scholarly journals Teacher's Attitude and Peer Acceptance to Children with Special Needs in Inclusive Primary Schools

2017 ◽  
Author(s):  
Dr. Marlina
Keyword(s):  
Special Needs ◽  
Primary Schools ◽  
Peer Acceptance ◽  
Children With Special Needs

scholarly journals Teacher’s Attitude And Peer Acceptance To Children With Special Needs In Inclusive Primary Schools

2018 ◽  
Author(s):  
Marlina - Marlina
Keyword(s):  
Special Needs ◽  
Teacher Attitudes ◽  
Primary Schools ◽  
Peer Acceptance ◽  
Educational Background ◽  
Survey Method ◽  
Children With Special Needs ◽  
Full Time ◽  
Students With Special Needs ◽  
Inclusive Schools

The success of inclusion of children with special needs in inclusive schools largely depends on teachers’ attitudes towards students with special needs and their knowledge on how to properly educate them. Regular teachers have different views about the inclusion of students with special needs. The type and level of the children’s disabilities affect teachers’ willingness to accommodate students with special needs and effective classroom management. The research used descriptive survey method to know the attitude and level of peer acceptance to children with special needs in Padang inclusive schools, West Sumatera, Indonesia in year 2015. The subjects of research consist of 150 regular school teachers and special education teachers who worked full-time in inclusive schools and 85 children with special needs that had been identified with the Kit of Identification Children with Special Needs. The data were collected with teacher attitudes and sociometric nomination scales. The results show that teacher attitudes on integration are not related to teaching experience, teacher educational background is positively related to their attitudes, and teachers’ teaching experiences are related to attitudes. Other findings indicate that the level of peer acceptance in children with special needs is largely in the category of being ignored and even rejected by their peers.

MODEL OF PEER-MEDIATED SOCIAL SKILLS INTERVENTION FOR CHILDREN WITH SPECIAL NEEDS IN INCLUSIVE PRIMARY SCHOOLS

2018 ◽  
Author(s):  
Marlina - Marlina
Keyword(s):  
Social Skills ◽  
Primary School ◽  
Special Needs ◽  
Primary Schools ◽  
Social Skills Training ◽  
Skills Training ◽  
Training Model ◽  
Children With Special Needs ◽  
Social Skills Intervention ◽  
Normal Children

This research is aimed at investigating a model of social skills training for children with special needs in inclusive primary school. The study is used at research and development. The training model involves the normal children as training mediators, the so-called peer-mediated social skills intervention (PMSSI), PMSSI model is developed into seven steps. The results of the development are: (1) PMSSI model is appropriate to meet the needs of children with special needs and normal children as social skills training; (2) PMSSI model has the steps description of social skills training which are organized, hierarchical, and clear; (3) PMSSI model is useful for classroom teachers and special educator teachers in inclusive primary school; and (4) PMSSI model is efficient in terms of cost but not of time. Based on the results of the development, there are two suggestions: (1) the need for training the trainers on the use of PMSSI model before being applied in inclusive primary school, and (2) the implementation of social skills training should be done integratedly in academic activities or in a playgroup setting.

scholarly journals Inclusive Education Reform In Mentawai Islands Cooperation for Teachers

2019 ◽  
Vol 20 (1) ◽  
pp. 54
Author(s):  
Irdamurni Irdamurni ◽  
Mega Iswari ◽  
Asep A Sopandi ◽  
Johandri Taufan ◽  
Yarmis Hasan
Keyword(s):  
Elementary School ◽  
Education Reform ◽  
Elementary School Teachers ◽  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Lesson Plans ◽  
Children With Special Needs ◽  
School Teachers ◽  
Mentawai Islands

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.

Child Care Workers’ Perspectives on Transition Services for Pre-school Children with Special Needs in Hong Kong

2021 ◽  
Vol 35 (1) ◽  
Author(s):  
Selena K. W. Lo ◽  
Mantak Yuen ◽  
Ryder T. H. Chan
Keyword(s):  
Hong Kong ◽  
Child Care ◽  
Young Children ◽  
Special Needs ◽  
Primary Schools ◽  
Transition Planning ◽  
Children With Special Needs ◽  
Child Care Workers ◽  
Special Child ◽  
Care Workers

Transitions that all young children have to make (including children with special needs) involve: starting school, moving from kindergarten to primary school, and sometimes moving from one school to another. With increasing awareness of the importance of early childhood education and intervention, transition planning for young children is attracting much more attention and action. Research suggests that there is a relationship between children’s successful transitions and the outcomes of their development in cognition, literacy, social adjustment, and adaptive skills. However, the perspectives of teachers in transition planning were not sufficiently explored in the literature in the Chinese context. This paper focuses on the experiences, ideas, and perspectives of pre-school child care workers on the vertical transition of children from pre-school special centres to other educational institutions in Hong Kong. Individual face-to-face interviews were conducted with child care workers who work in special child care centres. Importance of transition planning for children with special needs, the role of pre-school special child care workers, challenges in the process, and suggestions for improvement are discussed. In particular, methods for facilitating the parents’ choice of appropriate primary schools are shared.

scholarly journals Key elements of disaster mitigation education in inclusive school setting in the Indonesian context

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Nurul H. Rofiah ◽  
Norimune Kawai ◽  
Elli Nur Hayati
Keyword(s):  
Special Needs ◽  
Risk Reduction ◽  
Primary Schools ◽  
Qualitative Methodology ◽  
Early Stage ◽  
School Setting ◽  
Reduction Process ◽  
Disaster Mitigation ◽  
Vulnerable Groups ◽  
Children With Special Needs

Children with special needs are one of the most vulnerable groups when disasters occur. They are often excluded from any risk reduction conducted during such situations; therefore, introducing disaster mitigation education at the early stage has numerous benefits. This study aims to explore the critical elements of disaster mitigation education, limiting the scope to primary schools in an inclusive setting in Yogyakarta. A qualitative methodology involving focus group discussions and interviews was applied for in-depth exploration and insight into stakeholders’ perspectives on education. This study identified six key elements of inclusive disaster mitigation education in schools: (1) strong initiative to conduct self-initiated disaster risk reduction (DRR) education for all students; (2) modification of infrastructure and learning environment to accommodate children with special needs and other students; (3) broadening learning methods in DRR; (4) child empowerment and meaningful participation; (5) school management awareness and strategies for conducting DRR; (6) extensive stakeholder involvement within disaster mitigation education. These elements are expected to improve implementation of such programmes, thereby increasing the quality and accessibility of children’s disaster mitigation education, as well as increasing their capacity in the risk reduction process through teacher support.

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.

scholarly journals The Learning Burden- Problem of Curriculum Load

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Dr. Kadambari Naniwadekar
Keyword(s):  
Special Needs ◽  
Hearing Impairment ◽  
Primary Schools ◽  
Well Being ◽  
Behaviour Problems ◽  
Children With Special Needs ◽  
Typically Developing ◽  
Students With Special Needs ◽  
The Impact

Concerns regarding academic burden on students, especially students with special needs and unsatisfactory quality of learning has been talked about time and again. The problem has been discussed extensively by several committees, with several recommendations on reducing the academic burden on the students. But instead, the problem has grown more acute with the passing time and increased competition. This problem of academic burden manifests itself in many ways for our children with special needs, the most common being behaviour problems and sometimes academic under achievement. The situation has become worse over the years even with children  both typically developing and with special needs attending pre- schools carrying a bag full of books and notebooks. It is very hard to reconcile the rigorous ‘academic’ regime that is imposed on children with hearing impairment from an early age with the widespread complaint made about moving at the same pace with the typically developing children and competitive ethos of the later school years. The pernicious grip of this false argument manifests itself in strange preschool and primary schools practices like early emphasis on shapely writing, memorizing information and so on.  One message of this situation is that both the child and the teacher have lost the ‘joy of learning’. This study aimed at investigating the impact of overload or academic burden of the curriculum on children with hearing impairment and how it affects the psychological well being of these children. The study proposed to develop tool to identify the factors leading to stress in these children with special needs and then correlate with the academic performance and behaviour problems, if any.

scholarly journals Permasalahan dalam Penyelenggaraan Pendidikan Inklusi di SDN Se Kecamatan Soko Kabupaten Tuban

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Ina Agustin
Keyword(s):  
Elementary Schools ◽  
Special Needs ◽  
Inclusive Education ◽  
Learning Process ◽  
Primary Schools ◽  
Children With Special Needs ◽  
The Public ◽  
Special Services ◽  
Teacher Students ◽  
Management Curriculum

Abstrak: Penerapan pendidikan inklusi di Indonesia bertujuan untuk memberikan fasilitas dan layanan pendidikan bagi anak berkebutuhan khusus (ABK). Penyelenggaraan pendidikan inklusi sudah di terapkan di sekolah dasar seluruh Indonesia khususnya kota-kota besar, tetapi dalam pelaksanannya menemukan banyak permasalahan.. Penelitian ini bertujuan untuk mendeskripsikan permasalahan-permasalahan yang dialami oleh sekolah penyelenggara pendidikan inklusi di SD Negeri Se Kecamatan Soko Kabupaten Tuban. Subjek dalam penelitian ini adalah: guru Pembimbing Khusus (GPK), guru Kelas, kepala Sekolah di SD Negeri inklusif se-Kecamatan Soko Kabupaten Tuban.Teknik pengumpulan data menggunakan teknik wawancara, observasi, dokumentasi. Data yang diperoleh dari penelitian ini berupa data kualitatif yang kemudian dianalisis melalui kegiatan reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan ada berbagai permasalahan yang di temukan dalam penyelenggaraan pendidikan inklusi, yaitu dari komponen guru, siswa, proses pembelajaran, manajemen sekolah, kurikulum, sarana prasarana, dan kerjasama. Permasalahan utama berkaitan dengan kurangnya kompetensi guru dalam menghadapi siswa ABK, minimnya kemampuan guru dalam proses pembelajaran, belum tersedianya ruang sumber untuk pemberian layanan khusus bagi ABK, belum adanya kurikulum plus,  dan berbagai jenis ABK yang memiliki keberagaman karakteristik. Permasalahan lainnya adalah berkaitan dengan kurangnya kepedulian orangtua terhadap ABK dan kurangnya kerjasama dari berbagai pihak seperti masyarakat, ahli professional dan pemerintah.Kata Kunci: Permasalahan, Pendidikan Inklusi, Anak Berkebutuhan KhususAbstract: The application of inclusive education in Indonesia aims to provide educational facilities and services for children with special needs (ABK). The implementation of inclusive education has been implemented in primary schools throughout Indonesia, especially in big cities, but in its implementation there have been many problems. This study aims to describe the problems experienced by schools providing inclusion education in the Public Elementary Schools in Soko Sub-District, Tuban Regency. Subjects in this study were: Special Advisors (GPK), Class teachers, headmaster all state Elementary Schools inclusive of Soko sub-district, in Tuban Regency. Data was collected through interview, observation, documentation techniques. The data obtained from this study are qualitative data which are then analyzed through data reduction activities, data presentation and conclusion drawing. The results showed that there were various problems found in the implementation of inclusive education, namely from the components of the teacher, students, the learning process, school management, curriculum, infrastructure, and collaboration. The main problem is related to the lack of competency of teachers in dealing with ABK students, the lack of teachers' ability in the learning process, the unavailability of source space for providing special services for ABK, the absence of a plus curriculum, and various types of crews who have diverse characteristics. Other problems are related to the lack of awareness of parents to ABK and the  lack of cooperation of various parties such as professional government and soceity.Keywords: Problems, Inclution Education, Children With Special Needs

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