scholarly journals Teachers-Students’ Interaction in Early Childhood Inclusion Program

2019 ◽  
Vol 3 (2) ◽  
pp. 96
Author(s):  
Lili Novitayanti ◽  
Luh Ayu Tirtayani
Keyword(s):  
Early Childhood ◽  
Social Interaction ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Learning Process ◽  
Study Data ◽  
Plan Implementation ◽  
Early Childhood Inclusion ◽  
Teachers And Students ◽  
Teacher Students

UNESCO has defined inclusive education as a chance for children with disabilities to learn in the same class with their non-disable peers. It becomes the most equitable chance for those school age students with disabilities to get their right. The implementation of early childhood inclusion programs in Bali is relatively new. Thus, an analysis on its implementation is needed in order to know in extend the program is effective. This study aims to describe the effectiveness of the teachers-students social interaction in early childhood inclusion program. It is an evaluative research by focusing on the learning process, including aspects of plan, implementation, and assessment. There are 119 respondents, who are headmasters and teachers of Kindergarten, involved in this study. Data are collected through questionnaire that have been tested for being validated. The result shows that social interaction of teachers and students are: (1) positive from the aspect of planning with F + = 53.781% and F─ = 46.218%, (2) not effective in the aspect of implementation with F + = 47.058% and F─ = 52.941%, and (3) not effective social in the aspect of evaluation with F + = 42.857% and F─ = 57.142%. It can be concluded that the social interaction of teachers and students in inclusion early childhood education program in is less effective (+ ─ ─). The teacher-students‘ social interaction as pivotal aspect of learning process, especially for special need students, needs to improve.

Attitudes of early childhood education teachers towards educational inclusion and the social adjustment of students with disabilities

2021 ◽  
Vol LXXXII (4) ◽  
pp. 255-268
Author(s):  
Karolina Mudło-Głagolska
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Social Adjustment ◽  
Social Adaptation ◽  
Childhood Education ◽  
Cognitive Component ◽  
The Social ◽  
Teachers Attitudes

Research shows that teachers' attitudes are a decisive element of the effective inclusion of students with disabilities, thereby conducive to the social adaptation of these students. The aim of the study was to determine the relationship between teachers' attitudes towards inclusive education and the social adjustment of students with disabilities. The sample consisted of 79 teachers of early childhood education working in a mainstream school and having a student in their class with a decision on the need for special education. The study used the Multidimensional Attitudes Scale towards Inclusive Education and the Classroom Behaviour Inventory Preschool to Primary. The results obtained in the study allow the conclusion that the positive beliefs of a teacher towards inclusive education (cognitive component of attitude) are most strongly associated with the social adaptation of a student with a disability. The conducted study showed that the teacher's readiness to modify the physical environment, his communication method and the methods of assessment with regard to the student's abilities and needs is related to the social adaptation of students with disabilities in a mainstream class. These aspects seem to be essential for the optimal functioning of a student with a disability in a mainstream class. The role of teachers' attitudes towards inclusive education in shaping the social adjustment of students with disabilities was emphasized.

scholarly journals The Social and Psychological Effects of Inclusive Education of Persons with Hearing Disability in Society: A Field Study at the Disability Resource Centre (Sharjah University)

2021 ◽  
Vol 13 (22) ◽  
pp. 12823
Author(s):  
Nagwa Babiker Abdalla Yousif ◽  
Enaam Mohammed Youssef ◽  
Rasha Mohamed Abdelrahman
Keyword(s):  
Social Interaction ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Correlation Coefficients ◽  
Psychological Adaptation ◽  
Psychological Effects ◽  
The Social ◽  
Significant Difference ◽  
Education Of Students ◽  
Psychological Integration

The objective of inclusive education is to increase the quality of social and psychological integration in society of students with disabilities in the learning process. This study aimed to identify the social and psychological effects of inclusive education of students with hearing disabilities at Sharjah University’s Disability Resource Centre. The study adopted a descriptive analytical approach with a purposive sample comprising 24 students with hearing impairment. An electronic questionnaire comprising 25 psychological and social statements and nine open-ended questions was administered to collect quantitative and qualitative data. The results revealed positive correlation coefficients between inclusive education and both psychological adjustment and social interaction and negative relationships between gender and age and both social interaction and psychological adaptation variables (for age ρ = 0.091 and ρ = 0.262 and for gender ρ = 0.47 and ρ = 0.076, respectively). A statistically significant difference of less than 0.05 was found in favour of those who agreed that inclusion affects psychological adaptation. A statistically significant difference of less than 0.05 was found in favour of students who agreed that inclusion affects social interaction. The research results can be used in the practice of inclusive education to determine ways to improve the social and psychological adaptation of students with hearing impairments.

scholarly journals THE SIGNIFICANCE OF PARENTAL INVOLVEMENT IN EARLY CHILDHOOD INCLUSION

2020 ◽  
Vol 3 (2) ◽  
pp. 92
Author(s):  
Lily Eka Sari
Keyword(s):  
Early Childhood ◽  
Parental Involvement ◽  
Learning Process ◽  
Learning Processes ◽  
School Staff ◽  
Negative Effects ◽  
Early Childhood Inclusion ◽  
Working Alone

When it comes to learning process, there should be a synergy between parents and school. When the collaboration fails to take place, both parties will feel like working alone. At the end, this assumption might lead to negative effects such as frustration, misunderstanding, and prejudices. The school staff are concerned with the lack of parental involvement in the learning processes. They convey that the parents do not always respond to teachers input. When teachers try to inform parents about what has happened in school, parents do not seem to show any interest.

scholarly journals STUDI IMPLEMENTASI PEMBELAJARAN MODEL SISWA INKLUSI DI SDS MUTIARA HATI PONOROGO

2021 ◽  
Vol 1 (1) ◽  
pp. 84-90
Author(s):  
Dian Puspita Sari ◽  
Fuad Fitriawan
Keyword(s):  
Data Analysis ◽  
Special Needs ◽  
Students With Disabilities ◽  
Teacher Learning ◽  
Inclusive Education ◽  
Learning Process ◽  
Learning Model ◽  
Children With Special Needs ◽  
Inclusive Schools ◽  
The Impact

Inclusive education is education for children with special needs so that they can study together with regular children in general. One school that implements inclusive education is SDS Mutiara Hati Ponorogo. Students with disabilities can study together with regular children without being discriminated against. The form of learning model applied in this school pays attention to the condition of the child. With the existence of inclusive schools, it can help children with special needs to get the same place to learn as other regular children and can bring the development of children with special needs to be better. Based on the results of the data analysis, it was concluded that (1) the learning process of inclusive students at SDS Mutiara Hati Ponorogo, namely inclusion students accompanied by a special companion teacher, learning in the same class with regular children and for the gradation is lowered, (2) the form of learning model Inclusion students who are applied at SDS Mutiara Hati Ponorogo are paying attention or adjusted to the conditions of their students by being monitored by psychologists and also the principal, and (3) the impact of implementing the learning model for inclusive students at SDS Mutiara Hati Ponorogo, namely that the development is getting up to the class the better and able to develop its potential.

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 Pelaksanaan Pembelajaran Anak Berkebutuhan Khusus pada Masa Pandemi Covid – 19 di Sekolah Inklusif SDN 12 Gedong

2020 ◽  
Vol 6 (2) ◽  
pp. 125
Author(s):  
Ilona Aulia Nur Syafarana ◽  
Assyifa Chairani
Keyword(s):  
Distance Learning ◽  
Data Collection ◽  
Inclusive Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Physical Contact ◽  
Online Media ◽  
Collection Method ◽  
Teachers And Students

Penelitian ini bertujuan untuk mengetahui cara sekolah dengan pendidikan inklusif di SDN 12 GEDONG pada masa pandemic COVID – 19 yang bertujuan untuk memenuhi mata kuliah Pendidikan Orientasi Baru dalam Pendidikan Khusus. Metode pengumpulan data dilakukan dengan beberapa cara yaitu melalui observasi, wawancara, dan studi dokumen. Kegiatan belajar mengajar masih tetap berjalan melalui pembelajaran jarak jauh dengan media daring sesuai dengan ketentuan dan aturan sekolah serta pemerintah . Proses belajar mengajar pada masa Pandemi COVID - 19 di SDN 12 Gedong dilakukan secara Daring untuk mencegah atau meminimalisir kontak fisik antara guru dan murid sehingga dapat memotong dan menghentikan penyebaran virus COVID -19. This research aims to find out how schools with inclusive education at SDN 12 GEDONG during the COVID-19 pandemic are aimed at fulfilling the New Orientation Education course in Special Education. The data collection method was carried out in several ways, namely through observation, interviews, and document study. Teaching and learning activities are still ongoing through distance learning with online media in accordance with the rules and regulations of the school and government. The teaching and learning process during the COVID-19 Pandemic at SDN 12 Gedong was carried out online to prevent or minimize physical contact between teachers and students so as to cut and stop the spread of the COVID-19 virus.

scholarly journals Quality Inclusion of Young Children with Disabilities: Taking a Stance to Support Early Childhood Leaders

2021 ◽  
Author(s):  
Sara Movahedazarhouligh
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Learning Goals ◽  
Best Interest ◽  
Improved Outcomes ◽  
Outcomes For Children

In the educational lexicon, inclusion is not a term, rather a philosophy that values and advocates for every child’s right to quality education and learning to develop their skills and realize their full potentials. Research over the past 40 years has demonstrated that inclusive education is associated with improved outcomes for children and students with disabilities. In early childhood (EC) education, inclusive education is in the best interest of all young children to improve their sense of belonging and membership, positive social relationships and friendships, and learning goals. As more EC programs, schools, and educational settings move toward including children with disabilities in general education settings, a need exists to better prepare EC professionals, most importantly EC leaders as gatekeepers of quality to better enhance and facilitate inclusive instructional opportunities for children with disabilities. This chapter focuses on EC leaders’ role in developing, adopting, and supporting inclusive education with recommendations to implement and sustain quality inclusive education practices in EC programs and settings.

scholarly journals Pengembangan Perangkat Pembelajaran Aktif dengan Metode Practice Rehearsal Pairs pada Materi Suhu dan Kalor Untuk Meningkatkan Penguasaan Konsep Fisika

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Zahratur Raodah ◽  
Jannatin ‘Ardhuha ◽  
Muh. Makhrus
Keyword(s):  
Active Learning ◽  
Research And Development ◽  
Learning Process ◽  
Lesson Plan ◽  
Development Model ◽  
Model Design ◽  
Learning Tools ◽  
Plan Implementation ◽  
Effective Learning ◽  
Teachers And Students

Learning is a process of communication between teachers and students. The learning process will be successful if students achieve the expected competencies, because it can describe the ability of students to master a material. A teacher must be able to choose and use appropriate and effective learning methods. This research aims to develop active learning tools with practice rehearsal pairs methods that are suitable for use in learning and can improve students' mastery of physics concepts. This research is a research and development (R&D) with a 4D development model design consisting of 4 stages, namely: define; design; develop; and disseminate. The pandemic condition has made this research only at the develop stage. Based on validation by experts, the development of learning tools in this research is quite valid and reliable. The percentage of validity is 80.83% on the syllabus; 83.33% on the lesson plan implementation; and 79.17% on student worksheets. Meanwhile, the percentage of reliability is 89.40% on the syllabus; 89.70% on the lesson plan implementation; and 91.20% on student worksheets. Based on these results, the development of learning tools in this research is feasible to use with revisions, because it has quite valid criteria.

scholarly journals Teaching Attitudes towards Students with Disabilities

Mathematics ◽  
2021 ◽  
Vol 9 (14) ◽  
pp. 1637
Author(s):  
José Luis Gallego-Ortega ◽  
Antonio Rodríguez-Fuentes
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Correlation Technique ◽  
Teachers Perceptions ◽  
Bivariate Correlation ◽  
Rural And Urban ◽  
Teachers And Students ◽  
Teaching Attitudes ◽  
And Gender

(1) Background: Inclusive education has been a recurring topic during the last decades. However, not every teacher is equally enthusiastic about how to implement it. Understanding these discrepancies can help to identify improvement procedures. Therefore, even though teachers’ beliefs and attitudes around inclusion have been thoroughly explored, it is necessary to delve further on this type of study to understand possible changes derived from the socio-educational transformations experimented by current societies. (2) Methods: This study examined the attitudes of 122 teachers, both Primary and Special Needs ones, working in rural and urban schools, regarding inclusion of students with disabilities. The data were collected from two scales: Attitude Survey Inclusive Education–Teachers (ASIE-T) and Scale for Measuring Pre-Service Teachers’ Perceptions about Inclusion the Sentiments, Attitudes and Concerns about Inclusive Education Revised (SACIE-R). A quantitative approach was employed, of descriptive and correlational type. Descriptive and inferential analyses were performed by means of parametric tests. Furthermore, the bivariate correlation technique Person’s r was carried out in order to verify the intensity among variables. The effect sizes are provided as Cohen’s d. (3) Results: The results revealed positive beliefs concerning inclusion and the existence of differences among teachers, depending on their specialisation and gender. The variables “age” and “stage of education” were not significant in terms of generating in terms of attitude generation. (4) Conclusions: Understanding the association between socio-demographic variables and stigma is crucial when it comes to accomplishing an inclusive and high-quality education. The general findings of this study contribute to justify the implementation of programmes to stimulate and encourage meaningful interactions between general education teachers and students with disabilities.

scholarly journals BAHAN AJAR SAINS ANAK USIA DINI BERBASIS KEARIFAN LOKAL DAN NILAI KEISLAMAN

2018 ◽  
Vol 12 (2) ◽  
pp. 211-220
Author(s):  
Diana Diana ◽  
Anandita Eka Setiadi
Keyword(s):  
Early Childhood ◽  
Research And Development ◽  
Learning Process ◽  
Learning Material ◽  
Learning Materials ◽  
Teachers And Students ◽  
D Model ◽  
Islamic Values

This research aims to develop learning materials at science based on local wisdom and islamic values that can be used at schools. This research conducted with research and development 4-D Model. There are four stages which are define, design, develop, and dessiminate. Data were collected through observation, interview, validation sheets and response sheets for teachers and students. Product learning materials tested limited trials at ANNUR kindergarten in Pontianak. The validity of the results achieved very valid. The results of validation learning materials achieved very well with score 81%. The results of a response teacher and students achieved strong category with score 76%. The conclusion about this research learning materials at science based on local wisdom and islamic values worthy to use in the learning process at schools. Keywords: Learning material, Early childhood Penelitian ini bertujuan untuk menghasilkan bahan ajar sains anak usia dini berbasis kearifan lokal dan nilai keislaman yang layak digunakan dalam proses pembelajaran di sekolah. Penelitian ini menggunakan metode pengembangan Four D (Model 4D). Terdapat empat tahapan dimulai dari define, design, develop, dan dessiminate. Pengambilan data menggunakan lembar observasi, lembar wawancara, lembar validasi dan angket respon untuk guru dan siswa. Analisa data menggunakan metode deskriptif. Produk bahan ajar melalui uji coba terbatas di TK ANNUR di Kota Pontianak. Hasil penilaian bahan ajar oleh validator sebesar 81% dengan kriteria sangat valid. Respon siswa dan guru terhadap bahan ajar sebesar 76% dengan kriteria kuat. Disimpukan bahwa bahan ajar berbasis kearifan lokal dan nilai keislaman layak digunakan dalam proses pembelajaran. Kata Kunci: Bahan ajar, Anak usia dini  

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