Inclusive Classes Research Articles

Analysis of Islamic Religious Education Teacher Policy in the Islamic Religious Education Learning Process for Inclusive Class at Muhammadiyah High School 6 Surakarta

This research was motivated by observations that showed that the learning process carried out by Islamic education teachers in the learning process was less than optimal, especially in inclusive schools so educational goals were difficult to achieve. This has a big impact on special needs students and regular students so the implementation of learning is not optimal and less effective. So it can be formulated in this research that the role of teachers in maximizing learning planning, learning processes, and learning evaluation is very necessary. This research aims to analyze the Islamic Religious Education learning process to know the implications for special needs students and regular students as well as for Islamic education teachers. This study uses a qualitative method. Qualitative analysis is taken from Islamic religious education teachers' interpretation of data by providing information and explanations. Research data collection was carried out using interview techniques and field observations. The results of this research show that the relationship between policy and teacher professionalism in teaching greatly influences the continuity of learning so that it can provide changes in the implementation of learning and have an impact on students at the inclusive school Muhammadiyah High School 6 Surakarta. Teacher policies and professionalism have a high influence on the quality of learning and student development.

Assessing the Readiness of Early Childhood Teachers to Facilitate Inclusive Classes

Every child has the right to receive education tailored to their needs, including those with special needs. Many teachers still need help designing learning activities for inclusion classes. This research aims to analyze the readiness of PAUD teachers to hold inclusive classes. This research uses a quantitative descriptive method with a survey approach. The subjects of this research were 50 PAUD teachers. The method used to collect data was a questionnaire with the help of Google Forms. The data collection instrument is a questionnaire. The questionnaire consists of five aspects and 42 statements, measured using a Likert scale. The data analysis technique is quantitative descriptive analysis. The research results show that most PAUD teachers understand the concept of inclusive education, although some require improvement through training. However, teachers' awareness of the importance of inclusive education needs to be appreciated. Despite the transition's uncertainty, ECCE teachers demonstrate readiness to adopt inclusive practices. The success of inclusive education requires systematic support that includes collaboration, training, and strategic approaches to overcome challenges and guide PAUD teachers toward success in implementing inclusive education. This research implies that PAUD teachers' readiness to facilitate inclusive classes is critical. This readiness is essential to create enjoyable learning activities.

The influence of adolescents' self-perception of social relationships on personality functioning in the context of inclusive education.

Adolescence is a special phase of life in which fundamentals of psychosocial functioning are formed. The present study investigates how adolescents' self-perception of social relationships in inclusive classes affect personality functioning. Furthermore, we examine whether the association between self-perceived social relationships and personality functioning is stronger for students with special educational needs in the domains of learning (SEN L) and social -emotional development (SED) than for students without SEN. At two measurement points questionnaire data was collected from 927 sixth- and seventh-graders from 20 primary and 20 comprehensive inclusive classes in Germany. Results of longitudinal multilevel analyses show partially different results for sixth- and seventh-graders. Overall, students' perceived social relatedness predicted personality functioning. Students who perceived their social relationships more positively showed healthier personality functioning. Further, SEN SED represents a potential risk factor for personality functioning. But, we observed that differences in personality functioning between seventh-graders with SEN L or SED and those without SEN decreased over time. Furthermore, SEN does not appear to reinforce the association between low self-perception of social relationships and risky personality functioning. The findings are discussed in the context of inclusive education and implications for future research as well as practice are given. Overall, our findings contribute to a better understanding of students' psychosocial development in inclusive learning environments.

Inclusive Education and its Effects on Academic Performance among Students with Disabilities in Mainstreams Secondary Schools in Mfoudi Division.

Inclusive education is a process of strengthening the capacity of the education system to reach out to all learners. Therefore, there have been a number of campaigns and laws on the successful implementation of inclusive education and how to solve the problem of children with disabilities in the mainstreams schools. It is expected that disabled children should excel in general education with all the technological advancement concerning their education, all the legislative and educational reforms put in place by the government for their studies. However, despite the drafting of many international, regional and national conventions on persons with disabilities, students with disability still do not perform in school like their peers who are said to be normal. This study was aimed at finding out the various factors that negatively influence the performance of students with disability in Government Secondary Schools. The descriptive research design was used and one hundred and two (102) persons were sampled using the census method. In other to obtain data for the research, two questionnaires were constructed by the researcher for both students and teachers. The student questionnaire was made up of forty one items while that of the teachers was made up of sixteen (16) items with the aim to test the different hypothesis and answer the research questions. The data collected was analyzed with the use of SPSS software version 25.0, wherein both descriptive statistics (charts, frequency distribution tables) and inferential statistics (chi-square) were used. The results showed that the socio-economic status of family negatively influenced students with disability’s performance and teachers did not have training on how to teach inclusive classes so did not find it easy teaching students with disability. However, there were other factors that influenced performance like; infrastructure, self-motivation. The researcher thus proposes from teachers recommendation that teachers in active service should be provided with in-service training to ameliorate their knowledge on teaching students with disabilities and children should be provided with material support to help reduce if not solve the problem.

Exploring the Effectiveness of Inclusive Class Room Practices in Improving Academic Achievement for Students with Disabilities in Secondary Schools Wari, Dir Upper

Exploring the Effectiveness of Inclusive Class Room Practices in Improving Academic Achievement for Students with Disabilities in Secondary Schools Wari, Dir Upper

Challenges to the provisioning of equitable quality education opportunities in inclusive early childhood development classes attached to primary schools: A case of one district in Zimbabwe

The study explored challenges faced by teachers in provisioning equity and quality education to young children with special education needs in inclusive early childhood development (ECD) classes attached to primary schools in Chiredzi district, Zimbabwe. To uncover these barriers, researchers adopted the post-positivist paradigm which allowed use of multiple methods to uncover truth about the phenomenon. Mixed methods research approaches embedded in the pragmatic paradigm were utilised as they allowed the researchers to triangulate the data collected from the selected tools for valid and reliable results. Semi-structured questionnaires, face-to-face interviews, focus group discussions, observations and document analysis were used as tools to gather data. The Social Justice Theory was used as a lens to unveil barriers of educational equity in inclusive ECD classes. The study uncovered a myriad of challenges experienced by ECD teachers and young learners in inclusive classes attached to primary schools. Some of the barriers identified included large class enrolments, overcrowding of classrooms, inadequate human and material resources, absence of ECD specific policies to curb exclusion of young learners with diverse learning needs. The paper concluded that, learners with special education needs were discriminated in various learning activities and treated differently by teachers and other learners. Such practices in ECD centres are against the dictates of educational inclusive policies which emphasise equitable learning opportunities for all learners, regardless of diversities. The paper recommends a holistic approach towards inclusive education programmes at ECD level, which prepare the young learners and teachers to look forward to a just society. The paper calls for an educational stakeholder capacitation programme to usher advocacy for fairness as a tool to improve the image of early childhood development inclusive settings.

The Impact of Role-playing Games on Developing Empathy of Future Preschool Inclusive Teachers

Inclusive education should be based on the effective involvement of people with disabilities in the educational process to obtain positive results. The work aims to determine the impact of role-playing games on developing empathy of future inclusive teachers. The aim was achieved using the Likert scale, observation, value function calculations, the rank coefficient of the level of effectiveness, and the Cramér criterion. The results of the study showed that it is necessary to ensure that students’ experiences during communication are considered first and foremost for the effectiveness of learning in an inclusive class and the development of empathy (0.93). Therefore, this criterion was primarily considered during the development of learning mechanisms. Training mechanisms for future teachers were intended to ensure the formation of an adaptive function, a communicative function, an understanding of a new approach, and the formation of an educational function. The game-based approach became the foundation of the educational process. A high level of empathy was achieved among 89% of students, which is associated with the development of tolerance. A high level of empathy was reflected in the development of communication (28%), creative activity (27%), and a greater level of restraint (23%). An individual approach in the process of teaching preschoolers influences their achievement of a high level of knowledge. The importance of the work is determining approaches to the development of a high level of empathy among future inclusive teachers using role-playing games, which is important for children’s development. Research prospects are related to the possibilities of developing empathy for future teachers by using the role-playing approach in education and digital technologies.

THE SPECIAL GUIDE TEACHER CLASS MANAGEMENT ON CREATING INCLUSIVE STUDENT LEARNING MOTIVATION IN URBAN AREA

This research objective was to analyse the influence of special supervising teachers' classroom management on creating inclusive student learning motivation in urban areas. This research used quantitative methods with a case study approach. A sampling of special supervisor teachers for inclusive classes in Serang City or urban areas. Data analysis used hypothesis testing with SPSS software version 23.00 with correlation between variables. The research results showed a positive influence between the class management of the class supervisor on creating inclusive student learning motivation with an influence contribution of 70.9%. The results showed a significant influence between accompanying teachers' classroom management and student learning motivation in inclusive elementary schools throughout urban areas. The research implied that the better the accompanying teacher's classroom management, the higher contribution to inclusive student learning motivation and vice versa; the less good the accompanying teacher's classroom management, the lower the creation of inclusive student learning motivation.

Child-Friendly School in Inclusive Education (A Study of School Leadership in SPNF SKB Medan)

This study aims to determine the principal's leadership in increasing the competence of teachers who are ready for inclusive education at SPNF SKB Medan, to find out the principal's leadership in increasing parental concern for the handling of children with special needs at SPNF SKB Medan and to find out the principal's leadership in forming inclusive classes at SPNF SKB Medan. This study used a qualitative descriptive approach with research subjects directed at collecting data from school principals. Data collection was carried out using observation, semi-structured interviews and document studies. The results of the study show that the leadership of the principal of inclusive education at SKB Medan is to provide the best service that is owned by the existing school's capabilities, move learning from ordinary classes to the computer lab, give teachers freedom to adjust learning methods and subject matter to students' abilities.

Optimizing The EFL Learning Through Individualized Education Programs for Intellectually Disability Students

This research aims to describe the English language learning process using Individual Education Program (IEP) in inclusion classes at elementary school level. This research used a qualitative approach with two students with special needs with intellectual disabilities (ID) as the subjects of this research. Three types of data collection techniques used were structured observation, structured interviews and document study. The result of this research indicated that even though the two research subjects have intellectual disability, they can still participate in learning with certain terms and conditions. Every class teacher and special assistant teacher must pay attention to students’ learning needs that supports their learning development which must be in accordance with curriculum objectives. Therefore, teachers must be able to develop the Individualized Education Program (IEP) according to the special needs of students and carry out teaching according to plans that have been made previously.
 Keywords: Individualized Education Program, Intellectual Disability, students with special needs

특수교사와 일반교사의 학교 안 전문적학습공동체 참여 경험과 의미

Objectives The purpose of this study was to examine special and general teachers’ experiences and implications of participating in an in-school professional learning community to encourage the disabled students to participate in the inclusive classes.
 Methods The researcher used the collaborative action research to achieve the purpose of this study. For this pur-pose, the researcher used the action research method of problem addressing-planning-implementing-in-trospecting-modifying of the plan and re-implementing. To this end, the researcher organized and operated an in-school professional learning community wherein a special teacher and two general ones would participate.
 Results First of all, the results of teachers’ cooperative participation in the in-school professional learning com-munity to encourage the disabled students to participate positively in learning can be summed up as follows. First, the school community members experienced some positive changes, while improving the problems in the school professional learning community, through the collaborative action research study. Secondly, through the collabo-rative action research study, the school community members could experience and perceive the educational val-ue of the professional in-school learning community. Thirdly, it was found that the special teacher and general ones could form a partnership for a cooperative learning. Next, the conclusion about teachers’ experiences and implication of their participation in the in-school learning community can be summed up as follows. First, the teachers who participated in the in-school professional learning community would experience the positive change of teachers’ perception. Secondly, the teachers would experience a positive change in the interactions with the school community members. Thirdly, the teachers who participated in the professional learning com-munity would be able to develop their educational professionalism.
 Conclusions It is expected that this study would provide for some basic data to explore an effective method of enhancing inclusive education through the in-school professional learning community.

Instructing Slow Learners at College Level: An Integrated Approach

Dealing with slow learners at college level has turned out to be a daunting task for teachers. Slow learners have already acquired low self-esteem, lack of interest and lackadaisical attitude during their schooling. By the time they enter colleges, these negative attitudes become more intensified. They become the victims of faulty strategies which result in truancy and drop out. It appears to be an intimidating job on the part of the teachers either to make the slow learners unlearn what they have already learnt fallaciously or to make them learn things anew which their advanced counterparts have already learnt. The paper makes an attempt to explore innovative teaching-learning strategies for those who are involved in instructing slow learners in the inclusive class room. These strategies would be based on Jean Piaget’s theory of Cognitivism which is influenced by Constructivism, and Lev Vygotsky’s theory of Social Constructivism.

The Trend of Inclusive Learning Models: Systematic Review Study

This study aims to analyze the trend of inclusive learning models with study criteria; the learning model tested as an inclusive learning model at various levels of education. the systematic review method refers to Castlebery with five study stages namely compiling, disassembling, reassembling, interpreting, and concluding. data collection using the published or perish application to collect articles from 2013 to 2023, with the keywords teaching model inclusive, teaching model for inclusive school, and teaching model for SEND (student education need disabilities) from Google Scholar. 200 journals have been screened with predetermined study criteria. The results of this study have shown that the trend is testing existing learning models by looking at their effectiveness and relevance to inclusive classes (62%), the trend is investigating learning models adapted to inclusive classes (15%), the trend is comparing learning models by looking for relevance to the inclusive class (15%), and trends describing the right model for use in the inclusive class based on a literature review (8%). The findings of this study can be used as a reference for teachers in conducting inclusive classroom learning, and researchers can formulate a more comprehensive learning model based on the analysis of the learning models studied in this study.

Attitudes of Elementary School Teachers Towards Inclusive Education: Implementation of the SACIE-R Scale

Children with special education needs (SEN) studying in inclusive classes are still a hot issue to be discussed. This study aims to investigate the attitudes of elementary school teachers towards inclusive education in Indonesia. A total of 64 elementary school teachers participated in filling out SACIE-R questionnaire. The questionnaire consists of three subscales, namely sentiment, concern, and attitude. The data were analyzed using non-parametric statistics (Spearman Correlation coefficient) and multiple regression analysis. The results show that the attitude of elementary school teachers towards inclusive education is positive with a mean SACIE-R (M = 3.00). Elementary school teachers have fears that they do not have knowledge and skills required to teach students with SEN and are not ready to teach students who require communicative technology (e.g. Braille and sign language) in their classrooms. The duration of teaching experience, teaching, and training experience with children with SEN positively correlated to the concern subscale. Special skill training such as Braille and sign language for elementary school teachers is needed to help them overcome their worries and unpreparedness to teach children with SEN in inclusive classes.

The strategy of integrating tolerance values into civics learning in inclusive school

Tolerance is one of the essential characters to be instilled in a plural society. This study aims to determine the strategy for integrating the value of tolerance into civics learning in inclusive education schools. This research is qualitative descriptive research with interview data collection techniques, observation, and document analysis. The strategy for integrating the value of tolerance in civics learning in inclusive education-provided schools is carried out through the stages of planning, implementing, and evaluating learning. They were designing learning plans for regular and inclusive students and improving teaching competencies in inclusive classes. Implementation of learning is done by providing advice and motivation during learning, taking a dynamic approach with students, forming an attitude of empathy, appreciating the tolerant attitude shown by students, and applying a heterogeneous group learning model. The assessment is carried out by distinguishing the assessment content between students who do not have special needs and students with special needs that are adjusted to their obstacles and abilities.

THE SYSTEM OF CORRECTIVE AND DEVELOPMENTAL EDUCATION OF MATHEMATICS FOR PRIMARY SCHOOL STUDENTS WITH INTELLECTUAL DEVELOPMENT DISABILITIES

The article discloses the problem of corrective and developmental mathematics education for primary school students with impaired intellectual development. It has been established that in the psychological and pedagogical literature there are quite a lot of studies devoted to the problem of failure of elementary school students. It was revealed that inclusive remedial and developmental education classes are one of the effective forms of differentiated education, which allows students with intellectual disabilities to learn the main school curriculum and creates favorable opportunities for their development. The current state of mathematics teaching methods in inclusive classes of remedial and developmental education is analyzed. It has been proven that special educational conditions must be created to learn mathematics. The methodical recommendations for conducting lessons and studying individual sections and topics are analyzed, the peculiarities of using methods and techniques are indicated. It was established that most of the recommendations are aimed only at children with mentalretardation, which are not always effective for all students in remedial and developmental classes.A system of corrective and developmental work in mathematics with students of elementary school of corrective and developmental education has been developed, which takes into account the state of knowledge, peculiarities of learning the material by students and strengthens the corrective and developmental potential of mathematics, which includes: changing the structure of the content of educational material (the presence of preparatory stages aimed at forming prerequisites for the successful learning of mathematics; a change in the sequence of learning due to the joint and simultaneous study of family sections and topics, as well as reciprocal actions); methods of consolidation of didactic units, presentation of information in a visual form, methods of comparison, generalization, induction, analogies; authorʼs complexes of corrective and developmental exercises on mathematical material, which allow solving educational, developmental and corrective tasks, which allows to increase the quality of knowledge and contributes to the improvement of studentsʼ cognitive activity. General recommendations for teaching mathematics in inclusive remedial and developmental classes for students with intellectual disabilities have been formulated. We see prospects for further research in the disclosure of teachersʼ readiness for activities aimed at primary school studentsʼ mastery of educational material in mathematics in inclusive classes of remedial and developmental education.
 Keywords: inclusive classes; remedial and developmental education; mathematics; elementary school students; academic failure; cognitive processes; mental activity; intellectual development disorders.

Preparing student teachers for inclusive classes: the effects of co-teaching in higher education on students’ knowledge and attitudes about inclusion

ABSTRACT Teaching in inclusive classes requires that general teachers have basic competences in individualised support for students. Teacher education currently faces the challenge of preparing general student teachers for teaching in inclusive classes and stimulating their integration of knowledge about inclusion, special education, general school pedagogy, subject didactics, and subject science. Co-teaching of university lecturers from different disciplines can potentially bring multiple perspectives to classroom instruction. In an experimental pretest-posttest-design, this study investigates the effects of two co-teaching formats. Participants were 124 student teachers enrolled in primary education at a university in Germany. Dependent variables were student teachers’ knowledge about teaching in inclusive classes and attitudes towards inclusion of children with emotional and behavioral difficulties. Co-teaching was given by a university lecturer for special education and a university lecturer for general school pedagogy. The two co-teaching formats differed in the spacing of co-teaching units with continiuos co-teaching over the entire course of the semester and intermittent co-teaching at single points in time. Analyses revealed no differences between the conditions in student teachers’ knowledge about teaching in inclusive classes. However, student teachers in the condition with continious co-teaching reported more positive attitudes towards the inclusion of children with emotional and behavioral difficulties.

Faculty’s Perspectives of/on Cultural Diversity Management in a Multicultural Classroom

Higher education institutions are changing fast in terms of the inclusion of international students. Consequently, faculty are expected to provide enabling learning environments and experiences for education in diversity. Based on the beliefs and practices of social constructivism philosophy and rooted in the interpretive paradigm, this article examines how faculty in a Ugandan university manage multicultural classes and their efforts to promote inclusive classes and curriculum. Qualitative research methods were employed with a sample of eight faculty. Data were collected by means of face-to-face individual semi-structured interviews that were triangulated with document checks. Data analysis followedGay’s (2000) culturally responsive pedagogical framework, with faculty perspectives summarised in themes. The findings point to challenges in implementing a culturally relevant classroom management model, such as faculty’s inability to fully multiculturalise due to inadequate knowledge of cultural minorities’ backgrounds. However, they reveal that some faculty manage their classes adequately, show care and concern for non-Ugandan students, use several strategies to communicate with them, and endeavour to adjust to suit minority students’ learning styles. The study suggests that much remains to be done to ensure inclusivity and to promote the social constructionist perspective that is inclusive in teaching and learning.

Design of Augmented Reality (AR) Learning Media in Ecosystem Meteri in Elementary School Inclusion Classroom

One of the multimedia technologies that is increasingly popular today is Augmented Reality (AR) technology. The current phenomenon is that inclusive schools still do not have learning media that accommodate children with special needs to be able to develop in accordance with the planned learning objectives. This research tries to develop a media that involves verbal elements represented by reading texts and nonverbal media in the form of three-dimensional projections simultaneously by utilizing AR technology in inclusive classes. The stages of the research conducted refer to the Bord and Gall development model. Development research is divided into several levels of research, while the level of this research is at level 1. Where at level 1 the research stages of the research are carried out to carry out development without testing the product. This research produces Augmented reality-based learning media design in ecosystem material on the food chain sub-chain in grade V elementary school. Learning media design is carried out based on the stages of exploring potential problems of making deian based on the results of the literature review and the validation process by experts. The conclusion is that augmented relaity learning media can visualize abstract concepts for understanding and the structure of an object model allows Augmented relaity as a more effective media in accordance with the objectives of the learning media

Concrete–Representational–Abstract (CRA) Instructional Approach in an Algebra I Inclusion Class: Knowledge Retention Versus Students’ Perception

Mathematical manipulatives and the concrete–representational–abstract (CRA) instructional approach are common in elementary classrooms, but their use declines significantly by high school. This paper describes a mixed methods study focused on knowledge retention and perceptions of students in a high school Algebra I inclusion class after a lesson on square roots using a novel algebra manipulative. Twenty-five students in a high school Algebra I inclusion class engaged in an interactive lesson on square roots paired with the manipulative to support their conceptual understanding. Participants completed a pretest, a post-treatment questionnaire, and a delayed post-test. The two-sample t test showed a significant difference in students’ pretest–post-test scores. However, conventional content analysis of the questionnaires showed that most students did not believe the CRA instructional approach supported their learning. Implications include increased use of manipulatives to teach abstract algebraic topics to support students’ conceptual understanding and destigmatizing the use of manipulatives in secondary mathematics classrooms.