A Narrative Inquiry on the Inclusive Education Experiences of Early Childhood Teachers who became ECSE teachers

2021 ◽  
Vol 21 (2) ◽  
pp. 137-164
Author(s):  
Eun-Hee Shim ◽  
Byoung-In Lee ◽  
Hyun-Geun Jo
Keyword(s):  
Early Childhood ◽  
Narrative Inquiry ◽  
Inclusive Education ◽  
Early Childhood Teachers

scholarly journals Inclusive Early Childhood Settings: Analyses of the Experiences of Thai Early Childhood Teachers

2019 ◽  
Vol 13 (1) ◽  
pp. 21
Author(s):  
Sunanta Klibthong ◽  
Joseph Seyram Agbenyega
Keyword(s):  
Early Childhood ◽  
Inclusive Education ◽  
Early Childhood Teachers ◽  
Boundary Crossing ◽  
Inclusive Practices ◽  
Professional Boundaries ◽  
Inclusive Practice ◽  
Full Participation ◽  
Core Capabilities ◽  
Early Childhood Settings

Findings from child development research support inclusive practice in early childhood education to enable full participation of all children in learning activities and build their core capabilities for life. However, the implementation of inclusive practices in early childhood is often constrained by boundary-crossing barriers. This paper reports a quantitative study that investigated and analysed the inclusive practice experiences of 344 pre-school teachers across the six regions of Thailand. The study identified positive experiences of inclusive practices linked to effective collaboration with minimal barriers related to time, increased workload and lack of resources to help teachers cater to the needs of all children. The findings offer direction for developing teachers as leaders to work effectively across professional boundaries so that Thailand can achieve the goals of inclusive education for all children.

scholarly journals UPAYA MENINGKATKAN KOMPETENSI PROFESIONAL GURU PAUD MELALUI PENYELENGGARAAN PROGRAM INKLUSIF DI TK AISYIYAH II CIMAHI

2019 ◽  
Vol 2 (4) ◽  
pp. 122
Author(s):  
Sri Sutriawati ◽  
Chandra Asri Windarsih
Keyword(s):  
Early Childhood ◽  
Learning Environment ◽  
Inclusive Education ◽  
Professional Competence ◽  
Training Programs ◽  
Early Childhood Teachers ◽  
Education Reforms ◽  
Professional Attitudes ◽  
Limited Knowledge ◽  
Descriptive Method

Inclusive education is one of the non-discriminatory education reforms, equating basic rights to change the system from segregation to integration. Efforts to improve and readiness of professional teachers need concrete actions that can support the implementation of inclusive programs in PAUD. Formation and development of professional attitudes through training programs, training, TOT, workshops, lectures, seminars and development of early childhood teachers. The problem is "how the institution attempts to improve the professional competence of PAUD teachers through the implementation of an inclusive program at TK Aisysyiyah II Cimahi". The method used in this research is descriptive method with the consideration that this method is a method of research by describing events that exist in the present or that are happening. Professionalism competencies carried out are with knowledge, understanding, abilities, values, attitudes and interests without forgetting the student domain, content, instruction, assessment, learning environment, collaboration, and professionalism. Having professional competence can provide an opportunity for inclusive children to develop optimally. The shortcomings in handling that are not yet uniform, material that has not been focused, have not modified the personal curriculum still together, and there is still limited knowledge about inclusive children.        Pendidikan inklusif merupakan salah satu reformasi pendidikan yang nondiskriminatif, menyamakan hak-hak dasar merubah sistem dari segregasi menjadi integrasi. Upaya meningkatkan dan kesiapan guru yang profesional perlu adanya tindakan nyata yang dapat mendukung terselenggaranya program inklusif di PAUD. Pembentukan dan pengembangan sikap professional tersebut melalui program pelatihan, diklat, TOT, workshop, saresehan, seminar dan pengembangan guru PAUD. Permasalahannya “ bagaimana upaya lembaga dalam meningkatkan kompetensi profesional guru PAUD melalui penyelenggaraan program inklusif di TK Aisysyiyah II Cimahi”. Metode yang digunakan dalam penelitian ini adalah metode deskriptif dengan pertimbangan bahwa metode ini merupakan cara penelitian dengan menggambarkan peristiwa yang ada pada masa sekarang atau yang sedang terjadi. Kompetensi profesionalisme yang dilakukan adalah dengan pengetahuan, pemahaman, kemampuan, nilai, sikap dan minat tanpa melupakan domain student, contant, instruction, assesment, learning environment, collaboration, dan profesionalism. Dengan memiliki kompetensi yang profesional dapat memberikan kesempatan kepada anak inklusif kemandiriannya berkembang optimal. Adapun kekurangannya dalam penanganan yang belum seragam, materi yang belum terfokus, belum memodifikasi kurikulum personal masih bersamaan, dan masih terbatasnya pengetahuan tentang anak inklusif.

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