Inclusive Education Curriculum Research Articles

PERCEPTIONS TO CONTEXTUAL FACTORS AND ATTITUDE OF TEACHERS TOWARDS INCLUSIVE EDUCATION

Early childhood educators' perception of inclusive education is likely consistent with their attitude towards the practice of inclusion in the kindergarten class. This study aimed to determine the relationship between primary school teachers' perception of contextual factors of inclusive education and their attitude towards inclusion. This study used the descriptive correlational research design. The data were obtained from a sample size of 82 public school primary education teachers who were selected through purposive sampling. A researcher-made data instrument was used to collect the data. Results of the study showed that early childhood educators have a strong perception of the contextual factors of inclusive education, and their attitude is in agreement with inclusion. Specifically, curriculum registered the highest mean score among the contextual factors, while teacher training registered the lowest mean score. In terms of attitude, professional development registered the highest mean score, while opportunity to learners registered the lowest mean score. Further, a strong significant relationship exists between perceptions of the contextual factors of inclusive education and attitudes towards inclusion. A positive perception of teachers in the context of an inclusive education curriculum is crucial to developing attitudes towards inclusion. Professional development and curriculum alignment are recommended to strengthen their confidence in their engagement in the inclusive class.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0715/a.php" alt="Hit counter" /></p>

Analysis of Inclusive Education Curriculum in Physical Education, Sports, and Health Subjects at Brajan Elementary School, Tamantirto, Yogyakarta

This study aims to determine the implementation of the inclusive education curriculum related to learning planning, learning implementation, and learning assessment. The study was conducted at Brajan Elementary School, Tamantirto in the 2023/2024 school year. This study used a qualitative method with observation, documentation, and interview techniques with three main respondents: class VI teachers, principals, and Physical Education, Sports, and Health (PJOK) teachers. The research findings show that the school has not prepared a PDBK Student Learning Profile, made adaptations or modifications related to the devices, or prepared an Individual Learning Program. This is because teachers do not yet know about preparing inclusive learning, teachers have never attended training, schools do not have GPK, lack adequate resources, and schools have not been involved or collaborated with related experts in preparing learning devices for PDBK.

Assessment of Inclusion in Upper Basic English Language Curriculum in Nigeria

The study assessed the current English language curriculum at the upper basic level in Taraba state with particular emphasis on the relevance of the content to the English language inclusive curriculum needs. Two towns and 7 public schools were selected for the study through purposeful sampling method. Thirteen English language teachers at the upper basic levels in the schools responded to a 22-item questionnaire titled ‘Inclusive Education Curriculum Needs Questionnaire’ (IECNQ). Mean and standard deviation were used to answer the research questions while t-test statistic was used to test the hypotheses. The study revealed that the current curriculum falls below expectation in catering for the demands of English language inclusive curriculum needs. Teachers of English language at the upper basic level in Taraba state for instance, possess little or no knowledge about inclusive learning and what it means for a student to be language impaired. It is therefore necessary that there be a review of the English language curriculum at the upper basic level to cater for the needs of the English language inclusive curriculum. The stakeholders of the field of education in Nigeria will have to take drastic steps in enlightening the English language teachers at this level the concept of inclusive education if the goal of equal educational right to every Nigerian child will be achieved.

Involvement of Teachers in Inclusive Schools for Quality Learning Design and Quality Student Learning

Developing quality learning in inclusive schools is an essential issue for educators. Several aspects that need to be considered to create quality learning in inclusive schools are assessment, lesson planning, good classroom management, learning materials and media development, implementation of accessible education using appropriate technologies and evaluation. These aspects are essential parts that must be appropriately addressed to produce quality learning. This study uses a mixed explanatory sequential design. Quantitative research instruments were used to collect data from 100 teachers on teacher involvement in quality learning in inclusive schools. The results of this study describe the condition of teacher performance in inclusive schools in developing quality learning. Involvement and collaborative efforts between teachers appear below. In this case, knowledge is more of a differentiating factor determining who does what in the learning and design process, while the universal learning rules are still not being fully implemented. This condition may influence the quality of learning for students with disabilities. It is hoped that future research will examine teachers’ attitudes and increase their efforts in developing quality learning for students with disabilities. Moreover, the principles of implementing UDL need to be integrated into the inclusive education curriculum in Indonesia.

EVALUATION OF IMPLEMENTATION OF INCLUSIVE EDUCATION PROGRAM FOR EARLY CHILDREN

This study aims to determine the various components that can influence the effectiveness of the inclusive education program. The program evaluation method and model used in this study is program evaluation research with a qualitative approach, using the Discrepancy Evaluation Model developed by Malcolm Provus using 4 stages. The results of this study indicate that the evaluation of early childhood inclusive education implemented by TKIT Assunah Cirebon City using the Discrepancy Model Evaluation (DEM) method is very important for the early childhood inclusive education community that requires special attention, where the implementation of inclusive education is in accordance with standard regulations. The results of the SWOT analysis show that the coordinate points (X, Y) are obtained, namely (3.5;-3) so that the intersection points are obtained which are in quadrant II which shows that there are more strengths than threats, weaknesses and opportunities. Where the strength is the use of a more simplified inclusive education curriculum so that it is easy to adapt to children with special needs. In addition, the existence of workshops/training for human resources can overcome threats to teacher competence as well as difficulties for class assistant teachers to balance learning for inclusive early childhood education because they have never participated in inclusive education program training. So that there is a need for support from the Principal and the Committee to provide training related to early childhood inclusive education for children with special needs.

Application of the CIPP Model in Evaluation of The Inclusive Education Curriculum in Madrasah Aliyah

This research aims to measure the quality of implementation of the inclusive education curriculum using the CIPP evaluation model (context, Input, Process, and Product) at Madrasah Aliyah Negeri 1 Tidore, Madrasah Aliyah Negeri 2 Tidore, Madrasah Aliyah Negeri Insan Cendekia West Halmahera, and Madrasah Aliyah Negeri 1 Ternate. Precisely the fulfillment of the right of all learners to an equitable education that meets their basic learning needs and understands diversity. This research was conducted at Madrasah Aliyah Negeri spread across the province of North Maluku, with the sampling technique used was Stratified Sampling because the researchers divided (stratified) the population on certain characteristics by having four schools as research locations involving the principal, one teacher and one student in each school. The data collection technique used is the implementation scale of the inclusive education curriculum as the main instrument and also a checklist sheet as a reinforcement for the information obtained. The variables in this research are only focused on the implementation of the inclusive curriculum. The result shows that the four schools studied have met the components of context, input, and process in the implementation of the inclusive education curriculum, while the product components have not been fulfilled optimally. This research is also expected to provide focus of attention on educational institutions in providing optimal educational services to students with special needs.

A Model of Inclusive Education Curriculum in Islamic Education Institutions: A Case Study in Banten Province, Indonesia

Purpose – The objective of this study was to describe and analyze the inclusive education curriculum model according to the Decree of the Director General of Education in 2016.
 Design/methods/approach – Qualitative descriptive methods in this study were used to describe the use of the inclusive curriculum model thoroughly and empirically in Islamic schools (Madrasah). In-depth interviews, observation, and document studies are used to collect field data using triangulation to conclude.
 Findings – Based on the field data results, the development of the curriculum for the four Madrasahs which were the target of research adapted more show duplication by modifying some of its elements/items/components. No fully modified curriculum components were found but only learning strategies or approaches based on the needs and conditions of students with special needs. This has an impact on the potential development of children with special needs who are not yet optimal.
 Research implications/limitations – This research was conducted in 4 Madrasah in Banten Province. There are 18 Madrasah in other provinces which have become pilot projects for inclusive education.
 Originality/value – The maximum development of a student’s potential can be made possible by various other development models, such as modification, substitution, and omission.
 

Prototype Curriculum: Opportunities and Challenges of Inclusive Schools in Implementing Education for All in the Metaverse Era

During the COVID-19 pandemic, both special and inclusive schools can implement the 2013 curriculum, the emergency curriculum, and the prototype curriculum. The prototype curriculum is a new opportunity because it focuses on developing students’ soft skills and character. However, it also challenges developing metaverse technology in its accessibility for students with special needs. This study uses a qualitative method with a literature study approach and content analysis techniques. The results were analyzed using Pierre Bourdieu’s theory of social practice. The research results show that the prototype curriculum in special schools or special education focuses on developing soft skills and students’ character. There is an opportunity for inclusive schools to be a fair arena for all students. If the development of metaverse technology increases the accessibility of students with special needs then the implementation of inclusive education will be achieved because in cyberspace everyone has the same equality and accessibility. The challenges faced by inclusive schools are government policies that have not implemented inclusive education thoroughly and evenly; the inclusive education curriculum which now has to adapt to the prototype curriculum; lack of facilities and infrastructure; teacher training that has not been maximized; lack of community understanding; and technical problems in the implementation of inclusive education.

TÍCH HỢP GIÁO DỤC HÒA NHẬP TRONG CHƯƠNG TRÌNH GIÁO DỤC MẦM NON: XU HƯỚNG TRÊN THẾ GIỚI VÀ BÀI HỌC KINH NGHIỆM CHO VIỆT NAM

The education curriculum is one of the factors affecting the quality of education and meeting education goals. An inclusive education curriculum is for all children, including all genders and ethnicities, the diversity of learning abilities and education needs, the structures and values of family, the socioeconomics, and religions. This article deals with the issue of inclusive education and integrating inclusive education into the preschool education curriculum. On the basis of the theoretical overview of integrating inclusive education programs worldwide, the paper will summarise experience and provide recommendations for teacher training in practice.

IMPACT OF COMMUNITY OF INQUIRY (COI) ON PRE-SERVICE TEACHER’S PERCEPTION OF SOCIAL JUSTICE AND EQUITY IN EDUCATION

In this research, the researcher designed a community of inquiry on social media (facebook) for pre-service teachers and launched a course on educational equity and social justice. The aim of the research was to evaluate the impact of community of inquiry (COI) on pre-service teachers’ perception of social justice and equity in education. It also aimed to assess the social presence, cognitive presence, and teaching presence of pre-service teachers in COI. The participants of this study were the pre-service teachers who are enrolled in the education departments of the Karakorum International University Gilgit Baltistan. Ten participants who showed high participation during the course were selected for an interview through purposive sampling. Teacher education institutions, teacher education, and policymakers can utilize this research to develop COI for different training programs. Future research can be conducted to develop a community of inquiry for the inclusive education curriculum of pre-service teacher education. Keywords: Community of inquiry, Educational Equity, Pre-service teachers.

Inclusive Education Curriculum Development for Indigenous Students in Papua

A number of Emerging issues on education in Papua have been trending topic in national education for years. The objective of this research was to describe the curriculum development of inclusive education for Indigenous Students of Papua. The research was carried out in three integrated schools(Sekolah Satu Atap) where inclusive education has been successfully provided. Those schools are integrated school of Boven Digoel, Integrated School of Wasur, and SMA Negeri 1 Merauke. This was a descriptive research design by applying qualitative approach in analyzing the data. The data were collected through observation, interview, and documentation. The secondary data were collected through library study. The schools in Merauke Region and Boven Digoel Region became the object of the research. The result showed that those three integrated schools developed a special curriculum for inclusive education on Indigenous students of Papua. A large number of local wisdoms were internalized into special curriculum to support contextual learning for indigenous students of Papua. Those integrated schools can be benchmark for other regions outside Papua to develop special curriculum for inclusive education.

Evaluation of The Implementation of The Inclusion Program

In practice, inclusive schools face many obstacles, using a curriculum that has not been fully implemented properly. Teachers do not understand using methods and learning media for children with special needs. Be in a good instrument. Unique infrastructure that has not been adequate in supporting child development is an obstacle to implementing inclusive education successfully. This study aims to analyze the Inclusive Education program's context, inputs, processes, and products. This research is a program evaluation research using the CIPP model. The methodology used is a survey and descriptive method. The research informants were the principal, vice-principal for curriculum and student affairs, teachers, special assistant teachers data collection techniques through observation, questionnaires, and interviews. The technique used to analyze power is descriptive qualitative analysis. Based on the data, the problem with inclusive education programs experienced by schools is the presence of non-permanent accompanying teachers who only receive one time per week, thus hampering the development of students with special needs. In addition, the facilities and infrastructure that support the learning process are still incomplete. The uniqueness of the inclusive education curriculum needs to be reviewed to improve children's learning abilities with special needs.

MANAJEMEN KURIKULUM PENDIDIKAN INKLUSIF

This research is a field research (field reseach) using a naturalistic research approach that aims to determine the management of planning, organizing, implementing and evaluating an inclusive education curriculum. Sources of data in this study are the Principal, Waka Curriculum, Subject Teachers and Counseling Guidance Teachers. Data collection techniques using observation, interviews and documentation. The data validity technique uses data triangulation and data analysis techniques use the Mills and Huberman models. The results showed that curriculum planning used a grass roots approach, which involved all stakeholders in SMPN 1 Sangatta Utara. Organizing the curriculum using the Integrated Curriculum approach, arranging and modifying subjects in an integrated manner. The curriculum implementation uses the TORI model approach, directing students more towards aspects of social change and the teaching system adjusting the needs of special needs students. Curriculum evaluation uses the Educational System Evaluation approach, including inputs (materials, plans, tools), processes and results achieved in a broader sense.

INCLUSIVE EDUCATION: A ROADMAP FOR THE QUALITATIVE TRANSFORMATION IN EDUCATION

Inclusive Education (IE) is a revolutionary approach in the system of education to cater to the educational needs of marginalized Children with Special Needs (CWSN). CWSN also aspire & hope for additional guidance in meeting academic, social & emotional milestones apart from their medical requirements. By embracing learner centric approach, the distinction of children can be erased right from the beginning of their journey in life as Able bodied & Children with special needs. This paper aims to highlight project strategies which can give an insight into an effortless introduction of IE curriculum in educational institutions. Early Intervention & detection modalities discussed in this paper will help in preventing the developmental delays in CWSN. The authors recommend change in the curriculum based on the individual needs of children, regular evaluation of Policies by the Government, integrating Physical education & shift in the ideology of the stakeholders in educational institutions which will aid in overcoming existing hurdles thereby paving the way towards seamless inclusion of CWSN in mainstream teaching.

The Implementation of Inclusive Curriculum in Al Azhaar Islamic Elementary School and Noble National Academy Elementary School in Creating Children-Friendly School

The aim of this study is to explain the implementation of aspects in the inclusive education curriculum and character building that leads to the development of character values in primary education. Education is held as a part of fulfilling the rights of every child to develop their academic potential and non-academic potential. In order to reach the goal, every child has a right to get a good education, including children with special needed. This study is a descriptive qualitative study. The data was obtained from the learning description in the design development of inclusive curriculum and characters that are integrated in the curriculum. The techniques used to collect the data are literature review and interview with the teacher of schools that uses inclusive curriculum program in Kurikulum Tingkat Satuan Pendidikan (KTSP). The discussion is obtained from the study result of the character development implementation in the inclusive curriculum description at school, especially in Al Azhaar Islamic Elementary School and Noble National Academy Elementary School.

Far from Expectation: A Systematic Literature Review of Inclusive Education in Indonesia

The purpose of this Systematic Literature Review (SLR) is to identify: (a) research topics, (b) research methods used, and (c) research results on inclusive education in Indonesia. This study was an SLR using the PRISMA model by identifying various appropriate and relevant literature. The PRISMA model adopted in this study contains four stages: identification, screening, eligibility, and inclusion. Data search was carried out using criteria determined by researchers from various search engines such as Google Scholar, ERIC, Scopus, Researchgate, and others, which resulted in 9 articles for further analysis. Furthermore, the data were analyzed using a qualitative approach in describing the research findings. The results showed that three main research themes have been found, namely the implementation of inclusive education, teaching & learning in inclusive classrooms, and the inclusive education curriculum. Outline, the analysis results of these articles stated that the implementation of inclusive education in Indonesia is still not as expected. These findings are expected to become the basis for teachers, education observers, and education policymakers, both local and central government or the Ministry of Education to implement education policies that support the progress of inclusive education in Indonesia.

Teachers' Competency Requirement for Implementation of Inclusive Education in Nigeria

This study examined the influence of TVET teachers' competency required for effective implementation of inclusive education in Adamawa State, Nigeria. Five teachers' competence variables–methodological competence, motivational competence, material utilization competence, instructional process competence and teaching evaluation competence were studied. A case study was used in five secondary schools involving 20 technical and vocational education and training teachers. A period of six month was used for data collection in North East Nigeria. The study employed observation, interviews and document analysis as methods of data collection. The observation method was conducted three times in the classrooms. Two sets of interview questions were set up and used in four different sessions. The findings of the study showed that TVET teachers' motivational competence, methodological competence and evaluation competence had a high influence on the implementation of inclusive education curriculum. Based on the results, the research proposes recruiting more competent TVET teachers, adopting efficient teacher material utilization techniques and instructional process competence for TVET teachers to promote efficient application of inclusive education curriculum. In addition, further study is suggested in other parts of the country on a wider geographical area or a replication of this studies.

Towords Education 2030: Construction and Implementation of Lifelong Inclusive Education Curriculum System

Responding to the general objective of UNESCO Education 2030 Framework for Action, and promoting the development of its spirit Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, Shanghai Changning Special Education Guidance Center began to explore the lifelong inclusive education curriculum system. Based on the concepts of Lifelong, Inclusive, Support, and Talent and characterized by whole-process, whole people, inclusiveness, growth, and selectivity, the curriculum take the center project as the starting point, it integrates resources such as special education schools, teaching and research institutions, hospitals, and rehabilitation institutions. From direct services to indirect services, serving two dimensions to cut through, forming a four-dimensional LIST course for the SENs, parents, teachers, and schoolmasters. The lifelong inclusive education curriculum system is inspired by the postmodern curriculum theory, and break through the traditional special education curriculum paradigm. The lifelong inclusive education curriculum system has realized the enlargement of learning segment, the extension of handicap types, and the expansion of service objects. The construction and implementation of the curriculum system has changed the overall appearance of regional special education. The action of Shanghai Changning Special Education Guidance Center provided a sample of regional lifelong inclusive education curriculum system.

Learning and support preferences of adult patients with cancer at a comprehensive cancer center.

To identify content items for an inclusive education curriculum for adult patients with cancer, as well as describe their learning and support preferences, determine the level of information provided to them, and assess the patients' interest in potential new services. Exploratory, descriptive survey research. A National Cancer Institute-designated Comprehensive Cancer Center. All consenting adult patients with cancer who had appointments in the outpatient care setting during a two-week period (N = 1,310). A 3-phase study identified core components of an inclusive educational curriculum, conducted structured interviews of patients with cancer, and validated findings in a selected sample. The surveys were completed and returned by 48% (n = 625) of the patients. The most favored method for learning about all cancer topics was discussions with physicians (66%). Other preferred methods included brochures or booklets provided by physicians or nurses (33%), discussions with nurses (34%), self-selecting print media from information displays (20%), and talking with other patients with cancer (14%). Statistically significant differences in learning preferences were found among subgroups defined by age, gender, and education. Patients preferred interactive, interpersonal communication with physicians or nurses. In addition, the prevailing method of education delivery for patients with cancer was providing print materials that support and enhance knowledge shared in the patient-healthcare team communication. This study confirms the importance of the learning and support preferences of patients with cancer. To implement a successful education program for their patients, nurses must be aware of patients' preferences for learning new information. Time must be set aside for one-on-one communication with patients, and print materials must be easily accessible to healthcare providers to support the patient-education process.