A Survey on the Effectiveness of Inclusive Education Implementation at Elementary School

2014 ◽  
Vol 4 (6) ◽  
pp. 439-447
Author(s):  
Martini Jamaris ◽  
Indina Tarjiah, Wuryani ◽  
Trisna Mulyeni
Keyword(s):  
Elementary School ◽  
Inclusive Education

scholarly journals Age Dynamics of Social Situation of Development in Elementary School Students in Inclusive Education

2021 ◽  
Vol 17 (3) ◽  
pp. 135-142
Author(s):  
T.A. Yudina ◽  
S.V. Alekhina
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Elementary School Students ◽  
Inclusive Education ◽  
Social Situation ◽  
Sentence Completion ◽  
Primary School Students ◽  
School Students ◽  
Age Dynamics ◽  
The Social

The article presents results of an empirical study of the age dynamics of the social situation of develop¬ment in primary school students in inclusive education. The study sample consisted of 328 children aged from 7 to 11, including 18 children with SEN, studying in two inclusive schools in Moscow. The hypothesis of the study was that the characteristics of the objective and subjective aspects of the social situation of chil¬dren’s development change in accordance with the two phases of primary school age. The characteristics of the social situation of the development of children were measured using the “Sociometry” method and two projective methods: “Color Test of Relationship” and “Sentence Completion Test”. The age dynamics is ob¬served in changes in the social position and the system of orienting images of primary school students. The significant differences between the distribution of sociometric statuses of students in inclusive classes and the age standard obtained in the conditions of traditional education were found. The results of the study reveal the specificity of elementary school students’ development in conditions of inclusive education.

scholarly journals Does integration play a role? Academic self-concepts, self-esteem, and self-perceptions of social integration of elementary school children in inclusive and mainstream classes

2020 ◽  
Vol 23 (5) ◽  
pp. 1367-1384
Author(s):  
Annette Lohbeck
Keyword(s):  
Elementary School ◽  
Social Integration ◽  
Inclusive Education ◽  
Self Esteem ◽  
Group Differences ◽  
Classroom Setting ◽  
School Students ◽  
Self Perceptions ◽  
Two Samples ◽  
Significant Mediator

Abstract The concept of inclusion is based on the assumption that integrating students with SEN into regular (mainstream) classes would enhance students’ performance due to a more stimulating and demanding environment. However, research investigating the effects of inclusive education on students’ academic self-concepts has been scarce. For this reason, the present study aimed to examine the specific relationships and differences for math and verbal self-concepts, self-esteem, and self-perceptions of social integration using two samples of elementary school students from grades 2–4: One group of students attended inclusive classes (n = 178), whilst the other group attended mainstream classes (n = 188). In addition, measurement invariance across classroom setting and possible mediator effects of self-esteem were tested. Results provided support for strong invariance across classroom setting. All constructs were positively correlated with each other. In both math and verbal domains, self-esteem and self-perceptions of social integration proved to be significant predictors of academic self-concepts. Self-esteem was more highly pronounced in younger children, while there were no effects of classroom setting on academic self-concepts. Self-esteem became a significant mediator of the relationships between self-perceptions of social integration and academic self-concepts. No group differences in math and verbal self-concepts, self-esteem, and self-perceptions of social integration were evident.

scholarly journals Inclusive Education Reform In Mentawai Islands Cooperation for Teachers

2019 ◽  
Vol 20 (1) ◽  
pp. 54
Author(s):  
Irdamurni Irdamurni ◽  
Mega Iswari ◽  
Asep A Sopandi ◽  
Johandri Taufan ◽  
Yarmis Hasan
Keyword(s):  
Elementary School ◽  
Education Reform ◽  
Elementary School Teachers ◽  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Lesson Plans ◽  
Children With Special Needs ◽  
School Teachers ◽  
Mentawai Islands

Reforms on inclusive education began to be carried out in Tua Pejat area, North Sipora District, Mentawai Islands by conducting training on the implementation of inclusive education by Padang State University lecturers in the context of carrying out community service for special education lecturers, followed by elementary school teachers from six elementary schools and special school teachers from two special schools in the North Sipora sub-district of the Mentawai islands. The training was conducted with a question and answer lecture method, accompanied by a demonstration simulation method and assignments on developing a learning plan (RPP) in an inclusive class, namely modified lesson plans and modified lesson plans adapted to the characteristics and learning needs of children with special needs in the classroom. The results of the training show that collaboration between elementary and high school teachers is established, both by collaborating and cooperating in serving children with special needs in primary schools, where ing to assist elementary school teachers in matters related to the identification and assessment of children with special needs in inclusive schools, as well as working together in developing lesson plans and PPI for children with special needs in inclusive classes, and learning strategies in inclusive settings.

scholarly journals PENGARUH INTENSI, MOTIVASI, DAN PEMAHAMAN GURU TERHADAP IMPEMENTASI PENDIDIKAN INKLUSIF

2017 ◽  
Vol 11 (2) ◽  
pp. 293-307
Author(s):  
RACHMAT MULYONO ◽  
OTONG SUHYANTO ◽  
YUBAEDI SIRON ◽  
NUR ROCHIMAH
Keyword(s):  
Elementary School ◽  
Path Analysis ◽  
Inclusive Education ◽  
Random Sampling ◽  
School Teacher ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Analysis Techniques ◽  
Teacher Understanding ◽  
Positive Effect

Abstract: The objective of the research was to find out the empirical information of the effect ofintention, motivation, and teacher understanding on the implementation of inclusive education.The research used path analysis techniques. It conducted the elementary-school-teacher in EastJakarta, Indonesia. The simple random sampling technique is applied, which 50 teachers involvedas the research sample. Empirical findings of the research revealed that: 1) There is no directpositive effect of intention to the implementation of inclusive education; 2) There is no directpositive effect of motivation to the implementation of inclusive education; 3) There is no directpositive effect of teacher understanding to the implementation of inclusive education; 4) There isno direct positive effect of intention to the teacher understanding; 5) There is direct positive effectof motivation to the teacher understanding; 6) There is direct positive effect of intention to themotivation. Keywords: implementationofinclusiveeducation, intention, motivation, teacher understanding,childrenwithspecialneeds. Abstrak: Tujuan penelitian ini untuk mencari informasi empiris tentang pengaruh intensi,motivasi, dan pemahaman guru terhadap implementasi pendidikan inklusif. Penelitian inimenggunakan analisis jalur. Penelitian ini mengukur perilaku guru SD di Jakarta Timur,Indonesia. Penelitian ini menggunakan teknik simple random sampling dengan melibatkan 50guru. Temuan empiris mengungkapkan bahwa: 1) Tidak ada pengaruh langsung positif langsungintensi terhadap pendidikan inklusif; 2) Tidak ada pengaruh langsung positif motivasi terhadappendidikan inklusif; 3) Tidak ada pengaruh langsung positif pemahaman guru terhadap pendidikan inklusif; 4) Tidak ada pengaruh positif langsung intensi terhadap pemahaman guru; 5) Adapengaruh langsung motivasi terhadap pemahaman guru; 6) Ada pengaruh langsung intensiterhadap motivasi. Kata Kunci: implementasi-pendidikan-inklusif, intensi, motivasi, pemahaman guru, anakberkebutuhan-khusus

scholarly journals Implementasi Pendidikan Inklusi Pada Sekolah Dasar Islam Terpadu Al-Firdaus Banjarmasin

Tarbiyatuna ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 147-166
Author(s):  
Barsihanor Barsihanor ◽  
Desy Anindia Rosyida
Keyword(s):  
Elementary School ◽  
Classroom Management ◽  
Inclusive Education ◽  
School Principal ◽  
Difficulty Level ◽  
Slow Learners ◽  
Learning Patterns ◽  
Inclusive School ◽  
Learning Programs ◽  
Teacher Assistant

This study aims to determine the implementation and inhibiting factors of the implementation of inclusive education in the Al-Firdaus Integrated Islamic Elementary School Banjarmasin. The research method used is a qualitative approach, and the type of research is case studies. The research informants were the school principal, inclusive school coordinator, class teacher, teacher assistant (special teacher), and students. The results of the study found the implementation of inclusive education in the Al-Firdaus Banjarmasin Integrated Islamic Elementary School including, 1). planning, each teacher is required to make lesson plans individually learning. 2). implementation, learning patterns carried out in the inclusive class consisted of three activities; tahfidz learning, regular classes, individual learning programs. 3). assessment, the school distinguishes the content of the questions and the difficulty level of the questions. Obstacles in the implementation of inclusive education at SDIT Al-Firdaus Banjarmasin occur in the implementation of learning in between classroom management and teachers need to repeatedly explain the material to students who are slow learners.

scholarly journals Intervensi Sosial dalam Manajemen Pendidikan Inklusif Dinas Pendidikan Kebudayaan Kepemudaan dan Olahraga Kabupaten Semarang

2021 ◽  
Vol 2 (1) ◽  
pp. 159-168
Author(s):  
Thea Rahmanindita ◽  
Titik Djumiarti
Keyword(s):  
Elementary School ◽  
Qualitative Methods ◽  
Inclusive Education ◽  
School Level ◽  
Social Intervention ◽  
Recruitment Process ◽  
Intervention Process ◽  
The Social ◽  
Office Culture

The implementation of inclusive education in Semarang is still experiencing various obstacles. The aim of this research is to analyze the social intervention conducted by the Education Office, Culture, Youth and Sports District of Semarang in the implementation of an inclusive education of elementary school level, by looking at the intervention process carried out and the constraints contained therein. This research uses qualitative methods of descriptive. The results showed that the management of inclusive education in Semarang Regency isn’t optimal, because there is still an intervention process that is not seen in the implementation of inclusive education by the Semarang District Education Office. The advice that researchers can provide is the addition of quotas for the ABK to school and the addition of budgets intended for the recruitment process of special escort teachers, special escort teachers ' benefit, procurement of infrastructure and maintenance. Keywords: Social intervention, management, inclusive education

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