The CCAJ website: towards a material-based film education in the classroom

This review aimed to determine the implementation of inclusive education in regular schools. The implementation of education in regular schools has many obstacles, including teachers’ lack of the ability to manage inclusive schools. Teachers in this case are an important part of schools to run programs smoothly because teachers communicate directly with students in need. Students, knowledge, skills and experience of teachers determine how well inclusive programs are run in schools, especially in the classroom. To achieve that, teachers need to have several trainings to help them prepare and carry out their plans properly. An e-literature search was conducted to identify articles published from 2015 to 2021 on the steps needed to optimize teacher skills to achieve a good inclusive environment. The electronic database used is Google Scholar. This study used review. Based on the articles reviewed, it was found that the implementation of inclusive education in regular schools was done by improving the skills of teachers through co-teaching training. Apart from teachers, schools and parents were provided with sufficient information about inclusive programs and how to do them. The seven articles' findings were reviewed by the researchers, and indicate that several things must be done in the implementation of inclusive education in public schools. The teacher is the main concern in inclusive learning because the teacher is a school device that interacts directly with students and at the same time provides teaching to students in the classroom.

Inclusive education is a strategic approach that aims to ensure that all learners, including those with special needs, receive equal and quality education services in regular schools. Although it has become an important part of the education system in many countries, the implementation of inclusive education faces various challenges, such as limited resources, lack of teacher competence and less than optimal collaborative support from all stakeholders. This study conducted a systematic review of strategies, approaches and best practices that have been implemented to optimize the implementation of inclusive education in regular schools. The results emphasize the need to strengthen ongoing teacher training, increase collaboration among stakeholders and implement adaptive and innovative learning strategies. The implications of these results suggest the importance of developing policies that support continuous training and enforcing closer collaboration at the school and community levels. Strategic recommendations include increasing teachers' capacity through continuous training, using inclusive learning strategies and varied media, and a comprehensive evaluation system. The findings are expected to serve as a reference for educators, policy makers and school managers in designing and implementing effective and sustainable inclusive education policies.

Education is a right for every child, including children with special needs. Inclusive education is an education that requires educational units to provide learning for children with special needs along with normal children. In this independent curriculum, inclusive education is being intensified again so that all children experience the same education. However, in reality, inclusive education has not been implemented well due to several factors, such as the misunderstanding of schools who think that inclusive education is only for Special Schools “Sekolah Luar Biasa” (SLB). The aim of the research is to describe the basis of regulations so that the importance of implementing inclusive education in regular schools is taken into consideration. This research is qualitative research with the type of library research. Data collection techniques use documentation techniques. The documents that are the data source are laws relating to inclusive education and supporting scientific journals regarding inclusive education. Research data shows that in Indonesia inclusive education was introduced in the 1980s. This inclusive education is guaranteed by law. The foundations for implementing inclusive education such as Law no. 4 of 1997, Law no. 23 of 2002 articles 48 and 49, Law no. 20 of 2003 article 5 paragraph 1, as well as the publication of a guidebook for implementing inclusive education in the independent curriculum by the Ministry of Education and Culture. So that schools must be able to implement inclusive education in regular schools in accordance with the mandate of the law.

최근 위기에 직면한 한국 교육계에 ‘마을교육공동체’라는 개념이 새로운 전략으로 제시되었다. 이는 경쟁적 교육에서 벗어나 함께 배우는 공동체적 가치를 지향하고 있다. 또한 학교의 울타리를 넘어 지역(마을)과의 연계를 핵심 과제로 삼는다. 이 연구는 학교와 지역의 관계 재구축이라는 관점에서 마을교육공동체를 분석하고자 한다. 특히 기존의 교육실천 운동과 새롭게 제안 되고 있는 정책의 상호작용으로부터 현재 진행되고 있는 마을교육공동체 현상의 가능성과 한계를 규명하고자 하였다. 그동안의 다양한 마을교육공동체 논의에서 마을과 학교를 양자 대립적 관계로 인식하여 왔다. 이러한 관성은 학교 ‘우선적’ 관점과 학생만을 성장의 대상으로 보는 경향으로 이어진다. 현재 대부분의 실천과 논리가 학교를 중심으로 지역교육을 도구화하는 한계를 가지고 있는 학교 중심 마을교육공동체론이다. 21세기 미래교육은 아동·청소년과 주민들의 상호 배움을 통한 지속가능한 성장 구조를 가져야 한다. 학교와 지역이 함께 새로운 관계 구축을 위해서 다음의 과제를 제시할 수 있다. 첫째, 지역 주민의 교육적 책임이 강조되어야 하며, 둘째, 지역교육자원의 동원을 넘어서 지역 통합적 교육네트워크를 형성해야 하며, 셋째, 시민과 행정의 협동적 교육 거버넌스를 구축하는 것이 중요하다. 마지막으로는 학교와 지역의 지속적인 관계 형성 을 위한 구조적 지원체제를 구축해가야 한다.The concept of ‘MAUL (village) Education Community’ has been suggested as a new strategy to Korean educational circles facing crisis recently. It has called for community value learning together with the current competitive education. It also prioritizes connection with regions as a core task beyond regular school education. This research has analyzed the village education community from the perspective of the reconstruction of relationship between school and region. In particular, it has established possibilities and limitations of the village education community currently in progress from interaction between the existing educational practice movement and newly proposed policy. There was a perception that village and school have an antagonistic relation in diverse discussions about village educational community thus far. It has led to the tendency to view students as only objects of development and to prioritize school education. The village educational community theories currently discussed have limitations regarding local education as an instrument for the school education. Future education should have a sustainable structure of growth through mutual learning between children and the community. It poses the following challenges to set up a new relationship between the school and community. First of all, educational responsibility of local residents has to be emphasized. Secondly, an integrated local education network should be formed rather merely using local education resources. Also, it is the core to construct cooperative education governance between citizens and the adminstration. Lastly, a structural supporting system has to be established for formation of a standing relationship between the school and community.

The Research in the field of mental health and educational needs of children with intellectual disabilities has increased over the years. However, the focus on milder disabilities such as mild intellectual disability and borderline intellectual functioning (MBID; intelligence quotient: 50-85) is still limited. The current study aimed at understanding peer victimization and its relationship to the self-esteem of children with MBID in regular and special schools. The study utilized a cross-sectional research design with a sample of 40 children who met the inclusion criteria. On analysis, the results showed that peer victimization was more common in regular schools (U = 51, p ≤ 0.001), wherein the peer victimization had a significant negative correlation with their self-esteem (r = -0.536, p ≤ 0.001). Overall, the findings implied the need for promotion of inclusive education in regular schools by sensitization against peer victimization of children with disabilities.

Inclusive education has become a worldwide practice because it boosts child rights, especially the right to basic education. Management of inclusive education in primary schools is critical if the education sector is to realize set objectives. The purpose of the study was to examine the influence of special needs education (SNE) resources on the management of inclusive education in public primary schools in Nakuru East Sub-County, Kenya. The specific objectives included establishing the influence of available teaching and learning resources for SNE and SNE teachers' competence in the management of inclusive education in public primary schools in Nakuru East Sub-County. The study was supported by two theories, namely Classical Liberal Theory of Equal Opportunity and Social Darwinism and Systems Theory. The research used a mixed-methods approach. This study used a descriptive, explanatory research design. The target population was 520 respondents, including 437 pupils with disabilities, one quality assurance officer, 4 guidance and counselling teachers, and 4 head teachers. A sample of 170 respondents was selected. Questionnaires for Headteachers, Guidance and counselling Teachers, and Pupils with disabilities and interview schedules for Quality assurance officers were adopted to collect primary data. After cleaning this data by looking for errors in the entries, different descriptive statistics like the variation of coefficient, frequencies, standard deviation, mean score and percentages were assessed for all the quantitative information and variables presented using tables. Inferential statistics such as regression analysis were computed using Statistical Package for Social Sciences version 27. On the other hand, qualitative information was analyzed through the use of content analysis. Regarding the availability of teaching and learning resources for SNE, the study found that the schools had adequately adapted textbooks and hearing aids for SNE. Further, regarding the SNE teachers' competence, the study established that it was uncertain whether many of the teachers at their schools had received special education training. The study concluded that SNE teachers' competence (β=0.737, p-value=0.006<0.05) had the greatest influence on the management of inclusive education in public primary schools in Nakuru East Sub-County, while available teaching and learning resources for SNE (β=0.541, p-value=0.003<0.05) had the least influence on the management of inclusive education in public primary schools in Nakuru East Sub-County. The study recommended that head teachers and teachers should be taken for some SNE management training by the government through seminars organized by the Ministry of Education in order to be able to cater to the learners with special needs in regular schools. The findings might be used by the Ministry of Education and education stakeholders to enhance the quality of inclusive education in public primary schools in Nakuru East Sub-County, Kenya.

In this paper we discuss what hinders and what promotes parental involvement in regular school, on account of the supplementary school which children attend alongside their regular school education. The main study lasted from autumn term 2002 to spring term 2004. A home-school mediation project was established in an urban school in Sweden to promote parental involvement. Here we will present the part of the study which is concerned with supplementary schools. The questions to be discussed in this paper are: is there a mutual distrust between parents and school, what motivates the parents to be engaged in supplementary schools and what hinders them from directing their engagement to the regular school? First we discuss trust and distrust between parents and teachers, secondly, on account of the answer to the question addressed, we try to understand why the parents put their energy and hope to supplementary schools.

Inclusive education is an education policy program that provides opportunities for children with special needs or disabilities to be accessible in regular schools. The problems faced by the Metro City government in carrying out inclusive education are the lack of standardization of facilities and infrastructure in the management of inclusive education in regular schools, limited accessibility for children with special needs in getting education, low understanding of educators in schools regarding children with special needs, and there is no special budget from the Metro City government that supports inclusive education, so that when the implementation of the policy can not be said to be successful, while the Metro City Development Vision is the Realization of an Educated City. The method used in this research is a qualitative approach. The results of this study indicate that inclusive education has not been implemented optimally because there are still many obstacles and obstacles in its implementation. Therefore, maximum effort is needed in implementing inclusive education with good cooperation and coordination between institutions and policy implementing institutions.

Independence is the main character that needs to be grown in children with special needs, which can be formed through inclusive education in regular schools and special education in special schools. Japan is one of countries that employs inclusive education in all schools at all levels of education. The empowerment of children with special needs in Japan is comprehensively carried out through the formation of a Scrum team that involves medical teams (physician), government, schools (teachers), universities (lecturers), and parent. The Scrum team works together continuously to assist and provide recommendations at every level of education followed by the selection of appropriate employment opportunities for children with special needs. The independent character of children with special needs is the key for them to free themselves as a burden on their family and society. Government, family, and community supports are needed to shape the independence character of children with special needs. The inclusive education system in Japan is one of the ideal models that can be adapted in Indonesia with all of its challenges, both theoretical and practical.

Long-term treatment outcomes in children with auditory neuropathy spectrum disorder (ANSD)

Research related to inclusive education in regular schools is still minimal. This is a great opportunity for researchers to explore more deeply related to policy implementation on the object of study. There are indications that inclusive education in North Sumatra is not running optimally, therefore this research is increasingly interesting how the massive launching carried out in 2015 had an insignificant impact on the implementation of inclusive education. To analyze the mechanism for providing education for children with special needs in regular schools that provide inclusive education in North Sumatra. To analyze the role of SLB support as a companion to regular schools in providing inclusive education in North Sumatra Province. This type of research is descriptive. This study uses a qualitative approach that aims to describe and analyze phenomena related to public services in the implementation of inclusive education at regular schools in North Sumatra Province. The results of this research see that the decree issued as a form of responsiveness to Permendiknas no. 70 of 2009 is indeed a necessity, but the seriousness of the provincial government regarding a regulation is of course the issuance of derivative regulations or a response to regulations issued nationally related to inclusive education. This is what is not seen in North Sumatra Province. After the big declaration of inclusive education in 2015, there has not been any binding regulation on inclusive education in North Sumatra. However, in relation to inclusive education, the three schools designated as providers of Inclusive education for SMA / Ma level still run the rules and accept ABK in schools. The conclusion in this study is that the role of SLB organizers who accompany regular schools in providing inclusive education in North Sumatra Province has never been carried out. This is because communication between the North Sumatra Education Office, regular schools that provide inclusive education and special schools as support staff has never been carried out. Inclusive education services in regular schools in North Sumatra Province which implement the policy of inclusive education, reflected in Permendiknas No. 70 of 2009, are not running well. This can be seen from regulations at the provincial and district levels in North Sumatra which never existed as a translation of Permendikbud No. 70 of 2009 concerning Inclusive Education.

This chapter presents the language achievements of young learners of English as a foreign language taught as a compulsory school subject. A sample of 150 learners from 7 primary schools was observed and tested yearly over their first 4 years of school education. This longitudinal study gives insight into the process of foreign language acquisition in instructed contexts and explores factors influencing early language learning in Poland. The study describes the language achievements of a sample from the cohort who started English as part of their regular school education in 2006 when the majority of Polish primary schools had implemented this addition to the curriculum. The study was carried out as part of a multinational, longitudinal research project ELLiE. The main aim of the ELLiE study was to analyse and describe what can realistically be achieved in instructed contexts when little class time is available. It explored language policy implementation, key factors contributing to language achievements and the linguistic and non-linguistic outcomes of an early start in language learning.

Lessons Learned from Building Lessons: “Teach It” and the Development of Digital Primary-Source Classroom Activities

The introduction of inclusive education in the Republic of Serbia has contributed to the development of the principles of humaneness and democracy and the exercise of the right to quality education in regular schools. Given that providing knowledge about the implementation of inclusive education is essential for the advancement of inclusive practice, the aim of our study was to examine teachers' beliefs about the competencies for inclusive education and about the benefits, barriers and preconditions for the advancement of inclusive education in primary schools. The study was conducted with a sample of 216 primary school teachers - teachers of grades 1-4 and subject teachers (grades 5-8) - and an instrument was designed for this purpose. The general findings point to the existence of negative attitudes among teachers towards the introduction of inclusive education in primary schools. There are differences between the beliefs of teachers of grades 1-4 and subject teachers regarding the competencies for inclusive education (a personalized approach to teaching (t(214)=0,886, p<,01) and understanding and respecting differences (t(214)=-1,902, p<,01)). At the same time, teachers who have attended multiple inclusive education programs have greater awareness of the importance of a personalized approach to teaching for inclusive education (F(2)=4,754, p<.05). Insufficient competence and motivation on the part of teachers for working with children who need additional support, as well as difficulties in organizing instruction, are some of the barriers that make teacher's work more difficult in practice. As regards preconditions, the findings suggest that teaching assistants, a smaller number of students per class, and teachers' professional development are crucial for the advancement of inclusive practice. The findings suggest that inclusive education has not yet been sufficiently accepted or adequately implemented in practice. In accordance with these findings, we offer recommendations for improving the preservice education and implicit pedagogy of primary school teachers and for increasing their capacities for the advancement of inclusive practice.

Teachers are the principal players and actors who make inclusion happen and succeed in any country. Can there be an effective inclusive education practice in Ghana without positive teacher dispositions? Teacher characteristics were examined for their relationship with attitude towards inclusive education in regular schools. With a sample of one hundred and thirty-two (132) professional teachers from 16 Basic schools located in the Cape Coast Metropolis, teacher characteristics such as gender, school location, teaching experience and professional qualification were found to be statistically insignificant with respect to differences in attitude towards inclusive education. Results were supportive of earlier studies on teacher characteristics undertaken in some countries such as UK, US and Haiti. Implications of these findings are discussed and some useful recommendations are provided for teachers, educators and policy makers and implementers in Ghana. Key words: teacher characteristics, attitude, inclusive education, regular schools, individuals with disabilities