Effects of PBL-based Inclusive Education Class for Children with Special Needs on Pre-service Early Childhood Teachers’ Beliefs, Teacher Efficacy, and Learning Satisfaction

2021 ◽  
Vol 26 (5) ◽  
pp. 339-362
Author(s):  
Seong-Ri Kang ◽  
Hyun-Geun Jo
Keyword(s):  
Early Childhood ◽  
Teacher Efficacy ◽  
Special Needs ◽  
Inclusive Education ◽  
Early Childhood Teachers ◽  
Children With Special Needs ◽  
Learning Satisfaction ◽  
Education Class ◽  
Teachers Beliefs

MODEL PENDIDIKAN INKLUSI BAGI ANAK USIA DINI DI PAUD TERPADU PUTRA HARAPAN PURWOKERTO

2017 ◽  
Vol 18 (2) ◽  
pp. 356-370
Author(s):  
Azhariyanti Mei Ghita ◽  
Wahyuningsih Wahyuningsih ◽  
Zakiyah Ulfa
Keyword(s):  
Early Childhood ◽  
Public Schools ◽  
Special Needs ◽  
Inclusive Education ◽  
Learning Process ◽  
Cluster Model ◽  
Children With Special Needs ◽  
Childhood Education ◽  
Inclusion Education ◽  
Keywords Education

Abstract: Inclusion education is one model of education that mixes students or children with special needs (ABK) with other students (normal) to study together in a classroom. The curriculum used in inclusive education is the same as that used in public schools, only the curriculum for children with special needs (ABK) is more specific and in accordance with the abnormalities that each child suffers. According to the researcher, the learning process in inclusion class with cluster model which implemented in PAUD Terpadu Putra Harapan Purwokerto can be said successful. This can be seen from the development of children with special needs (ABK) is increasing. In addition, it can happen because of various factors that support the process of learning model of inclusion education. Such as: factors of the principal, teachers, parents, and peers. Keywords: Education, Inclusion, Early Childhood Education

scholarly journals PERAN PENGETAHUAN AWAL TENTANG ANAK BERKEBUTUHAN KHUSUS DAN EFIKASI GURU TERHADAP SIKAP GURU PADA PENDIDIKAN INKLUSIF

2020 ◽  
Vol 4 (2) ◽  
pp. 304
Author(s):  
Tita Tri Utami Dewi ◽  
Sri Tiatri ◽  
Heni Mularsih
Keyword(s):  
Teacher Efficacy ◽  
Primary School ◽  
Special Needs ◽  
Prior Knowledge ◽  
Inclusive Education ◽  
Quantitative Methods ◽  
Children With Special Needs ◽  
Inclusive Practices ◽  
Normal Children ◽  
Teachers Attitudes

In inclusive education, children with special needs (ABK) should get educational services together with normal children. However, inclusive education services that occur in Indonesia are still experiencing obstacles. Previous research has found that the problems are the lack of knowledge of teachers about children with special needs, the lack of teacher skills in dealing with children with special needs, and teachers' attitudes towards children with special needs. Current research intended to analyse the attitude of inclusive education teachers. The measurement of knowledge is developed by researchers using prior knowledge theory. In measuring teacher efficacy, we use the Teacher Efficacy for Inclusive Practices (TEIP) measurement. Teacher attitudes towards inclusive education was measured by the Multidimensional Attitudes Toward Inclusive Education Scale (MATIES). The participants were 60 teachers from state primary school, and incusive private primary school in Bogor Regency. Participants were recruited by convenience sampling technique. The research method uses correlational quantitative methods. The results showed that the knowledge and efficacy of teachers together did not provide a significant contribution to the attitude of teachers in inclusive education. Partially, knowledge about children with special needs has no effect on teachers' attitudes on inclusive education. However, independently, only teacher efficacy contributed significantly to teachers' attitudes regarding inclusive education. bersama dengan anak yang normal. Namun, pelayanan pendidikan inklusif yang terjadi di Indonesia masih mengalami hambatan. Penelitian terdahulu menemukan bahwa hambatan yang terjadi selama ini adalah kurangnya pengetahuan guru tentang anak berkebutuhan khusus, minimnya keterampilan guru dalam menangani ABK, dan sikap guru terhadap ABK yang dilihat masih memandang sebelah mata. Penelitian ini bertujuan untuk mengetahui peran pengetahuan awal tentang ABK dan efikasi guru terhadap sikap guru pendidikan inklusif. Pengukuran pengetahuan dikembangkan oleh peneliti dengan menggunakan teori prior knowledge. Untuk pengukuran efikasi guru, digunakan alat ukur The Teacher Efficacy for Inclusive Practices (TEIP). Pengukuran sikap guru terhadap pendidikan inklusif menggunakan alat ukur The Multidimensional attitudes toward inclusive education scale (MATIES). Partisipan berjumlah 60 guru dari SDN dan SD Swasta Inklusi di Kabupaten Bogor, yang terpilih dengan teknik sampling convenience. Metode penelitian menggunakan metode kuantitatif korelasional. Hasil penelitian menunjukkan bahwa pengetahuan dan efikasi guru secara bersama-sama tidak memberikan sumbangan yang signifikan terhadap sikap guru pendidikan inklusif. Secara parsial, pengetahuan mengenai anak berkebutuhan khusus tidak memberikan pengaruh terhadap sikap guru pada pendidikan inklusi. Namun secara independen hanya efikasi guru yang memberikan sumbangan yang signifikan terhadap sikap guru mengenai pendidikan inklusif. 

scholarly journals Early Detection of Children with Special Needs by Educators

2021 ◽  
Vol 5 (2) ◽  
pp. 54
Author(s):  
Stephani Raihana Hamdan ◽  
Sulisworo Kusdiyati ◽  
Andhita Nurul Khasanah ◽  
Temi Damayanti Djamhoer
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Detection ◽  
Special Needs ◽  
Developmental Disorders ◽  
Early Childhood Teachers ◽  
Further Education ◽  
Children With Special Needs ◽  
Negative Effects ◽  
Childhood Education

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>The early detection of children with special needs is very important for educators, as they require special handling in the learning process so that they can develop optimally. The first important level for early detection is the early childhood education level. Early childhood teachers become agents who play a major role of early detection. Problems that occur due to late diagnosis of children with special needs often lead to learning and behavioural problems. If not handled properly, these disturbances will continue to the next level of further education. Knowledge of various types of disorders and early intervention in children with special needs must be the responsibility of early childhood education teachers to reduce the negative effects of any disruption that may occur. In order to assist teachers in early detection, this paper presents a study related to various developmental disorders that occur in children with special needs and the skills, techniques and steps that are needed for early detection. </span></p></div></div></div>

scholarly journals Implementasi Pendidikan Inklusif Pada Lembaga Pendidikan Anak Usia Dini Di Indonesia

2020 ◽  
Vol 4 (02) ◽  
Author(s):  
Syahria Anggita Sakti ◽  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Education System ◽  
Early Age ◽  
Children With Special Needs ◽  
Childhood Education ◽  
Equal Education ◽  
Inclusive Learning

This study aims to analyze the extent of the implementation of inclusive education in early childhood education institutions in Indonesia. Inclusive education at an early age begins by accommodating the needs of children, identifying the special needs of children, and mapping the development potential and barriers of children now and in the future. Inclusive education provides opportunities for children with special needs to get an equal education. The practice of the inclusive education system implemented at the level of early childhood education still leaves problems, the implementation of inclusive education which is apparently still not inclusive. The issue of educators, supporting facilities, and inclusive education curricula in early childhood education institutions is also not yet capable Inclusive education in Indonesia must involve parents, teachers and the environment, the implementation of inclusive education in Indonesia leads to the goal of inclusive learning that provides the broadest opportunities- breadth to all children including children with special needs to get proper education in accordance with their needs.

Four Early Childhood Teachers Reflect on Helping Children with Special Needs Make the Transition to Kindergarten

1998 ◽  
Vol 98 (4) ◽  
pp. 329-338 ◽  
Author(s):  
Jan Jewett ◽  
Liz Tertell ◽  
Mary King-Taylor ◽  
Diane Parker ◽  
Lin Tertell ◽  
...  
Keyword(s):  
Early Childhood ◽  
Special Needs ◽  
Early Childhood Teachers ◽  
Children With Special Needs ◽  
Transition To Kindergarten

Pendidikan Inklusi Anak Usia Dini Meningkatkan Kreatifitas dan Kompetensi Guru PAUD

2019 ◽  
Vol 2 ◽  
Author(s):  
Indryani Indryani
Keyword(s):  
Early Childhood ◽  
Special Needs ◽  
Inclusive Education ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Teaching Staff ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Normal Children ◽  
Teacher Creativity

This study aims to determine the importance of inclusive education for early childhood education teachers. The teacher as the main working partner in the process of providing stimulation for child development, in preparing a good and appropriate curriculum in inclusive education is to eliminate differences, discrimination and bullying against children with special needs with this inclusive education will provide good for children, family backgrounds also affect towards giving attention and support for children with special needs. Children with unique development are different from one another need inclusive education for early childhood development, inclusive education that is education that carries out learning for all children both normal children and also children with special needs. The aim is for children with special needs to get the same rights in education, in the implementation of inclusive education there are many obstacles including lack of teaching staff, lack of therapist staff, and infrastructure. The development of teacher creativity in educating children is very necessary.

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