Assessing Social Participation of Students With Special Needs in Inclusive Education: Validation of the Social Participation Questionnaire

This article examines the social participation of students with special needs in four aspects, namely friendship, interaction, social self-perception, and peers acceptance. This study discuss about the social participation of students with special needs in inclusive school. This research is descriptive quantitative and the relationship between the four aspects of social participation. The subject of this research are students with special needs and regular students in ten inclusive elementary school, Padang. The social self-perception was measured with three aspects such as the Self-Perception Profile for Children, The Self-Description Questionnaire and Peer Social Acceptance The results showed that the majority of students with special needs have a satisfying level of social participation. However, if compared with their peers (regular students), students with special needs are more likely to have difficulties on social participation. In general, students with special needs have fewer friends and have less cohesive friendship than their peers. In addition, students with special needs have less interaction with peers, more interaction with the teacher, and less accepted by their normal peers. Social self-perception of students with special needs and regular students are no different. There is no significant differences in social participation in both groups. Straipsnyje analizuojamas specialiųjų ugydymosi poreikių turinčių mokinių socialinis dalyvavimas keturiais aspektais: draugystės, interakcijos, socialinės savivokos ir bendramokslių priėmimo. Taip pat aptariamas jų socialinis dalyvavimas inkliuzinėje mokykloje. Be to, aprašomuoju būdu analizuojami kiekybiniai santykiai tarp šių keturių socialinio dalyvavimo aspektų. Duomenys buvo renkami iš tiek turinčių, tiek ir neturinčių specialiųjų ugdymosi poreikių mokinių, besimokančių dešimtyje inkliuzinių pradinių mokyklų Padange. Socialinė savivoka buvo tiriama trimis aspektais: vaikų savivokos profilis, savęs apibūdinimo klausimynas ir bendramokslių socialinis priėmimas. Rezultatai parodė, kad dauguma specialiųjų ugdymosi poreikių turinčių mokinių demonstruoja patenkinamą socialinio dalyvavimo lygį. Kaip bebūtų, lyginant su jų bendramoksliais (įprastos raidos mokiniais), yra labiau tikėtina, kad jiems kyla sunkumų socialiai dalyvauti, jie turi mažiau draugų ir jų draugystė ne tokia glaudi. Be to, jie daugiau bendrauja su savo mokytoja (-u) ir yra mažiau priimami specialiųjų ugdymosi poreikių neturinčių bendramokslių, kurių socialinė savivoka skiriasi.

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Creating Inclusive Culture of Elementary Schools

Jurnal Ilmiah Peuradeun ◽

10.26811/peuradeun.v6i2.237 ◽

2018 ◽

Vol 6 (2) ◽

pp. 307

Author(s):

Nugraheni Dwi Budiarti ◽

Sugito Sugito

Keyword(s):

Special Needs ◽

Inclusive Education ◽

Community Partnership ◽

Students With Special Needs ◽

Negative Attitudes ◽

Persons With Disabilities ◽

The Social ◽

Regular Teacher ◽

Special Region

Karangmojo Sub-District, Gunungkidul Regency Is One Of The Minus Areas In Various Aspects Of Life With The Highest Number Of Persons With Disabilities In The Special Region Of Yogyakarta, Indonesia. In This Area, The Forerunner Of Inclusive Education In Indonesia Was Born. The Purpose Of This Study Was To Reveal: A) Attitudes Of Teachers Toward Students With Special Needs As A Reflection Of The School's Inclusive Culture, B) Role Of Principals In Creating School Inclusive Culture, And C) School, Parent, And Community Partnership In Promoting Inclusive Culture. Data Collection Techniques Were Interviews, Observation, And Documentation. The Findings Showed That In General The Regular Teacher Showed A Positive Attitude To The Students With Special Needs In The Social Interaction, But Negative Attitudes Could Appear During Classroom Teaching Practices Involving The Presence Of Students With Special Needs. In General, The Support And Ability Of School Principals In Embracing All Parties In The Implementation Of Inclusive Education In Schools Helped To Support Creating Inclusive Culture In Schools. School, Parents, And Community Partnership Also Supported Creating An Inclusive Culture In Schools, But Were Often Constrained By The Social And Economic Conditions Of The Surrounding Community.

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EVALUASI PROGRAM PENDIDIKAN INKLUSI PADA SEKOLAH DASAR NEGERI BATU TULIS 2 KOTA BOGOR

Pedagonal : Jurnal Ilmiah Pendidikan ◽

10.33751/pedagog.v1i2.389 ◽

2017 ◽

Vol 1 (2) ◽

pp. 82-90

Author(s):

Rianty Rianty ◽

Fasli Jalal ◽

Pinta Deniyanti ◽

Yuyun Elizabeth Patras

Keyword(s):

Special Needs ◽

Inclusive Education ◽

School Principal ◽

Social Aspect ◽

Input Process ◽

Education Department ◽

Students With Special Needs ◽

The Social ◽

Inclusive School ◽

Process Product

ABSTRACTThis study evaluate the implementation of inclusive education program. The method use the qualitative analysis by explain and interpret data from each component evaluated and using model evaluation of CIPP (Context, Input, Process, Product). Sources of data in this study include inclusive education experts, officer of Education Department, school principal, teachers, normal students, and students with special needs. The data were collected by documentation, observation, and interview. The research on contextual component show that the legal process of inclusive education has been shown clearly according to regulation of Education System in Indonesia. The purpose of inclusive education is already in accordance with that has been formulated. Input component indicate that the number of students with special needs enrolled in schools is large enough with various types of disorders. Teachers, curriculum, and infrastructure facilities still have to be improved. The components of process indicate that the plan, process and evaluation activities for each aspect are considered good and good enough. The product shows that the academic aspect of students with special needs based on School Examinations value is considered good and the social aspect is good.This research gives recommendation for government and inclusive school to improve their program preparation more optimal.Keywords: Evaluation Program, Inclusive EducationABSTRAKPenelitian ini bertujuan untuk mengevaluasi implementasi program pendidikan inklusi. Metode yang digunakan adalah analisis kualitatif yaitu mendeskripsikan dan memaknai data dari masing-masing komponen yang dievaluasi dengan menggunakan model evaluasi CIPP (Context, Input, Process, Product). Sumber data dalam penelitian ini meliputi pakar pendidikan inklusi, Dinas Pendidikan, kepala sekolah, guru, siswa normal, dan siswa berkebutuhan khusus. Pengumpulan data dilakukan dengan dokumentasi, observasi, dan wawancara. Hasil temuan komponen konteks menunjukkan bahwa landasan hukum penyelenggaraan pendidikan inklusi secara jelas sudah tertuang dan ditemukan dalam UU Sistem Pendidikan Negara kita. Tujuan pendidikan inklusi pun sudah sesuai dengan yang telah dirumuskan. Hasil temuan komponen input menunjukkan input ABK yang bersekolah jumlahnya cukup banyak dengan berbagai jenis kebutuhan khususnya. Namun dalam komponen guru, kurikulum, dan sarana prasarana masih harus ditingkatkan lagi. Hasil temuan komponen proses menunjukkan kegiatan perencanaan, proses dan evaluasi pembelajaran untuk setiap aspek dinilai masuk dalam katagori baik dan cukup baik. Hasil temuan komponen produk menunjukkan produk perkembangan aspek akademik ABK berdasarkan nilai UAS dinilai cukup baik dan aspek sosialnya pun sudah baik. Penelitian ini memberikan rekomendasi untuk pemerintah dan pihak sekolah penyelenggara inklusi agar lebih meningkatkan kesiapannya dalam menjalankan program pendidikan inklusi yang lebih optimal.Kata Kunci: Evaluasi Program, Pendidikan Inklusi

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Pengajaran Guru Pendidikan Islam Di Kelas Inklusif: Fenomena Semasa Dan Keperluan Pembentukan Model

Sains Insani ◽

10.33102/sainsinsani.vol6no2.318 ◽

2021 ◽

Vol 6 (2) ◽

Author(s):

Suzana Harun ◽

Zaharah Hussin ◽

Abdul Muhsein Sulaiman

Keyword(s):

Special Needs ◽

Inclusive Education ◽

Inclusive Classrooms ◽

Islamic Education ◽

Development Research ◽

Design And Development ◽

Students With Special Needs ◽

Design And Development Research ◽

Model Formation ◽

Mainstream Students

Pendidikan Inklusif merujuk kepada suatu program pendidikan yang memberi peluang kepada murid-murid berkeperluan khas untuk mengikuti pembelajaran sepenuhnya dalam kelas aliran perdana bersama murid aliran perdana. Pendekatan pendidikan inklusif adalah sejajar dengan hasrat kerajaan yang terkandung dalam Pelan Pembangunan Pendidikan Malaysia 2013 – 2025, yang berinisiatif untuk meningkatkan enrolmen murid berkeperluan khas dalam program pendidikan inklusif. Terdapat banyak isu atau pemasalahan yang ditemui dalam kajian-kajian yang lepas berkaitan pengajaran dalam kelas inklusif di dalam negara. Salah satu isu yang ditemui dalam kelas inklusif ialah berkaitan pengajaran guru mata pelajaran arus perdana dalam kelas inklusif untuk murid bekeperluan khas. Kertas konsep ini bertujuan untuk meninjau pengajaran Guru Pendidikan Islam dalam kelas Inklusif yang mendorong keperluan terhadap pembinaan model pengajaran inklusif. Kajian yang dijalankan adalah dengan menggunakan rekabentuk Design and Development Research (DDR). Implikasi kajian diharap dapat menyumbang kepada keperluan pembentukan model. Inclusive Education refers to an educational program that provides opportunities for students with special needs to fully pursue learning in mainstream classes with mainstream students. The inclusive education approach is in line with the government's aspirations contained in the Malaysia Education Blueprint 2013-2025, which initiatives to increase the enrollment of students with special needs in inclusive education programs. There are many issues or problems found in past studies related to teaching in inclusive classrooms in the country. One of the issues found in inclusive classrooms is related to the teaching of mainstream subject teachers in inclusive classrooms for students with special needs. This concept paper aims to review the teaching of Islamic Education Teachers in Inclusive classrooms which drives the need towards the construction of inclusive teaching models. The study was conducted using Design and Development Research (DDR) design. The implications of the study are expected to contribute to the need for model formation.

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The effectiveness of the inclusive education model for students with special needs on cognitive learning achievement

Jurnal Pendidikan Progresif ◽

10.23960/jpp.v8.i2.201811 ◽

2018 ◽

Vol 8 (2) ◽

pp. 97-108

Author(s):

Herpratiwi Herpratiwi

Keyword(s):

Special Needs ◽

Inclusive Education ◽

Cognitive Learning ◽

Students With Special Needs ◽

Learning Achievement ◽

Education Model

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Dialogic Learning Environments That Enhance Instrumental Learning and Inclusion of Students With Special Needs in Secondary Education

Frontiers in Psychology ◽

10.3389/fpsyg.2021.662650 ◽

2021 ◽

Vol 12 ◽

Author(s):

Diego Navarro-Mateu ◽

Teresa Gómez-Domínguez ◽

María Padrós Cuxart ◽

Esther Roca-Campos

Keyword(s):

Secondary Education ◽

Special Needs ◽

Inclusive Education ◽

Instrumental Learning ◽

Educational Systems ◽

Successful Implementation ◽

Special Educational Needs ◽

Educational Strategies ◽

Students With Special Needs ◽

Documentary Analysis

Across Europe, the enrolment of students with special educational needs in regular classrooms is increasing, although it does not always mean access to high quality educational experience. In this context, inclusive education has been enhanced in most educational systems, but its successful implementation is still limited and has become a challenge in most countries, and specially in secondary education, when segregation due to learning achievement is more frequent. Educational practices that take into account the potential of promoting learning interactions within heterogeneous groups of students have already demonstrated contributing to educational inclusion of students with special needs. In this study we analyse the case of a secondary education school located in Valencian Community (Spain), which educates students with special needs along with their typically developing peers and is characterized by its inclusive ethos. The analysis focuses on three educational strategies implemented in the school and their impact on educational improvement and inclusion of the students with special needs: (1) co-teaching, (2) interactive groups, (3) dialogic literary gatherings. Qualitative data were obtained from communicative focus groups with teachers, communicative life stories with students and relatives, communicative observations of the three educational strategies and documentary analysis. The findings show significant increase in the students' instrumental learning, as well as an improvement in these students' overall inclusion in the school.

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EDUCATIONAL INSTITUTION ACTIVITY IN THE INCLUSIVE EDUCATION PROCESS

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2017vol3.2317 ◽

2017 ◽

Vol 3 ◽

pp. 90

Author(s):

Marite Rozenfelde

Keyword(s):

Special Needs ◽

Inclusive Education ◽

Educational Institution ◽

Educational Process ◽

Student Diversity ◽

Students With Special Needs ◽

Support Team ◽

Inclusive Policy ◽

Social Pedagogue ◽

Education Process

The article provides a summary of a theoretical study on the main provisions of the activity of the educational institution’s administration in creating and implementing an inclusive educational process at the institution. Inclusive education is teamwork – the responsibility and obligation shared by the whole educational institution is a challenge to the whole team of the educational institution and first of all, a challenge to the administration of the educational institution. Inclusive education can be implemented in various ways all united by organizational culture with positive perception of student diversity, an understanding that the leaders working at educational institutions with their colleagues have a central role in promoting the inclusive culture. The role of administration in the development of the inclusive educational process at an educational institution is to ensure the implementation of the norms concerning the rights of students with special needs to be included, to maintain inclusive policy in the activity of the educational institution, to provide everyone involved in the learning process with information about the special needs of the students, to allocate funds for providing for the special needs, to guarantee accessibility of the educational institution. The administration and the support specialists of the educational institution must work as a team, must develop a plan of measures for the implementation of a further inclusive education process of the educational institution, for providing the support in education where the measures for educational support include determining and assessment of the needs of a student; consultations and support for all students, including the students with special needs, professional development, consultations and support for teachers, the students’ parents and the specialists; consultations of the support team specialists and services, also attracting specialists from other institutions; technical aids and equipment (if necessary); an opportunity to study using sign language and the services of an interpreter (if necessary); transportation services (if necessary, also with an accompanying person); assistant services, etc. The make-up of specialists of the support team of the educational institution – speech and language pathologist, psychologist, social pedagogue, special education pedagogue, medical specialist, etc. can vary depending on the needs and circumstances of the students of the specific educational institution. Work responsibilities of these support team professionals in the general support system of the educational institution are analyzed in the article.

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The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments

Frontiers in Psychology ◽

10.3389/fpsyg.2021.641426 ◽

2021 ◽

Vol 12 ◽

Author(s):

Alfonso Rodríguez-Oramas ◽

Pilar Alvarez ◽

Mimar Ramis-Salas ◽

Laura Ruiz-Eugenio

Keyword(s):

Special Education ◽

Special Needs ◽

Learning Environments ◽

Inclusive Education ◽

Special Education Teachers ◽

Interactive Learning ◽

Interactive Learning Environments ◽

Evidence Based ◽

Students With Special Needs ◽

The Impact

In the international context of a progress toward more inclusive educational systems and practices, the role of Special Education teachers is being transformed. From an inclusive perspective, these professionals increasingly support students and their teachers in the mainstream classroom, avoiding segregation. However, Special Education teachers often struggle to reach and support all students with special needs and their teachers to provide quality inclusive education. For this reason, more research is still needed on in-service training strategies for the inclusion of students with special needs that effectively translate into evidence-based school practices that improve the education of all students. This article analyses the impact of two evidence-based dialogic training programs of Special Education teachers working in mainstream schools carried out in Mexico during the 2018–2019 school year. Through in-depth interviews with participants, it was identified how, after the training, teachers increasingly grounded their actions on scientific evidence and promoted interactive learning environments that improved the educational inclusion of their students with special needs. This training also became the venue to make evidence-based educational actions available to other students without special needs, improving the quality of education provided to all students.

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