scholarly journals Perceptions of Student Teachers on Collaborative Relationships Between University and Inclusive Elementary Schools: A Case Study in Indonesia

2021 ◽  
Vol 20 (10) ◽  
pp. 274-290
Author(s):  
Rasmitadila Rasmitadila ◽  
Megan Asri Humaira ◽  
Rusi Rusmiati Aliyyah ◽  
Reza Rachmadtullah
Keyword(s):  
Elementary Schools ◽  
Student Teachers ◽  
Inclusive Education ◽  
School Teacher ◽  
Structured Interviews ◽  
Collaborative Relationship ◽  
Collaborative Relationships ◽  
Central Java ◽  
The Republic ◽  
The Government

This study explores the perceptions of student teachers on the collaborative relationship between inclusive elementary schools (IESs) and universities. Data were collected through online surveys and semi-structured interviews with 50 student teachers studying in elementary school teacher education study programs spread across three provinces of Indonesia, namely West Java, Central Java, and East Java. Data were analyzed using thematic analysis. The analysis results found four main themes: inclusive teacher readiness, benefits, inclusive education insights, and inclusive education quality. This study indicates that mutually the collaborative relationship between universities and IESs is very important for the two parties specifically, and for inclusive education in Indonesia generally. Broadly, this research implies that, to establish policies and practices for inclusive education, universities, as the primary authority for producing inclusive teacher candidates, must design programs that are relevant to the problems experienced by IESs. Policymakers, namely the government through the education office, must support and encourage multi-relational collaborative relationships with all parties. To date, the implementation of inclusive education, especially the involvement of all stakeholders in developing inclusive education, follows the policies set by the government – the Ministry of Education, Culture, Research and Technology – of the Republic of Indonesia.

scholarly journals Student teachers' perceptions of the collaborative relationships form between universities and inclusive elementary schools in Indonesia

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 1289
Author(s):  
Rasmitadila Rasmitadila ◽  
Megan Asri Humaira ◽  
Reza Rachmadtullah
Keyword(s):  
Elementary Schools ◽  
Student Teachers ◽  
Inclusive Education ◽  
Online Survey ◽  
Theory And Practice ◽  
Collaborative Relationship ◽  
Collaborative Relationships ◽  
University Partnerships ◽  
Teachers Perceptions ◽  
The Government

Background: The collaborative relationship between universities and inclusive elementary schools has not been maximally practiced. The form of collaboration that universities with inclusive elementary schools have carried out is still limited to the need to complete lecture materials in the semester. There is a gap between the theory and practice obtained by student teachers at universities when they have to teach in inclusive elementary schools. As a result, they have not contributed to solving problems that occur in inclusive elementary schools. The collaborative relationship between inclusive elementary schools and universities directly implies that the success of inclusive education is determined by the competence of student teachers whose universities have successfully educated them in order to teach in inclusive elementary schools. Against the background that the inclusive education system is developing in Indonesia, the researchers investigated student teachers' perceptions at universities about inclusive university-inclusive elementary school collaborative relationships. Methods: During data collection, an online survey and in-depth interviews of student teachers about individual experiences and their ideas about the form of inclusive elementary schools-university partnerships was conducted. The data analysis used is a thematic analysis technique. Result: The result summarizes student teachers' statements, revealed three main themes: provision of inclusive education needs, research, and field practice. The student teachers revealed that the collaborative relationship between universities and inclusive elementary schools is essential to develop holistic, inclusive practices in a collaborative partnership based on input-needs, which has a two-way impact or benefit for both parties. Conclusions: Furthermore, collaborative relationships must be in the form of long-term programs, such as continuous assistance, and adaptation to the development of inclusive education through lecture materials. To achieve inclusive education in Indonesia, we also recommend that the government make policies on multi-sectoral collaboration in order to support inclusive education.

scholarly journals KINERJA PENDIDIKAN DASAR DALAM IMPLEMENTASI PROGRAM PENDIDIKAN UNTUK SEMUA

2017 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Bambang Ismanto ◽  
Umbu Tagela ◽  
Wasitohadi Wasitohadi
Keyword(s):  
Elementary Schools ◽  
Elementary Education ◽  
Gender Equity ◽  
Inclusive Education ◽  
Work Performance ◽  
City Government ◽  
Equal Distribution ◽  
Central Java ◽  
Development Goals ◽  
The Government

<p>This research aims to analyze the work performance of elementary schools in Salatiga in achieving the target of MDGs. This research is done with descriptive quantitative method, and measured with the target achievement of 9 year compulsory learning. The analysis is based on the work performance in percentage. The data collection was done in documents studies of the report from the educational report of Salatiga City and Central Java Province, and also through FGD. The result showed that the government of Salatiga City had been successful in executing the 9 year compulsory learning for children of 7-12 years old. In 2015, the APM of the elementary schools was 99,58%,TheAPK was 115,89%. The APM in middle school was 94,22%, and the APK was 129,01%. The number of literate people in 2015 was 99,97%. The gender equity reached the balance point in every grade of education. In order to improve quality, the city has been doing the certification and qualification program for the teachers. The problems that need priority for solution are operational support increase from Revenue and Expenditure Budget, the need to increase the number and the quality of elementary teachers, and equal distribution of inclusive education. This research recommends the Salatiga City government to plan for a quality-based elementary education program, and support sustainable development goals( (SDGs).</p>

JUSTICE AND SOCIAL CHANGE FOR INCLUSIVE EDUCATION IN INDONESIA AND ASEAN FOR DISABLED PERSONS (STUDY ON PEOPLE AFFECTED BY LEPROSY)

2017 ◽  
Vol 1 (1) ◽  
pp. 1-5
Author(s):  
Nuah Perdamenta Tarigan ◽  
Christian Siregar ◽  
Simon Mangatur Tampubolon
Keyword(s):  
Inclusive Education ◽  
Local Governments ◽  
Disabled Persons ◽  
Equal Rights ◽  
Central Java ◽  
The People ◽  
Asean Countries ◽  
The Government ◽  
The Moment ◽  
The Right

Justice that has not existed and is apparent among the disabilities in Indonesia is very large and spread in the archipelago is very large, making the issue of equality is a very important thing especially with the publication of the Disability Act No. 8 of 2016 at the beginning of that year. Only a few provinces that understand properly and well on open and potential issues and issues will affect other areas including the increasingly growing number of elderly people in Indonesia due to the increasing welfare of the people. The government of DKI Jakarta, including the most concerned with disability, from the beginning has set a bold step to defend things related to disability, including local governments in Solo, Bali, Makassar and several other areas. Leprosy belonging to the disability community has a very tough marginalization, the disability that arises from leprosy quite a lot, reaches ten percent more and covers the poor areas of Indonesia, such as Nusa Tenggara Timur, Papua, South Sulawesi Provinces and even East Java and West Java and Central Java Provinces. If we compare again with the ASEAN countries we also do not miss the moment in ratifying the CRPD (Convention of Rights for People with Disability) into the Law of Disability No. 8 of 2016 which, although already published but still get rejections in some sections because do not provide proper empowerment and rights equality. The struggle is long and must be continued to build equal rights in all areas, not only health and welfare but also in the right of the right to receive continuous inclusive education.

Monitoring the State of Inclusive Higher Education

2018 ◽  
Vol 6 (3) ◽  
pp. 3-11
Author(s):  
Татьяна Ярая ◽  
Tatyana Yaraya ◽  
Леся Рокотянская ◽  
Lesya Rokotyanskaya
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Russian Federation ◽  
The State ◽  
Educational Institutions ◽  
Institutions Of Higher Education ◽  
Ministry Of Education ◽  
The Russian Federation ◽  
The Republic ◽  
The Government

The results of monitoring the state of inclusive education in educational organizations of higher education of the Republic of Adygea, Astrakhan region, Volgograd region, the Republic of Crimea and Sevastopol are presented in the article. The information was collected by fi lling out evaluation maps of the accessibility of higher education educational institutions and analyzing the offi cial websites of educational institutions of higher education. Particular attention was paid to the analysis of the requirements put forward to educational institutions of higher education by normative legal documents in the part of inclusive education, approved by the orders of the Ministry of Education and Science of the Russian Federation and resolutions of the Government of the Russian Federation.

scholarly journals Kuwaiti Parents’ Perceptions towards Introducing a Foreign Culture into Their Children’s EFL Textbooks in Public Elementary Schools

2020 ◽  
Vol 11 (1) ◽  
pp. 45
Author(s):  
Mohammad Almutairi
Keyword(s):  
Elementary Schools ◽  
Public Schools ◽  
English Language ◽  
Native Speakers ◽  
English Language Teaching ◽  
Depth Information ◽  
Structured Interviews ◽  
Public Elementary Schools ◽  
Cultural Content ◽  
The Government

This study aims to investigate Kuwaiti parents' views and opinions towards introducing native speakers' and international cultures into their children's' EFL textbooks in public schools in the light of recent debates that discuss the relationship between culture and English language teaching. It also intends to explore and discover their perceptions towards the current cultural content being taught in Kuwait public elementary schools. For this purpose, questionnaires were distributed among Kuwaiti parents whom their children study in the government public schools followed by semi-structured interviews to get more detailed and in-depth information about the topic discussed. The findings of this study show that the vast majority had negative opinions and views towards exposing their children to native speaker's cultures for social and religious reasons. One of which is their underlying concern about the negative impacts of native speakers' content on their children's cultural and national identity. However, most of them agreed their children learn EFL through the prism of the international multicultural cultural content to prepare them use the language in different cultural contexts when they grow up. The results also showed that most of them preferred to keep the current ELT syllabus which uses the host cultural content rather than replacing it with the native speakers' one for the same reasons and also in view of growing awareness of the role played by culture in the EFL classroom which propound the nature of the Kuwaiti society of being conservative and cautious.

scholarly journals Institutional conditions for preparing critically reflective TEFL teachers in the PGDT Program of three Ethiopian universities

2019 ◽  
Vol 8 ◽  
pp. 321-343
Author(s):  
Roba Danbi ◽  
Dereje Tadesse
Keyword(s):  
Student Teachers ◽  
Reflective Practice ◽  
Teacher Educators ◽  
Practical Knowledge ◽  
Education Institution ◽  
Structured Interviews ◽  
Institutional Conditions ◽  
Quantitative And Qualitative Research ◽  
Teacher Education Institution ◽  
The Government

This paper assesses the role played by the institutional context in the preparation of critically reflective TEFL teachers in the Postgraduate Diploma in Teaching (PGDT) program of Dilla, Haramaya, and Hawasa Universities, Ethiopia. It examines the extent to which structured opportunities for reflection are used in the three institutions. A combination of quantitative and qualitative research methodologies was employed for collecting information regarding reflective practice in the PGDT program of the three universities. Multilevel mixed-method sampling techniques were utilized to select participants. Data were collected using questionnaires, semi-structured interviews and observation, and interpreted using simple statistical analysis and descriptive narrative approach. The study shows that most of the participants lack sufficient theoretical and practical knowledge of reflective practice. It shows that structured opportunities for reflection were not created for student teachers to practice reflection. The researchers, therefore, recommend that the government, curriculum designers, teacher education institution, and teacher educators create a common understanding about the goal of the program, and deliberately setup some structured opportunities to promote reflection in the institutions.

scholarly journals Public Policy and ICTs for Higher Education of Disabled Students in Indonesia

2017 ◽  
Vol 2 (4) ◽  
pp. 51
Author(s):  
Akmal .
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Action Plan ◽  
Further Education ◽  
Vocational High School ◽  
Post Secondary ◽  
Central Java ◽  
Presidential Decree ◽  
The Disabled ◽  
The Government

The Indonesian government’s policy on inclusive education determined that students with all type of disabilities (physical, mental and social) should be mainstreamed into general schools regardless post-secondary schools/colleges/universities. As a result, those disabled graduating from vocational high school should be satisfied with non-formal occupation. By improving their scientific enquiries through ICT aid, they could pursue further education in accounting, management, architecture, design graphics, translator, etc and enjoy formal occupations for a much better income. This paperexamines to what extent the government policies have or have not effectivelypromoted the rights of the disabled to higher education and training via the use of information communication technology. This paper draws on a survey of fivehigh schools for the disabled at Central Java and Yogyakarta with total of 170 students. It was found that there is no Presidential Decree or Ministerial Decree on post-secondary education /higher education of the disabled. Even the Presidential Decree No 75 of 2015 was oriented to the national action plan for the disabled (2015-2019) such as implementing the respect, protection, fulfillment, enforcement, and promotion of human rights in Indonesia. 

Anticlericalism, Politics, and Freemasonry in Mexico, 1920–1940

2009 ◽  
Vol 65 (4) ◽  
pp. 559-588 ◽  
Author(s):  
Benjamin Smith
Keyword(s):  
School Teacher ◽  
Cultural Practice ◽  
The State ◽  
Government School ◽  
Catholic Action ◽  
Pastoral Letters ◽  
The Republic ◽  
The Government ◽  
Almost All ◽  
San Andres

On 16 April 1938, the school teacher of the Mixtec village of San Andrés Dinicuiti reported that the Easter week procession had taken place, despite government regulations prohibiting public displays of worship. During the event, the faithful had marched through the streets shouting “Long live religion, death to bad government, death to the state governor, death to the president of the republic.” When they arrived at the local school, they yelled “Death to the masons, long live religion” before denigrating the teacher's parentage. During the 1920s and 1930s, devout Catholic peasants throughout Mexico repeatedly denounced the presumed link between government, school teachers, anticlericalism, and the masons. The popular condemnation obviously emanated in part from the ecclesiastical hierarchy's frequent anti-masonic pronouncements. The Apostolic Delegate's charge that masons were “the cause of our persecution and almost all our national misfortunes” was reiterated in countless bulletins, manifestos, and pastoral letters throughout the country. In 1934, the Bishop of Huajuapam de León, which controlled the parish of San Andrés Dinicuiti, reminded local priests that they were to refuse to accept masons and members of the government party as godparents for baptisms, confirmations, or marriages. A year later, Mexican Catholic Action argued that government policies of socialist education andagrarismowere the “impious work of anti-Christian masons.” However, despite this popular cross-class conviction, there is little historical work on the actual role of the masons in modern Mexico. By examining the archives of the Grand Lodge of Oaxaca, this article posits that Masonic lodges were key to the process of post-revolutionary state formation. As the state sought to assert control over a divided country, freemasonry's anticlericalism not only offered a model for cultural practice, masons also formed a vanguard of willing political emissaries. However, the institution's influence should not be overstressed. It was often curtailed by internecine disputes, political infighting, and an essentially conservative leadership.

scholarly journals Inclusive Education at Primary Level: Reality or Phantasm

2014 ◽  
Vol 1 (1) ◽  
pp. 1-19
Author(s):  
Itfaq Khaliq Khan ◽  
Malik Ghulam Behlol
Keyword(s):  
Public Schools ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Positive Attitude ◽  
Structured Interviews ◽  
Government Schools ◽  
Technological Support ◽  
Learning Aids ◽  
The Government ◽  
Teaching Learning

The objectives of this study were to assess the impacts of Inclusive Education (IE) Project implemented in government schools of Islamabad and anticipate its practicability for public schools. Quantitative and qualitative methods were applied for data collection. Study instruments were structured interviews, unstructured focus group discussions, and questionnaire. The study revealed that Students with Disabilities (SWDs) carrypositive attitudes about their mainstreaming and promote friendships among them. The accessibility of school infrastructure normally addresses the needs of all students, but curriculum, equipment, teaching, learning aids, and assessment methods need to be adjusted. Principals in the schools have a positive attitude towards IE and suggested the government take more concrete measures toward mobilizing financial and technical resources for the training of teachers and providing them with technological support. Teachers involved in IE practices have a positive attitude for inclusion of SWDs and they proposed that it can be replicated in all public schools.

scholarly journals ATTITUDES TOWARDS INCLUSIVE EDUCATION FROM THE PERSPECTIVE OF TEACHERS AND PROFESSIONAL ASSOCIATES

TEME ◽  
2018 ◽  
pp. 001
Author(s):  
Srboljub Djordjevic ◽  
Dragana Stanojevic ◽  
Lucija Djordjevic
Keyword(s):  
Elementary Schools ◽  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Positive Attitude ◽  
Comparative Methods ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Male And Female ◽  
The Republic

The paper analyzes opinions and attitudes of teachers and professional associates towards inclusive education and towards students with special needs in the Republic of. Serbia and Norway, and they are compared with each other. The research was conducted in fifteen regular elementary schools located on the territory of the Republic of Serbia on a sample of 220 teachers and 22 professional associates, as well as with 10 teachers and 6 professional associates from two primary schools in Oslo, Norway. The research used descriptive, analytical and comparative methods, and survey as the research technique. Based on the obtained research results, it is concluded that there is a generally positive attitude of teachers and professional associates in the Republic of Serbia towards inclusive education of children with special needs. Such results provide a guarantee for further perspective and implementation of inclusive education in the Republic of. Serbia. The conducted research did not show statistically significant differences in the attitudes of male and female respondents regarding the inclusive education of children with special needs. However, the attitudes of teachers and professional associates in the Republic of Serbia towards the inclusive education of children with special needs differ statistically and teachers generally have more positive attitude towards all categories of students. The obtained results also make it imperative to conclude that there is still the need to work on improving attitudes towards students with special needs in order to create certain support for further implementation of inclusive education.

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