study includes commentary of on-site observations on spatial requirements regarding universal design approach and interviews from site visits. The study contributes to determine the design approaches of inclusive school environment in the case of SERÇEV inclusive schools in Turkey.

IntroductionAutistic students have limited access to inclusive classes and activities in their schools. Principals and special education teachers who directly teach and administer programs for autistic elementary students can offer critical insight into factors, such as educators’ attitudes, that may impact inclusive opportunities in schools. These attitudes may serve as barriers to or facilitators of promoting an inclusive school setting.MethodsSemi-structured interviews with 26 elementary school principals and 26 special education teachers explored their experiences implementing evidence-based practices for autistic students (pivotal response training, discrete trial training, and visual schedules) in 26 self-contained classrooms in the United States. Autism-specific culture and inclusion emerged as a theme, which was analyzed for this paper.ResultsAn inductive approach to thematic analysis revealed principals’ and special education teachers’ perspectives regarding the “autism-specific culture” in the school, including attitudes towards and inclusion of autistic students in self-contained classrooms in the broader school environment. Analysis of text related to “autism-specific culture” detailed aspects of inclusion, factors (i.e., barriers and facilitators) affecting inclusion, principals’ and special education teachers’ attitudes towards autistic students placed in self-contained classrooms, attitudes of other school staff towards teachers in self-contained classrooms, and recommendations to support an inclusive school environment for autistic students.DiscussionResults suggest that valuing “equal” access to classes and activities for autistic students in self-contained classrooms may not be sufficient for promoting an inclusive school environment, Educators may benefit from targeted strategies to facilitate inclusion. Strategies range from supporting educators’ attitudes and knowledge of autism to shifting physical aspects of the school environment (e.g., location of classrooms). Additional implications for supporting the true inclusion (i.e., inclusion that goes beyond physical inclusion) involves of autistic students in self-contained classrooms schools are discussed.

The objective of this study is to develop a curriculum and educational facilities based on Islamic values to support student diversity in inclusive schools. The main issue addressed is how to integrate Islamic values into inclusive education management to create a learning environment responsive to the needs of all students, including those with special needs. This research was conducted qualitatively through a case study, with data collected through observations, interviews, and document analysis. Data analysis was performed using thematic analysis to identify patterns, themes, and relationships within the collected data. Observation data were utilized to describe the dynamics of interactions in inclusive school environments, while interview data provided in-depth insights into the perceptions of teachers, students, and parents regarding the implementation of Islamic values in inclusive education. Document analysis involved reviewing school policies, curricula, and other supporting documents to understand the extent to which Islamic values are integrated into inclusive education management. The results indicate that the implementation of Islamic values in inclusive education management can enhance mutual respect and openness among students, resulting in an inclusive and harmonious learning atmosphere. Two key components that significantly contribute to the successful implementation of Islamic-based inclusive education are the development of a flexible curriculum and the provision of a supportive environment for diversity

This study aimed to identify the relationship between each of the social and physical variables and the social interaction of mentally disabled children with their normal peers in the inclusive school environment. To achieve the objective of the study, three scales were designed, namely the school social variables scale, the school physical variables scale and the social interaction scale for mentally disabled children with their normal peers and their application to an intentional sample of teachers in the inclusive government primary schools of (325) singles distributed on the educational departments (Heliopolis educational department with (82), Shubra educational department with (79) and Nasr educational facility with (164)). The study found the following results: There is statistically significant relationship between the school social and physical variables and the social interaction of mentally disabled children with their normal peers. There is statistically significant difference between each of the school social and physical variables in their effect on the social interaction of mentally disabled children with their normal peers in favor of social variables. There are statistically significant differences between the mentally disabled children in the level of their social interaction with their normal peers according to the different school environments in favor of Heliopolis schools, followed by Shubra schools, then the schools of Nasser facility. The study recommends with necessity of development of the inclusive school environment with its social and physical variables which agree with mentally disabled children importance of increasing educationable interactive situation for mentally disabled children inside the inclusive school environment the through multiplicity of situation and increasing the participated school activities with normal peer.

This study explores the role of companions of children with specific special needs, such as autism, ADHD, or physical disabilities, in supporting learning in inclusive elementary schools in Surakarta City. The research method used is qualitative, with data collection techniques through in-depth interviews, participatory observation, and documentation. The study subjects included students accompanying children with these specific special needs who participated in the internship program for students accompanying children with special needs in inclusive schools (MAPING-AKSI) in Surakarta City. The study results show that companions for children with special needs are crucial in supporting the learning process. Companions mediate between teachers and students and provide emotional support, such as comforting a child during a meltdown, and motivation, such as encouraging a child to participate in class activities, to children with special needs. In addition, companions also help in the preparation and implementation of individual learning programs that are tailored to the needs of each child. Challenges include a lack of special training, a high workload, and less-than-optimal coordination with teachers and parents. This study concludes that to improve the effectiveness of inclusive learning, more excellent support is needed from schools and the government in the form of regular training for assistants, provision of adequate resources, and strengthening cooperation between assistants, teachers, and parents. The practical implications of this study are the importance of developing training programs and policies that support the role of assistants for children with special needs in inclusive schools.

Identifying the concept of handicapism and focusing on hearing impairment relative to academic areas and students in Cameroon was the purpose of this paper. The paper is a careful review of related literature and detail examination of other researchers’ work in the area of handicapism, and the researcher also made some proposals in relation to planning and policy in matters that concern handicapped or disabled students relative to inclusive education now made available to them. Focusing on the hearing impaired students, their handicapping situation does not permit them to acquire, without difficulty and special attention, the educational knowledge and skills that the hearing students acquire. The implementation and follow up of Law No.83/13 of July 1983 which relates to the protection of the handicapped and whose article 3 focuses on the education of children with disabilities is yet to be concretely effected. While the researcher calls for the effective execution of this law, he equally calls for further legislation on strategies to be used to solve or at least alleviate the problem of the disabled students in inclusive school environments and relative to the facilitation of the acquisition of assistive technology, equipment, special materials, etc, through the reduction of customs duty on such items. For inclusive education to be a reality in ordinary schools the researcher calls especially on the planners and policy makers of the Ministries of Social Affairs, Basic and Secondary Education to be proactive in the formulation and implementation of policies regarding inclusive schools in particular and special education in general in terms of their sustainability.

Distance education is an organized educational process that bridges the separation between students and educators mediated by the use of technology and minimal face-to-face meetings. Distance education evolved from correspondent education to education through e-learning across time and space. Currently, in Indonesia, even in all countries in the world there is an outbreak of Covid-19 which results in learning in the field of education having to change from face-to-face learning to distance learning. The purpose of this study was to determine how the effect of distance learning for children with special needs in inclusive schools in the new era of normality. The method used in this research is qualitative research with online interview data collection techniques, documentation, and literature studies related to children with special needs during the COVID 19 pandemic. Qualitative data analysis was carried out through the stages of data reduction, data presentation, concluding, and verification. Based on the purposive random sampling technique, this study involved 15 informants consisting of classroom teachers and Special Advisors from 12 inclusive schools in all districts in the Special Region of Yogyakarta. The results of the study revealed that distance learning which is applied in inclusive elementary schools in Yogyakarta is learning that is carried out online by utilizing various learning media both using the internet network and not Course materials are distributed online, communicated also carried out online, and all forms of examinations are also carried out online. The result of implementing distance learning in inclusive elementary schools is that learning the Indonesian language that is carried out remotely has a positive effect in the form of increased mastery of reading, listening, writing, and speaking competencies for children with special needs during the Covid-19 pandemic. The learning component that has the most influence is the selection of the learning media used. The more interactive the media used, the more effective the learning outcomes obtained by students. Even though online learning also encountered some obstacles, teachers continued to strive to improve the effectiveness of distance learning for children with special needs by collaborating with parents or guardians of students.

There is no real data on students who need special service education in elementary schools for the DKI Jakarta area. This study is interested in identifying and analyzing elementary school students who need special service education. This study will determine the real condition of the prevalence of the number of students in elementary schools who need special education services. The research method used is a quantitative approach. The instrument in this study used questions derived from the variable characteristics and characteristics of children with special needs. We collaborated with 14 elementary schools in the Thousand Islands, DKI Jakarta and the number of respondents in this study was 70 teachers. The data analysis technique was carried out by statistical analysis for quantitative. Therefore, the results obtained from a number of questions were asked to respondents and then transferred to the frequency distribution table. The results showed that the special needs most needed by students with special needs are slow learning, learning difficulties and intellectual disorders. The demand for educational services can increase family outreach efforts with schools through communication according to the types of needs of students. Inclusive school environments are ready to change and adapt and consider the needs of all people. The future research is required for an IQ test to ascertain special needs for intellectual disabilities and learning disabilities.

Background: Speech and language disorders, if undetected, can affect a child's ability to express themselves, understand instructions, and actively participate in the learning process. This can lead to frustration, decreased self-confidence, and even social isolation. With the increasing number of inclusive schools accepting students with special needs, it is important for educators and health workers to have a deep understanding of early detection methods and effective intervention strategies. Objectives: to determine the effectiveness of early detection socialization in inclusive schools in Surakarta City on the competence of teachers in early detection of speech and language disorders. Methods: Community Service Program activities were carried out with a quantitative approach. The activity design uses a quasi-experimental approach. The sample was taken by proportional random sampling by looking at the length of service of teachers who have more than 3 years teaching Children with Special Needs in Inclusive Schools, so the sample used was 50 people, with the data collection technique using a test instrument and quantitative data analysis with SPSS. Results: The results of data analysis with SPSS show that the significance value is 0.000 (p value> 0.05), so it can be concluded that there is an effectiveness of socialization of the competence of early detection of speech and language disorders of teachers in Inclusive Elementary Schools in Surakarta City. The socialisation program carried out, as seen from the data analysis, shows a significant increase in teacher competence regarding early detection of speech and language disorders in students at school, with an average post-test score of 82.20 (high category). Conclusion: The results obtained indicate that there is an effectiveness of socialisation of the competence of early detection of speech and language disorders of teachers in Inclusive Elementary Schools in Surakarta City, with a high category. Keywords: early detection, inclusive schools, speech and language disorders, socialization, teachers

<p><span>In South Africa, many learners with autism spectrum disorder (ASD) attend mainstream and private schools. This study explores the influence of executive function (EF) challenges experienced by one learner with ASD on his behavioural adaptation in an inclusive school environment. An interpretive case study approach was followed to help understand one unique ASD learner and explain the complexity of the behavioural adaptation challenges that he was experiencing. Observations and an interview were used as data collection methods. During data analysis, themes were identified within each section of the transcript. The processes of coding and categorising were employed to find connections and similarities between all the data collected. The results indicate that Learner T experienced EF challenges. Without acquiring and implementing appropriate EF skills, he found it difficult to exhibit appropriate social behaviour in the inclusive learning environment. The study attempts to debunk misconceptions people may have regarding the behavioural adaptability of ASD learners in an inclusive school environment.</span></p>

This study aimed to create a literate and inclusive school environment by providing literacy and anti-bullying training to elementary school teachers and principals. The research was conducted in 20 primary schools in Banyuwangi Regency, Indonesia over three years from 2021 to 2023. In the first year, the focus was on a balanced literacy program that followed key stages: 1) developing reading and writing habits, 2) searching, browsing, processing, and understanding information, 3) analyzing, responding, and using written texts, and 4) developing understanding and potential to participate in the social environment. The second year focused on an anti-bullying program that targeted indicators like setting consistent rules, creating inclusive study groups, and identifying potential behavior problems. By the third year, 75% of teachers were able to create literacy-rich and inclusive classroom environments, apply consistent rules, and conduct ongoing socialization with other teachers. The results showed improvements in teachers' abilities to implement balanced literacy activities, use reading comprehension methods, create student-authored books, and apply anti-bullying strategies. The study concludes that the integrated literacy and anti-bullying program was successful in preparing students with strong literacy skills while also creating a safe and inclusive learning environment. Overall, this research demonstrates how a holistic approach targeting both literacy development and anti-bullying measures can lead to positive outcomes for elementary school students.