Implementation Of Inclusive Education Research Articles

Development of Creative Economy Based on Local Wisdom in the Era of Digital Transformation Through Inclusive Education and Village Community Empowerment in Bantul Regency, Yogyakarta

This research aims to examine how inclusive education, community empowerment, and digital transformation contribute to the development of a creative economy based on local wisdom in Indonesia, with a focus on Bantul Regency, Yogyakarta. Inclusive education, which is a primary concern in addressing social inclusion challenges, still shows low participation rates in Indonesia. Meanwhile, the presence of local communities in Indonesia, if supported by local governments and digital transformation, has the potential to open new opportunities in developing the creative economy with the utilization of digital technology to enhance reach and competitiveness. The research methodology employs a case study approach with qualitative methods, allowing for an in-depth understanding of the phenomena under investigation. Data were collected through library research and participant observations and then analyzed thematically. The research findings indicate that collaborative initiatives of local governments with stakeholders to develop locally-based tourism villages and the implementation of inclusive education in schools around these tourism villages have improved social inclusion and empowered the local economy. Active participation from various parties, such as local governments, communities, and social organizations, in managing and promoting tourism destinations has successfully increased collective income and community welfare. Through the adoption of digital technologies such as social media, online marketing, tour guide applications, and data management, tourism villages in Bantul can reach broader markets and enhance their competitiveness. As a result, not only is there an increase in economic welfare for local communities, but also an appreciation for local wisdom and traditional culture.

IMPLEMENTASI PENDIDIKAN INKLUSI PADA JENJANG PENDIDIKAN DASAR

Inclusive education at the basic education level is very important in order to optimize the development of children with special needs according to their potential. However, the implementation of inclusive education at the basic education level still experiences many problems. The aim of this research is to describe the results of research related to the implementation of inclusive education at the basic education level. The method applied in this research is a literature review of articles in Indonesian and English in 2019-2023 sourced from the Google Scholar search site, scopus.com and ERIC. Through an inductive analysis approach, a match of data was found related to the implementation of inclusive education in elementary schools so that 15 relevant articles were selected. The data analysis procedure was carried out based on a qualitative approach. Research findings show that inclusive education can be implemented at the basic education level by involving all elements of education and the school community to be able to provide education and services to children with special needs so that they can develop based on their potential and socialize normally with their peers in regular schools. The new path or recommendation which can be implemented is that implementing inclusive education at the basic education level requires dedication from all elements of education and the school community to create comfortable and friendly education for children with special needs.

EVALUASI PENYELENGGARAAN PENDIDIKAN INKLUSI BAGI PESERTA DIDIK BERKEBUTUHAN KHUSUS DI SDN 131/IV KOTA JAMBI

The research was aimed to evaluate the implementation of inclusive education in SD Negeri 131/IV Kota Jambi using CIPP (context, input, process, and product) models. This research is a qualitative study with case study approach. Data was collected through observation, interviews, and documentary study. Data analysis was conducted in three phases: the first phase was preliminary analysis, the second phase was done while collecting data at the site, and the third one was done after completing the data collection. The data analysis was conducted through developing categories, data reduction, data presentation, making conclusions, and verification. The study concludes that the implementation of inclusive education in Elementary School of 131/IV Jambi City generally classified as good criteria where there are 68.35 % of sub-indicators of inclusive education’s implementation at school that appropriate with the standards. Inclusive education at school provides benefits, but there are some parts of supporting programs that have not been accordance with the standards. Therefore, the researcher recommends that the program can be continued, with the term revisions must be made through an adjustment and improvement of some components that have not been appropriate to these provisions to get a better quality of the program. Furthermore, for others that would like to conduct similar studies in different settings should be able to avoid what the limitations of this study, namely by narrow the focus of research and using mix-method research. Keyword: evaluation, inclusive education

Perception of Service Providers on The Implementation of Inclusive Education in Kaduna State.

Inclusive education which entails educating children with special needs alongside normal children within the same school setting is a global trend that Nigeria has keyed into. As many of the nation's states have begun implementing it, there is a need to ascertain the level of the perception of the stakeholders, especially the Service Providers. Hence, the paper aimed to ascertain the level of the perception of the Service Providers in the study population with the objectives to ascertain their perception level, and whether there were differences between them according to gender, local government area of public or private school. Data was generated by a set of Questionnaires, in other to provide answers to the research questions and hypotheses formulated and analyzed using descriptive Statistics and t-test. The findings revealed that the Service Providers had an average level of perception. In terms of the difference in implementation of inclusive education, none was established between the Service Providers of private and public primary schools nor between Kaduna North and Kaduna South local government areas. However, a difference in their perception according to gender was ascertained. The conclusion is that there is a need to raise the level of the perception of the Service Providers for a more successful implementation of inclusive education in Kaduna state. Among the recommendations proffered was the need for an enhanced remuneration and working environment with enough resources for Service Providers as well as the government making provision for more training to educate them to know what to do better and when to do so for a more enhanced implementation of inclusive education in the State

Manajemen Guru Pendamping Khusus Di SDN 1.2 Belimbing Raya Kabupaten Tabalong

This research based on the reality in the field where in Tabalong Regency itself there is only one elementary school that provides a Special Assistant Teacher for children with special needs in the implementation of inclusive education, so the existence of GPK itself is very difficult to find. The role of GPK in implementation of inclusive education is very important because it is an integral part and supporting pillar in the success of inclusive education. The management of GPK is the same as the management of regular educators but there are some things that need to be considered, given their job is to accompany children with special needs. This research aims to find out how the management of special assistant teachers at SDN 1.2 Belimbing Raya. This is field research with a qualitative approach. The conclusion is that the existence of GPK supports the success of students with special needs not only in improving individual student learning experiences, but also helps create an inclusive and supportive learning environment for all children. Correct management of GPK is very important in ensuring that inclusive education runs effectively and comprehensively. Therefore, appropriate selection and placement, training and professional development, team collaboration, monitoring and evaluation, as well as open and clear communication. Considering the importance of GPK, it would be better for this GPK to have a psychology education background in special needs education.

Inclusive Teaching Competency for Successful Implementation of Inclusive Education

Inclusive education is a transformative approach aimed at providing equitable opportunities for all learners, regardless of their backgrounds, abilities, or differences. Successful implementation of inclusive education necessitates educators to possess a multifaceted set of competencies tailored to address the diverse needs of learners. This paper proposes a holistic framework for cultivating inclusive teaching competency, encompassing five key themes: Knowledge of Diverse Learners, Creating an Inclusive Classroom Climate, Pedagogical Strategies Knowledge, Collaboration & Communication, and Evaluation and Monitoring. Knowledge of Diverse Learners underscores the importance of educators understanding the unique backgrounds, abilities, and learning styles of each student. By recognizing and appreciating diversity, educators can effectively tailor their instruction to meet individual needs. Creating an Inclusive classroom climate involves fostering a welcoming and supportive environment where all students feel valued, respected, and empowered to participate actively in the learning process. Pedagogical Strategies Knowledge involves arming educators with a toolbox of inclusive teaching methods, including tailored instruction, Universal Design for Learning (UDL), and culturally sensitive teaching practices. These tools enable educators to effectively address the varied learning needs of their students, fostering an environment where every individual can engage with and benefit from the educational process. Collaboration & Communication highlight the crucial significance of unified efforts among educators, students, families, and community members in cultivating inclusivity and conquering educational challenges as a cohesive unit. Evaluation and Monitoring are essential for assessing the effectiveness of inclusive practices and making data-informed decisions to enhance student outcomes. By bringing together these five important ideas, this framework gives teachers a complete roadmap to improve how they teach inclusively. It's like a detailed guidebook that helps educators become better at including all students in their classrooms and making sure inclusive education works well for everyone involved.

Research of the Problems of Professional Support for Teachers in the Implementation of Inclusive Education

Professional support for teachers plays a crucial role in the implementation of inclusive education. In the study, the concept of “professional support for teachers” refers to the existence of close social ties between the administration (school principal and his deputies), colleagues, parents of children with SEN, and teachers of postgraduate pedagogical education institutions, who are the main resource for professional support. The aim of the study was to identify current problems of professional support for teachers of inclusive education in a general secondary education institution. It is established that the administration of the institution is mainly interested in the formation of additional competencies of teachers. The problems in which teachers need professional support are identified, in particular: increasing incentives to work with children with SEN; involving special educators in the provision of correctional and developmental services; providing funding for institutions to create an inclusive educational environment; conducting educational work with parents to form adequate expectations of their children; providing teachers with practical advice on minimizing unwanted behavior and modifying educational material for children with intellectual difficulties and autism spectrum disorders. It was found that the activity and motivation of parents of children with SEN to cooperate plays an exceptional role in providing support to teachers.

The Constraints in the Implementation of Inclusive Education in Public Primary Schools in Njombe Town Council, Tanzania

This study explored the constraints in the implementation of inclusive education in public primary schools in Njombe Town Council, Tanzania. The methodology of the study was qualitative. It employed multiple case study design. The study engaged a total sample of 19 respondents namely; special need education officers, heads of schools and subject teachers who were selected through purposive and snowball sampling. Data collection methods were semi-structured interviews, focus group discussion, non-participant observation and documentary review. Data were subjected to content analysis. The findings of the study revealed that teachers in public school’s face constraints in implementing inclusive education namely inadequate of teaching and learning materials, unfriendly environment to pupils with disability, small budget allocation, inadequate classrooms, less motivation to teachers, absence of in-service training, and curriculum in use is not in favor to pupils with disability. Hence, the constraints in the implementation of inclusive education are an impediment towards achieving the World Education Agenda for all by 2030. The study recommended that; the government should find out suitable ways on how to solve the aforementioned constraints for smooth running of the inclusive schools so as to maintain the teachers’ positivity in the implementation of inclusive education.

The Impact of Teacher Training Programs on the Implementation of Inclusive Education for Children with Autism in Urban Public Schools in the United States

Inclusive education has gained prominence as a means to ensure equal learning opportunities for all children, including those with autism. This study delves into the impact of teacher training programs on the implementation of inclusive education for children with autism in urban public schools in the United States. The research is grounded in the hypothesis that well-designed teacher training programs are pivotal in equipping educators with the knowledge, skills, and attitudes necessary to effectively teach and support students with autism in inclusive settings. To investigate this, the study employed a mixed-methods approach, combining quantitative surveys and qualitative interviews. The surveys were administered to a sample of teachers from urban public schools before and after participating in a specific teacher training program focused on inclusive education for children with autism. The interviews were conducted to gain deeper insights into the teachers’ experiences and perceptions of the training’s impact on their classroom practices. The findings reveal a significant positive impact of the teacher training programs on teachers’ self-efficacy and attitudes towards inclusive education. Teachers reported an increased confidence in their ability to adapt teaching strategies to meet the diverse needs of students with autism. Additionally, the study highlights the importance of ongoing professional development and support for teachers to sustain and enhance the implementation of inclusive practices. This research contributes to the growing body of literature on inclusive education and provides valuable implications for policymakers, educators, and training program developers. It underscores the necessity of comprehensive and continuous teacher training programs to foster an inclusive educational environment for children with autism in urban public schools.

Typical Challenges Faced by Sub-Urban State Primary Schools Implementing Inclusive Education in Indonesia

The aim of this study was to determine the common obstacles that Indonesian state primary schools have in attempting to provide inclusive education since there are gaps between sub-urban with urban areas. The objects were five state primary schools in one supervisory area in Central Java, one of which was the appointed inclusive school in the area. The four focuses of the research were the physical facilities, teacher perceptions, peer perceptions, and parents’ perceptions. Questionnaires were used to collect data from the headmasters, teachers, peers and parents of children with special needs. The results indicated that peers and parents of children with disabilities tended to have positive attitudes towards children with disabilities. Teachers had positive attitudes towards children with disabilities, but not to inclusive education. Another significant challenge was the limited physical school facilities, including building accessibility. The implication of these findings is that the development of inclusive education in sub-urban areas in Indonesia needs to pay attention to the physical facilities and teacher training.

Inclusive Education in the Context of Ethnocultural Diversity: Understanding the Process of Exclusion in Order to Act in the School – A Secondary Publication

This issue reveals that the implementation of inclusive education is an unfinished challenge, both within the system and for individual self-improvement. This process of changing practices, by continually questioning the school’s responsibility for the (re)production of inequalities, exclusion, and unequal social relations, is riddled with obstacles, unpredictable situations, and strong emotions. In particular, the researchers point out that many systemic mechanisms of school culture contribute to replicating and reifying hierarchical school experiences and exacerbating processes of institutional discrimination against immigrant backgrounds and/or racialized students. The empirical research presented also highlights the deficit thinking of school staff toward immigrant students and their parents. The results show that staff tend to use linguistic and cultural gaps between students and the school system to explain academic failure. Be that as it may, the researchers as well as the school actors and students interviewed in this issue suggest fertile ways to improve inclusion in the school context, stressing the importance of giving voice to the various actors to move toward institutional transformation.

The Incorporation of Early Childhood Development (ECD) in the Mainstream School Curriculum: Challenges and Achievements

Background The incorporation of early childhood development (ECD) into the mainstream school curriculum is one way to foster successful implementation of inclusive education. Learners who are in ECD were unintentionally ignored as the ECD were under administration of social service department.  Objectives To explore the incorporation of ECD into mainstream school curriculum. Thus enhance the implementation of inclusive education with the intention of providing support to learners with learning barriers. The other objective was to bring about maximum support to schools that needed support to cater the needs of learners with learning barriers.  Method To achieve the objective, a qualitative research approach was followed. The population of the study was made up of several crèches in Matlosana local education office. Data was collected using semi-structured interviews. Data was collected through interviews that were collected from crèches managers including owners. Semi-structured interviews were administered for data collection to four crèches. Challenges experience in the incorporation of ECD includes, lack of knowledge in the identification of learners with learning barriers, improper structures, lack of proper sanitations and lack of training in ECD practitioners, the establishment of ECD-based support team.  Results The study revealed the learners in ECD were indeed not catered for in terms of inclusive education as there were numerous challenges, inter alia improper infrastructure, lack of sufficient funding, lack of sanitation, most learners were without necessary documentation. The study also showed that since learners were incorporated in mainstream school curriculum there enough food provided by Basic Education department (section 21 provision). The study divulged that teachers who were teaching learners ECD were hired without proper qualification thus resulted in such teacher deviating from what they were supposed to teach i.e. according to annual teaching Plan (ATP).  Conclusion The incorporation of ECD in mainstream school curriculum was made priority in ensuring that quality and basic education is maintained especially to the young learners who are age (birth to five years old). However there are factor hindering the successful incorporation of ECD in mainstream. The discussed factors hindering the amalgamation of ECD into mainstream includes, structural challenge, poor financial support, lack and inadequate support from subject advisory services, insufficient training and development in ECD and lack and poor resources provision.  Contribution The incorporation of ECD into mainstream school result in learners been catered for especially those who are identified with learning barriers.

The Role of Principals in Implementing Inclusive Education Through Culturally Responsive School Leadership

Inclusive education aims to ensure that all students can be fully involved, feel accepted, and feel valued. The principal must be willing to build an inclusive school in all aspects that respects the diversity of students in an assertive and supportive manner. This article's objective is to provide an understanding and description of the leadership role of principals to increase engagement and to establish an environment of acceptance for children with special needs in inclusive schools through Culturally Responsive School Leadership (CRSL) framework. The phases of a systematic literature review, which included designing a review, conducting a review, and assessing and documenting the outcomes of the review, were followed in the conduct of this study. Data were generated from reviewing 13 articles. This article reviewed articles published from 2018 to 2023 from the Taylor Francis, Science Direct, and Google Scholar databases. All articles are classified by year, internationally published articles, research articles, research objectives, and topics related to the role of inclusive school principals based on the CRSL framework. Purposive sampling was used to get the data, and specific search engine phrases were used. After gathering the data, content analysis methods were used to examine it. This study discovered that the principal's leadership is essential for developing inclusive educational management. Principals need to be responsive and serious about the diversity of students with special needs, which includes reflection on leadership, developing responsive teacher abilities, and building an environment that is inclusive of children with special needs.

Семиотическая диагностика целей преподавания философии в педагогическом образовании

Modernization of domestic education and global diversification of pedagogical education make it relevant to analyze the role and place of the subject ‘Philosophy’ in order to diagnose new goals for teaching this discipline. Based on the methodological innovation of the semiotic approach proposed by I.V. Melik-Gaykazyan, the correspondence between the semantics of universal competencies and the pragmatics of the formation of individual trajectories for the training of future teachers is established. This correspondence captures the navigational role of philosophy, firstly, in the development of basic academic disciplines, and, secondly, in understanding the continuity of their curricula. The implementation of this role will not happen naturally, since the domestic tradition of university philosophy has its own characteristics, which are retrospectively indicated in the article. The retrospection emphasizes the context in which S.I. Gessen formulated his well-known thesis that pedagogy is an applied philosophy. This thesis is of essential importance for determining the role and place of teaching philosophy for the future teacher training, and also remains relevant in the situation of modern diversification of the goals of pedagogical education. The purpose of teaching philosophy is the propaedeutics of the development of special courses devoted to modern theories and the actual practice of education. At the same time, the actual practice of education takes place in social conditions that transform behavioral and ethical norms, therefore, the goals of teaching philosophy in the context of pedagogical education include explaining intellectual traditions and the limits of their effectiveness in order to find ways to solve situational problems generated by modern communication tools and systems. These situational problems are formed under the influence of multiple factors, and therefore, to solve them, it is necessary to understand the essence of transdisciplinarity. The simultaneous multiplicity of communications and the variability of their formats in specifi c psychological and pedagogical conditions make the modern understanding of theessence of the mediatization phenomenon relevant. Modern requirements for education to ensure the training of unique specialists fixes the need for the formation of tolerance, which is a condition for the implementation of inclusive education. The listed principles of modern philosophical anthropology andpost-non-classical methodology – tolerance, mediatization, transdisciplinarity, multidimensionality – coincide with those competencies which formation can be led by the teaching of philosophy.

Inclusive Education in the Context of Ethnocultural Diversity: Understanding the Process of Exclusion to Act in the School — A Secondary Publication

This paper reveals that the implementation of inclusive education is an unfinished challenge, both within the system and for individual self-improvement. This process of changing practices, by continually questioning the school’s responsibility for the (re)production of inequalities, exclusion, and unequal social relations, is riddled with obstacles, unpredictable situations, and strong emotions. In particular, the researchers point out that many systemic mechanisms of school culture contribute to replicating and reifying hierarchical school experiences and exacerbating processes of institutional discrimination against immigrant backgrounds and/or racialized students. The empirical research presented also highlights the school staff’s deficit thinking toward immigrant students and their parents. The results show that staff tend to use linguistic and cultural gaps between students and the school system to explain academic failure. Be that as it may, the researchers as well as the school actors and students interviewed in this paper suggest multiple ways to improve inclusion in the school context, stressing the importance of giving voice to the various actors in order to move toward institutional transformation.

A systematic evidence synthesis of disability and inclusive pedagogy in initial teacher training in English as a Foreign Language

This systematic review considers recent evidence of the preparation of inclusive education implementation in the context of English as a Foreign Language (EFL) education across different countries. The study comprised of a comprehensive search of multiple databases which are accessible for scholars with visual impairments working with an open-source screen reader application: British Education Index, Education Source, ERIC subscription, Scopus, and Web of Science Core Collection. The searches generated 508 studies from January 1 2002, to December 31 2022,. 73 duplicated studies were removed, leaving 435 records to be screened for inclusion. 430 of these were rejected for not meeting the selection criteria, leaving five studies for inclusion. One additional relevant study from author's personal collection of references was also included in the review. The review discovered that the issue of disability and inclusive pedagogy in initial EFL teacher education scholarship is extremely under-studied. Only four relevant studies were conducted in the Global North, two in the Middle East, and none in the Global South, where an expanding population of pupils learning English are located. The findings of this study provide insights and recommendations for policy and practices of initial EFL teacher education.

IMPROVING TEACHERS' UNDERSTANDING OF INCLUSIVE EDUCATION

The existence of inclusive education in Indonesia plays a central role in achieving equitable and inclusive education for all students. This article identifies and formulates problems related to teachers' low understanding of the concept of inclusion, limited resources and variations in understanding of the concept of inclusion among educators. These challenges create barriers to the effective implementation of inclusive education across educational institutions. Through an in-depth literature review and analysis, this article offers a number of solutions, including improved teacher training programs, collaboration between stakeholders and improved access to inclusive learning information and resources. It concludes that changes need to be made at the policy, education institution and community levels to create a sustainable inclusive education environment that benefits all students in Indonesia. As such, this article contributes to an in-depth understanding of the challenges and solutions in the context of inclusive education in Indonesia.

Teachers’ attitudes towards inclusive education of children with special educational needs and disabilities in central Asia

Teachers’ attitudes towards inclusive education, particularly towards students with special educational needs and disability (SEND), have become a focus of research in the past years. In many countries, the process of the implementation of inclusive education has either not been smooth or, in some cases, stalled by negative attitudes of teachers. Teachers are regarded as key drivers of the implementation of inclusive education as they are at schools and classrooms, which are strategic delivery points. Central Asian countries have embarked on a process of implementing inclusive education in their respective education systems. Therefore, in this quantitative study, using regression analysis, and one-way ANOVA, the attitudes of eight hundred and sixty-nine (869) teachers from Central Asian countries i,e Kazakhstan, Kyrgyzstan, Tajikistan, and Uzbekistan were surveyed. The analysis shows a noticeable shift from the segregation strategy embedded in defectology to inclusion and equity for students with SEND. However, the teachers’ attitudes still vary, the teachers could be classified into six groups according to their settings towards inclusive education.

THE TEACHERS’ SENTIMENTS OF WORKSHOPS ON INCLUSIVE EDUCATION AS A STRATEGY FOR PROFESSIONAL DEVELOPMENT IN RURAL SCHOOLS OF LIMPOPO PROVINCE

The purpose of this study was to explore teachers’ sentiments regarding the use of workshops as a strategy for professional development regarding effective implementation of inclusive education in rural schools. The study followed a qualitative research approach in which a case study design was applied. Eight teachers who attended inclusive education workshops were purposively selected from four primary schools in Lebopo Circuit. Data was collected through semistructured interviews. The data was analysed thematically. Bernstein’s pedagogic discourse was used as the theoretical lens to explore the way in which the Department of Education conducts workshops or teacher-training to provide teachers with pedagogical knowledge and skills to ensure quality implementation of inclusive education in the circuit under the study. The study found the following: workshops or teacher-training do not achieve the desired purpose of equipping teachers with pedagogic knowledge and skills to ensure quality inclusive education. Furthermore, the study showed that the facilitators lack confidence during workshops or teacher-training, which raises the question of whether they have adequate knowledge and skills of inclusive education or not. The study also found that the time allocated for workshops is inconvenient and insufficient. Thus, the study concluded that the use of the cascade model should be reviewed as it limits the time for training and workshops. The study recommended that the Department of Education should consider having few members of the School-Based Support Teams for in-service training (SBSTs in-service Training) and also to conduct workshops or teacher training at the beginning of the year. This will bring about quality in the implementation of inclusive education and also foster enabling school environments.

REMEDIAL EDUCATION TEACHER’S KNOWLEDGE TOWARDS INCLUSIVE EDUCATION

Inclusive education is an effort introduced by the Malaysian government to ensure that people with disabilities (OKU) receive education from a young age. The main goal of the government is to involve more students with special educational needs (MPBK) in the inclusive education and further improve the quality of education as a whole in this country. In effort to create an effective teaching and learning process that meet the needs of MBPK, a teacher must have a specific knowledge about MBPK and have sufficient skills to help them plan an effective learning and further be able to support the needs of MBPK in an inclusive classroom. The purpose of this study was to examine the level of knowledge of Remedial education teachers regarding the implementation of Inclusive education. This study was conducted in Tuaran, Sabah by using a survey as its method and consist of 39 people as a sample. Questionnaire as a research instrument is used in this study and the links are shared by using Whatsapp application. Statistical Package for the Social Science software version 26.0 was used to analyze data collected from this study. The findings of this study founds that the level of knowledge of Remedial education teachers regarding the implementation of Inclusive education is at a moderate level and there is no significant difference between the level of knowledge of teachers and the teaching experience of Remedial education teachers.