Elementary School Teachers' Perception and Experience of Current Inclusive Education for Students with Hearing Impairment

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.

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TEACHER EMPOWERMENT IN APPLYING LEARNING PRINCIPLES TO DEAF STUDENTS IN ELEMENTARY SCHOOL, SUKAMAKMUR DISTRICT

Sarwahita ◽

10.21009/sarwahita.151.03 ◽

2019 ◽

Vol 15 (01) ◽

pp. 22-31

Author(s):

Murni Winarsih ◽

Totok Bintoro

Keyword(s):

Elementary School ◽

Elementary School Teachers ◽

Inclusive Education ◽

Community Service ◽

Training Methods ◽

School Teachers ◽

Deaf Students ◽

Knowledge And Skills ◽

Service Activity ◽

Learning Principles

ABSTRACT The purpose of this community service activity is to provide knowledge and skills to elementary school teachers in applying the principles of learning for deaf students in inclusive education institutions. Insights into the knowledge and skills provided about the basic concepts of inclusive education, the introduction of ABK and its characteristics, identification of deaf ABK, the principles of deaf ABK learning and assessment of learning outcomes for deaf ABK. This activity was carried out in the form of Technical Guidance (Bimtek) for elementary school teachers. The topic was the Socialization of Children with Special Needs specifically Deafness in the Fostered area of Sukamakmur District, Bogor. This community service is carried out for 2 (two) days through training methods, lectures, interactive discussions, Q and A with speakers coming from lecturers of Special Education (PKh) study programs. This P2M activity was followed enthusiastically by 50 teachers from schools located in Sukamakmur District. The results obtained from this P2M activity are changes in the mindset of teachers in looking at ABK and addressing inclusive education. In addition, teachers also have skills in identifying deaf ABK and learning by using specific principles for deaf ABK. It is expected that this P2M activity can be continued in the following year with more diverse material and wider target groups. ABSTRAK Tujuan kegiatan pengabdian kepada masyarakat ini adalah untuk memberikan bekal pengetahuan dan keterampilan kepada guru sekolah dasar dalam menerapkan prinsip-prinsip pembelajaran untuk siswa tunarungu yang berada di sekolah penyelengagara pendidikan inklusif. Wawasan pengetahuan dan keterampilan yang diberikan tentang konsep dasar pendidikan inklusif, pengenalan ABK dan karakteristiknya, identifikasi ABK tunarungu, prinsip-prinsip pembelajaran ABK tunarungu dan penilaian hasil belajar bagi ABK tunarungu. Kegiatan ini dilakukan dalam bentuk Bimbingan Teknis (Bimtek) untuk guru sekolah dasar tentang Sosialisasi Anak Berkebutuhan Khusus Tunarungu Di Gugus Wilayah Binaan Kecamatan Sukamakmur Bogor. Pengabdian masyarakat ini dilaksanakan selama 2 (dua) hari dengan metode pelatihan, melalui ceramah, diskusi dan tanya jawab interaktif, dengan nara sumber yaitu dosen-dosen program studi Pendidikan Khusus (PKh). Kegiatan P2M ini diikuti dengan antusias dan penuh semangat oleh 50 orang guru yang berasal dari sekolah-sekolah yang berada di Kecamatan Sukamakmur. Hasil yang diperoleh dari kegiatan P2M ini adalah perubahan mindset para guru dalam memandang ABK dan menyikapi pendidikan inklusif. Selain itu guru-guru juga memiliki keterampilan dalam mengidentifikasi ABK tunarungu serta melakukan pembelajaran dengan menggunakan prinsip-prisip khusus bagi ABK tunarungu. Diharapkan kegiatan P2M ini dapat dilanjutkan pada tahun berikutnya dengan materi yang lebih beragam dan kelompok sasaran yang lebih luas lagi.

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

International Journal of Educational Management and Innovation ◽

10.12928/ijemi.v2i3.4483 ◽

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.

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Obstacles to inclusion- perceptions of teachers from Bosnia and Herzegovina / Inkliuzinio ugdymo įgyvendinimo kliūtys: Bosnijos ir Hercegovinos mokytojų nuostatos

SPECIALUSIS UGDYMAS / SPECIAL EDUCATION ◽

10.21277/se.v1i36.281 ◽

2017 ◽

Vol 1 (36) ◽

pp. 49

Author(s):

Inga Biscevic ◽

Sadeta Zecic ◽

Elvira Mujkanovic ◽

Edin Mujkanovic ◽

Haris Memisevic

Keyword(s):

Elementary School ◽

Elementary School Teachers ◽

Inclusive Education ◽

Bosnia And Herzegovina ◽

Educational System ◽

Regular Education ◽

Educational Needs ◽

Special Educational Needs ◽

Regular Education Teachers ◽

School Teachers

Inclusive education is increasingly becoming a dominating paradigm of the educational system in Bosnia and Herzegovina. However, although supported by positive legislature, there are still numerous obstacles to inclusion. The goal of the present study was to examine the attitudes of regular education teachers towards inclusive education, more specifically towards obstacles to successful inclusion. The sample consisted of 200 elementary school teachers from two cantons in Bosnia and Herzegovina. The greatest obstacle for inclusion as perceived by the teachers was the lack of professionals trained to work with children with special educational needs in regular schools. It is of utmost importance to support regular education teachers in their efforts to support all students in their classes. This calls for a more meaningful and thorough reformation of regular schools.Inkliuzinis ugdymas tampa vis labiau dominuojančia Bosnijos ir Hercegovinos ugdymo sistemos paradigma. Nepaisant to, kad šią paradigmą remia įstatymai, vis dar yra nemažai kliūčių, trukdančių įgyvendinti inkliuzinį ugdymą. Šio tyrimo tikslas – išanalizuoti bendrojo lavinimo mokyklų mokytojų požiūrį į inkliuzinį ugdymą, ypač atkreipiant dėmesį į tai, kas trukdo sėkmingai įgyvendinti šį ugdymo metodą. Tyrimo imtį sudarė 200 bendrojo lavinimo mokyklų mokytojų iš dviejų Bosnijos ir Hercegovinos kantonų. Mokytojų nuomone, didžiausia inkliuzinio ugdymo įgyvendinimo kliūtis yra parengtų specialistų, kurie dirbtų su specialiųjų ugdymosi poreikių turinčiais vaikais bendrojo lavinimo mokykloje, trūkumas. Labai svarbu teikti paramą tiems bendrojo lavinimo mokyklų mokytojams, kurie per pamokas stengiasi padėti visiems mokiniams. Ši situacija suaktualina poreikį įgyvendinti prasmingesnę ir nuodugnesnę bendrojo lavinimo mokyklų reformą.

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