A Study on the Structural Relationship between the Elementary School Teachers’ Perception of Disability, Competency with Special Education, Transition to Elementary School of Students with Disabilities, and Efficiency of Inclusion Education

2019 ◽  
Vol 54 (3) ◽  
pp. 223-248
Author(s):  
Ae-Ran Bae ◽  
Sung-Kyu Choi
Keyword(s):  
Special Education ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Students With Disabilities ◽  
Structural Relationship ◽  
School Teachers ◽  
Inclusion Education ◽  
Special Education Transition

scholarly journals ELEMENTARY SCHOOL TEACHERS’ PERCEPTION OF INCLUSIVE EDUCATION IN EAST JAVA, INDONESIA

2021 ◽  
Vol 2 (3) ◽  
pp. 346
Author(s):  
Ahsan R Junaidi ◽  
Asep Sunandar ◽  
Joko Yuwono ◽  
Ediyanto Ediyanto
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Primary Schools ◽  
Three Dimensions ◽  
Survey Method ◽  
School Teachers ◽  
Important Indicator ◽  
Teachers Perceptions

Teachers' perception of inclusive education becomes an important indicator in evaluating the success of inclusive education. Teachers who have a positive perception of inclusive education will have a more controlled learning environment. This study used a survey method that investigates the current views of elementary school teachers toward inclusive education by exploring their perceptions. The respondents of this study are 70 elementary school teachers in East Java Province. This study found that: (1) There was no difference perception of teachers in primary schools concerning the concept of inclusive education, placement of students with disabilities, and processing of learning in inclusive classrooms; (2) Teachers' perceptions in primary schools towards inclusive education was not influenced by their duties as regular and special education teachers; (3) There are differences in perceptions of inclusive education based on the amount of training they followed; (4) There are differences in teachers' perceptions of inclusive education based on the length of teachers' experience teaching students with disabilities. Teachers' perceptions of inclusive education can be measured from three dimensions: the inclusion concept, disability student placement, and learning management.

Sign in / Sign up

Export Citation Format

Share Document