Inclusive Education Program Research Articles

Analisis Manfaat Pendidikan Inklusi pada Anak Berkebutuhan Khusus (ABK) di Pendidikan Sekolah Dasar

This research aims to analyze inclusive education as an important focus in the context of educational development in Indonesia. This article explains the implementation and benefits of inclusive education in elementary schools. The research method used is qualitative using primary and secondary data. The results and discussion of this research highlight the benefits of an inclusive environment for children with special needs, the important role of school principals in communication and coordination, the benefits for special and general students, as well as the importance of collaboration between teachers and other school officials. In addition, this article emphasizes that inclusive education programs help children to be independent in daily life and improve their academic abilities, as well as providing opportunities for them to make decisions according to their talents and interests.

‘AN APT OR AN INAPT INTERVENTION?’: THE POLITICAL EDUCATION PROGRAM OF THE AFRICAN NATIONAL CONGRESS (ANC) IN SOUTH AFRICA

Based on the theoretical insights of desk research and critical analysis, respectively, this article interrogates and critically evaluates the political education program which the currently governing African National Congress (ANC) in South Africa launched and began implementing in 2019 through the OR Tambo School of Leadership. It raises questions and casts doubts about the program’s pertinence, its potency for wider public buy in, and its chances of success within the presently volatile and adverse South African social, economic, and political climate. As well as teasing out the issue of whether the program represents what the country really needs at the present juncture of its democracy, it is also contended that there are many factors / hurdles that are both intrinsic and extrinsic which are highly likely to obviate the program’s wider public buy in and the success thereof. It is further contended that the adoption and implementation of the said program has not only been an inapt, untimely, and a knee-jerk intervention but also that it is to all intents and purposes an exercise in red herring and clutching at straws, and therefore peripheral to the more pressing political and policy issues that lie at the heart of the problems which beset both the ANC as the governing party and the country at large. The article concludes by predicting the foundering of the said program and posits the notion of a broad-based, nationalistic-oriented, and inclusive civic education program, as opposed to a political party-driven one such as that of the ANC, as a viable alternative for the country going forward.

The Evaluation of Inclusive Education Programs in Two Primary Schools in Sidoarjo

The Evaluation of Inclusive Education Programs in Two Primary Schools in Sidoarjo

Study the Level of Inclusion in Disaster Risk Reduction for Inclusive Elementary School in Indonesia

This research aims to explain how disaster risk reduction in elementary schools can be implemented inclusively and to comprehensively understand research trends regarding DRR in inclusive elementary schools in Indonesia in 2013-2023.The research was conducted using bibliometric methods based on the 2013-2023 Google Scholar database. Data collection is supported using the Publish or Perish (PoP) application. We also use VOSviewer as a data visualization tool capable of creating meshes from processed data sets.From this search, 999 articles were found with the keywords inclusive, disaster risk reduction, elementary schools, and Indonesia. Found 11 terms based on network visualization which were grouped into 2 clusters. The term inclusive school appears 4 times and the term disaster risk reduction appears 14 times. Based on the research results, efforts are needed to be made through inclusive education programs in elementary schools that are in accordance with the need to reduce disaster risk in schools both before, during and after disasters

Students as partners for effective change

My journey as a student partner began in the summer of 2020, amidst overwhelming COVID-19 hysteria and an opportunity to explore a new kind of online learning. I was doing research with a professor of mine and invited to a workshop about Pedagogical Partners with Alison Cook-Sather. When I learned how impactful my work could be as a student partner, I was hooked. For many years, I had felt as though students were not listened to, heard, or respected. I wanted students to be able to play an active role in their own learning. My freshman year, I became an undergraduate teaching assistant (UTA). The experience truly changed my college experience - I mended my troubled relationship with school and learning and came to love it. Now, in my final year of college, I’ve been a UTA every semester since my freshman year. I’ve done research on the number of UTAs across the country and on campus at Syracuse University (SU). At SU, UTAs were few and far between, just about 10% of classes had one. The most common answer as to why UTAs weren’t used was that there was no money to pay them, so I created my own class that gave students 3 credits to be a UTA and partnered up with two close faculty mentors of mine to teach it. We reflected, dished out advice, and made important bonds with faculty and each other. After one very successful semester, we combined with the Partnership for Inclusive Education (PIE) Program through the Center for Teaching and Learning Excellence to merge the UTA program with a student consultant program. This semester, I am enjoying the best of both worlds as a UTA as well as a lead student consultant. Over the course of my college career, I have learned what a true partnership means, experienced the two-way learning it provides, and worked to make courses more inclusive, understanding, and student-centered. I’ve fought hard to put students in decision-making roles and mentored countless students into fantastic student partners that have changed campus for the better.

Transportation Experiences of College Students With Intellectual and Developmental Disabilities: A Photovoice Study

Transition-age adults with disabilities largely desire the same community employment and community participation outcomes as young adults without disabilities. One common barrier to the manifestation of these desires is the lack of reliable and accessible transportation in their communities. This study used the participatory action research method of photovoice to investigate the experiences of college students with intellectual and developmental disabilities (IDDs) accessing various transportation options within their community. Utilizing a critical constructivist theoretical framework, researchers worked with participants to co-construct situated knowledge. The overall aim of this study was to contribute to the extant literature on transportation barriers and facilitators for this population and to give emerging adults enrolled in an inclusive postsecondary education program an opportunity to share their lived experiences and raise critical consciousness related to their transportation experiences. Limitations and implications for future research, and practice are included.

Performance Analysis of Inclusive Learning Support System and Adaptive Curriculum Development on Academic Success and Independence of Students with Disabilities in Central Java

This study investigates the performance of inclusive learning support systems and adaptive curriculum development on the academic success and independence of students with disabilities in Central Java, Indonesia. A quantitative research approach was employed, with data collected from 125 participants representing students, teachers, parents, and educational professionals involved in inclusive education programs. Structural Equation Modeling (SEM) with Partial Least Squares (PLS) path modeling was utilized to analyze the data. The measurement model demonstrated strong reliability and validity, while the structural model revealed significant positive relationships between inclusive education strategies, academic success, and independence of students. Discriminant validity was established, and the estimated model demonstrated acceptable fit and predictive relevance. Regression results further supported the positive impact of inclusive learning support systems and adaptive curriculum development on the academic success and independence of students. Overall, the findings highlight the importance of inclusive education practices in promoting positive outcomes for students with disabilities and underscore the need for continued efforts to enhance the inclusivity and effectiveness of educational programs in Central Java.

The Role of Non-Governmental Organisations in Poverty Resolution in Bandung City with a Sustainable Development Goals Approach: NGO Case Study Bantu Teman Id

This research analyzes the role of Non-Governmental Organizations (NGOs) in dealing with poverty in Bandung City by applying the Sustainable Development Goals (SDGs) approach. The research was conducted using a qualitative research approach, involving in-depth interviews, participant observation, and document analysis. The focus of this research is to understand the concrete contributions and impacts produced by various programs and initiatives carried out by NGOs in the city of Bandung. The results of the research show that NGOs play a crucial role in poverty alleviation efforts. Community economic empowerment, inclusive education, access to health, and improving urban infrastructure are at the core of NGO contributions. Economic empowerment programs have proven effective in increasing the economic capacity of low-income communities. Inclusive education programs provide better access and improve the quality of education, while public health efforts have succeeded in increasing the level of health and welfare of the community. This research concludes that through the SDGs approach, NGOs in Bandung City not only function as development actors but also as catalysts for social change. Research findings provide concrete evidence that various programs and initiatives carried out by NGOs have a measurable positive impact in overcoming poverty at the local level. NGOs' active involvement with local communities, regional governments and the private sector also proves the importance of cross-sector collaboration to achieve sustainable development goals. The success of NGOs in helping overcome poverty in Bandung City highlights their potential role in continuing the sustainable development agenda. This research contributes to our understanding of how implementing the SDGs through concrete NGO actions can have a positive and sustainable impact at the local level. The policy and practical implications of these findings are the importance of supporting and strengthening the role of NGOs as strategic partners in achieving sustainable development goals, especially in the context of overcoming poverty in developing cities such as Bandung City.

Penerapan Kebijakan Pendidikan Inklusi Di Tingkat Madrasah Ibtidaiyah

Elementary schools with inclusive education programs pose challenges for principals and teachers in educational institutions. Inclusive education in elementary schools needs to receive more attention because elementary school students still need full attention from educators, along with the presence of students with special needs. Of course, achieving learning goals is not easy. The aim of this research is to observe and describe the phenomena that occur during the implementation of inclusive education in elementary schools. This research uses a qualitative descriptive method, analyzing the factors that support and hinder the implementation of inclusive education in elementary schools, thus concluding that teachers need to know more about the factors that support and hinder the implementation of inclusive education in Madrasah Ibtidaiyah. The results of this research show that educational service institutions and the community must work together to provide appropriate services to students in general and children with special needs to improve the quality of educational services in schools.

Emerging Technologies in Vocational Education and Training

This study explores into the dynamic landscape of vocational education, spotlighting the pivotal role played by emerging technologies in shaping pedagogy and skill development. The swiftly changing world of work demands educational adaptability, and emerging technologies offer innovative avenues to meet this imperative. Examining cutting-edge innovations such as Virtual Reality (VR), Augmented Reality (AR), Artificial Intelligence (AI), Machine Learning (ML), Internet of Things (IoT), Robotics, Automation, Big Data, Analytics, Blockchain, 3D printing, and Gamification, this research explores their application in vocational education. Drawing on a comprehensive literature review and diverse global case studies, the paper explores the transformative potential of these technologies and associated challenges. Despite cost and training concerns, the study suggests solutions like affordable access, educator training programs, and equitable technology distribution. It concludes by underscoring the necessity for strategic investments in professional development, technology accessibility, and inclusive educational programs to ensure responsible integration of emerging technologies, positioning vocational education as a catalyst for societal and economic advancement.

Saying Gay: Young Adolescents’ Reported Benefits of LGBTQ+ Inclusive Sexual Health Education

Sexual health education in the United States is seeing increased attention and is often viewed as a controversial topic. To better understand young adolescents’ experiences within an LGBTQ+ inclusive sexual health education program (Get Real), we utilized Situated Expectancy-Value Theory to investigate 53 responses from 30 students about what they deemed most beneficial after program completion, specifically that pertaining to LGBTQ+ topics. Four themes were identified: allyship/civility, safety, learning, and ongoing need for increased inclusion. Results suggest inclusive sexual health education is valued by middle school students and that there is a need for increased (and improved) inclusive LGBTQ+ sexual health education. Designing and implementing sexual health education curricula which fosters inclusion and LGBTQ+- friendly topics may lead to increased allyship, civility, and respect toward others. Additionally, inclusive sexual health education may promote an increased sense of safety in learning environments for all students. Policymakers and educators may wish to better understand students’ experiences within sexual health education programs as they aim to improve sexual health education efforts.

The Level of Knowledge of Mainstream Teachers on Inclusive Education Programs

The Level of Knowledge of Mainstream Teachers on Inclusive Education Programs

Exploring the Personal Identity of College Students With Intellectual and Developmental Disabilities

Emerging adulthood is a period of human development ripe for personal identity exploration and a college campus can be a conducive environment for this to take place. Historically, many transition-age adults with intellectual and developmental disabilities (IDD) have been denied access to college, but with the rise in inclusive postsecondary education (IPSE) programs across the country, that is changing. This study uses a combination of semi-structured interviews and photo elicitation discussions with 11 emerging adults enrolled in a southeastern IPSE program to better understand how these individuals understand and express their personal identity as well as the contextual factors contributing to their experiences with personal identity. Using thematic analysis, we uncovered seven salient themes across the data, including a theme related to the complicated nature of the participants’ disability identity.

Comparative Study of Inclusive Education Programs for Women in Indonesia and Malaysia

Education constitutes a fundamental right for all individuals, irrespective of gender. Despite this, gender-based educational disparities persist globally. This study conducts a comparative analysis of inclusive education programs for women in Indonesia and Malaysia, aiming to elucidate gender challenges in educational access and participation. Employing a qualitative methodology and comparative analysis, this research scrutinizes inclusive policies and initiatives within these nations, delineating their distinctions and commonalities. Data were collected through document reviews, observations, and interviews and subsequently subjected to comparative descriptive analysis. The findings reveal both countries' dedication to enhancing female educational participation. Nonetheless, obstacles such as restricted rural educational access, prevalent gender stereotypes in certain academic disciplines, discrepancies in STEM proficiency, and economic constraints continue to impede progress. To surmount these gender challenges in education, it is imperative to eradicate gender stereotypes, fortify gender-specific policies, broaden educational access, and provide tailored support for women with unique needs. Through collaborative efforts across multiple stakeholders, this study advocates for the establishment of an inclusive, equitable, and gender-fair educational milieu.

Уязвимое детство в контексте детского благополучия

<p style="text-align: justify;">This study aims to clarify the concept of “vulnerable childhood” within the context of child well-being. In modern society, children are exposed to various risks that can negatively impact their physical, emotional, and social development. The article explores diverse aspects of children’s vulnerability, such as socio-economic inequalities, violations of children’s rights, adverse family conditions, and the impact of traumatic events. The authors employ an interdisciplinary approach that encompasses the analysis of sociological, psychological, economic, and legal aspects. The article provides an overview of existing research that emphasizes the importance of understanding the factors contributing towards children’s vulnerability, as well as the consequences it may have on their future well-being. Focusing on governmental and other programs aimed at enhancing child well-being, the authors offer recommendations to ensure the protection of vulnerable children. These include the implementation of inclusive educational programs, strengthening the family social support system, refining legislation concerning children’s rights, and creating effective mechanisms for responding to crisis situations. The article offers an analysis of the influence of the concept of a “vulnerable childhood” on children’s well-being, and presents specific steps for ensuring the protection and support of children at risk.</p>

BENIFITS OF AN INCLUSIVE EDUCATION PROGRAMS ON EARLY CHILDHOOD SOCIAL DEVELOPMENT

Inclusive education is part of the regional development mission of the Banyuwangi Regency in the 2016-2021 RPJMD "Realizing Accessibility and Quality of Education Services.” The aim of this innovation is for all levels of schools to accept children with disabilities or to provide inclusive education. This study aims to determine the social development benefits of an inclusive education program in PAUD Cerdas, Banyuwangi, Indonesia. There were 130 students, 46 of whom had special needs such as ADHD, Down Syndrome, cerebral palsy, autism, or speech and hearing impairments. The methodology used was Qualitative research was conducted through interviews with a headmaster, teacher, and a student parent. According to the research findings, it appears that the Inclusivity Education Program at PAUD CERDAS has the potential to enhance students social development, including communication skills, independence, and respect. Students’ parents demonstrated positive self-esteem by developing patience and gratitude to God. In addition, inclusive education programs for early childhood have a greater potential for social development to continue education to the next level because their golden age is given a positive stimulus. In conclusion, it is believed that an inclusivity education program for early childhood has the potential to enhance social development.

Co-teaching in Teacher Preparation: Programmatic Priorities, Promising Practices, and Potential Pitfalls

Co-teaching is recognized as a best practice that is increasingly being utilized to meet the needs of diverse learners in the classroom. All teachers need to be prepared to meet the needs of diverse learners, including students with disabilities. However, few teacher preparation programs lead to dual certification in general and special education, and even fewer include the use of co-teaching in teacher preparation programs. Like in P-12 education, organizational systems and collegial dynamics can pose barriers to implementing the use of co-teaching in higher education. This article addresses the benefits and challenges of co-teaching in a teacher preparation program. Specifically included is a discussion about how engaging in the co-teaching process can be valuable to pre-service teachers and faculty members, as well as barriers to consider when navigating institutional procedures and policies. University faculty share their experiences proposing, developing, and implementing co-taught courses in an undergraduate dual certification (elementary and special education) inclusive education program. Strategies that can be used to address known barriers and successfully implement co-taught courses in a teacher preparation program are provided.

Educational Resource Management System Design for Inclusive Education

The research aims to describe the design of an optimal education resource management system to support inclusive education. Inclusive education recognizes the right of every child to quality education, regardless of their special needs. Effective education management is needed to ensure the successful implementation of inclusive education programs in elementary schools. Using a comprehensive literature study method, this research analyzes relevant literature to understand the concept of inclusive education management, the role of the principal, and the challenges and models of its implementation. The results show that effective educational management, supported by the strong leadership role of the principal, is very important in creating an inclusive learning environment and supporting the success of all students, including those with special needs.

Features of development and qualitative manifestations of the level of psycho-emotional stability of future defectologists

Relevance. Inclusive education demands highly skilled professionals capable of aiding individuals with special needs in integrating into society. However, students pursuing these roles often experience reduced psycho-emotional stability and heightened stress levels during their training and early career stages. Purpose. This study aims to identify the causes of psychological disorders among students in inclusive education programs and propose strategies for improvement. Methodology. The research employed general scientific theoretical and empirical methods to analyse various scientific sources and conducted a preliminary survey to assess students' motivation and curiosity towards defectology studies. The study also included an analysis of the effectiveness of integrating health fundamentals into the curriculum to enhance students' mental well-being. Results. The study revealed that motivational factors significantly influence students' psycho-emotional states in defectology programs. Introduction of health fundamentals in the curriculum showed promising results in improving students' mental health. Key components contributing to psychological progress (personal, intellectual-operational, motivational, communicative, reflective) were identified during the research. Conclusions. The study identified that motivational factors significantly influence the psycho-emotional stability of students in inclusive education programs, particularly within defectology studies. Integrating health-related topics into the curriculum showed promise in improving students' mental states. Key components contributing to psychological progress include personal, intellectual-operational, motivational, communicative, and reflective aspects. The implementation of the course "Psychological Hygiene of Pedagogical Activity" for fourth-year students demonstrated positive outcomes in enhancing psycho-emotional resilience and stress management skills. These findings highlight the importance of addressing motivation and integrating holistic health education to support the psychological well-being of future speech pathologists. Keywords: mental hygiene; stress resistance; inclusion; emotional flammability

Perceptions of Postsecondary Experiences and Supports That Advance the Personal Goals of Students With Extensive Support Needs

Inclusive postsecondary education (PSE) programs at institutions of higher education are emerging as opportunities for individuals with intellectual and developmental disabilities (IDD), including those with extensive support needs (ESN), to progress toward their desired outcomes. This qualitative study aimed to understand the experiences and supports that current and recently graduated students in a dual enrollment nonresidential PSE program perceive as contributing to their self-directed employment, education, and social goals. Furthermore, this study explored how students’ perceived PSE affected their goal achievement and future lives. Findings from interviews with 10 participants with IDD, including eight with ESN, revealed that obtaining and maintaining competitive employment was negatively impacted by COVID-19, paid employment during PSE was not aligned with participants’ employment goals, internship experiences led to participants learning about their work preferences and changing their employment goals, and peer mentors impacted the achievement of participant’s employment, education, and social goals. Implications for practice and research and study limitations are described.