scholarly journals INCLUSIVE EDUCATION IN BANGKA BELITUNG PROVINCE OF INDONESIA: CHALLENGES AND OPPORTUNITIES

2020 ◽  
Vol 1 (2) ◽  
pp. 150-168
Author(s):  
Wahyu Kurniawan
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Community Support ◽  
Social Institutions ◽  
Radical Change ◽  
Government Support ◽  
Children With Special Needs ◽  
Library Research ◽  
Challenges And Opportunities ◽  
Good Government

In Indonesia, the practice of providing education for children with special needs since 1901 has been held by social institutions and religious groups. The radical change began in 1990 when discussing a strong paradigm of inclusive education with humanist content. The core of this paradigm is the existence of services provided towards diversity in uniformity. This paper is intended to explore the paradigm of inclusive education and challenges and opportunities in the Bangka Belitung Islands Province. This paper contains library research and the personal experience while in the field to discuss the Children with Special Needs (ABK) and map the opportunities and challenges of inclusive education services in the Bangka Belitung Islands Province. The findings include: 1) Inclusive education spans a long history to the present, from segregative to inclusive patterns; 2) Educational Development includes multi-dimensional content that includes content modification, approaches debate, structure, and paradigms that support more the sense of humanity; 3) Challenges in Bangka Belitung include the problem of qualified schools that have not reached a balanced ratio with the number of needs; 4) Bangka Belitung has potential that requires good government support, community support, and the socio-cultural conditions of Bangka Belitung that are needed with multiculturalism issue.

scholarly journals THE IMPLEMENTATION INCLUSIVE EDUCATION: IMPLICATION FOR CHILDREN WITH SPECIAL NEEDS IN TAMANSARI ELEMENTARY SCHOOL IN YOGYAKARTA

2020 ◽  
Vol 1 (1) ◽  
pp. 82
Author(s):  
Nurul Hidayati Rofiah ◽  
Dara Sudiraharja ◽  
Ediyanto Ediyanto
Keyword(s):  
Elementary School ◽  
Special Needs ◽  
Inclusive Education ◽  
Model Identification ◽  
Government Support ◽  
Children With Special Needs ◽  
Learning Program ◽  
Students With Special Needs ◽  
Number Of Children ◽  
Full Class

Many children with special needs do not have access to education. The number of children with special needs who have to attend primary school is still very minimal. Most schools only provide regular education, while students are ordinary children who do not need special needs in their education. This study aims to describe the model of implementing inclusive education in Tamansari Elementary Schools and find problems in implementing inclusive education. The research method is qualitative interactive. Data collection use interviews, observation, and documentation methods. Data analysis uses interactive analysis. The results showed that Tamansari Elementary School used a full class model. Identification and assessment are carried out before accepting students with special needs. This is done to gather information before preparing a learning program for students with special needs according to their learning needs. The curriculum is modified to suit the children’s needs. The special teacher comes from a special school near the location. Supporting factors are the acceptance of children with special needs, local government support in the implementation of inclusive education, while obstacle factors in the application of inclusive education are limited special teachers and limited infrastructure.

scholarly journals PSYCHOLOGICAL ISSUES OF LEARNING AND ADAPTATION OF CHILDREN WITH SPECIAL NEEDS

2017 ◽  
Vol 15 (3) ◽  
pp. 80-83
Author(s):  
NARINE STEPANYAN
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Psychological Factors ◽  
Children With Special Needs ◽  
Psychological Issues ◽  
New Class ◽  
Learning And Adaptation

This article deals with the problems of learning and adaptation of children with the special needs. In the article, we examine the features of adaptation and emotional sphere of children that was integrated into a new class. Similarly, we examine those psychological factors that promote or prevent to adaptation and organization of studies of children with special needs in the premises of inclusive education.

scholarly journals PROBLEM ISSUES OF EVACUATION TIME CALCULATION DURING FIRES IN PRESCHOOL AND SECONDARY EDUCATION INSTITUTIONS WITH INCLUSIVE GROUPS

Fire Safety ◽  
2021 ◽  
Vol 37 ◽  
pp. 72-76
Author(s):  
O. V. Khlevnoy ◽  
D. Kharyshyn ◽  
O. Nazarovets
Keyword(s):  
Comparative Analysis ◽  
Special Needs ◽  
Inclusive Education ◽  
Fire Safety ◽  
Educational Institutions ◽  
Projection Area ◽  
Children With Special Needs ◽  
Evacuation Time ◽  
Time Calculation ◽  
Movement Parameters

Introduction. In 2015-2020, the number of inclusive groups in preschools and classes in secondary schools of Ukraine increased almost 7 times. For our country, inclusive education is an innovative phenomenon, so its implementation raises many problems. One of the most significant problems is low level of fire safety measures. Сhild death from fires in Ukraine exceeds the European Union numbers by more than 4 times. As children with special needs are more vulnerable during fires, research on fire safety in inclusive groups is an urgent task.The purpose of the article is to identify problematic issues of calculating the time of evacuation in case of fires in educational institutions with inclusive groups based on statistical data, regulatory framework, and modern scientific developments analysis.The current regulations governing the organization of inclusive education in preschool and secondary school have been analyzed. Building codes that set the requirements for inclusive buildings and structures have been analyzed. Standards and methods for calculating the evacuation time from buildings have been also considered. The comparative analysis of the possibilities of the modern application software intended for evacuation time calculation has been carried out. According to the analysis, the main problematic issues have been identified.Conclusion. Currently, some necessary data about children with special needs are not available. That fact doesn't allow calculating with exact accuracy the evacuation time in case of fire in educational institutions with inclusive groups. A comparative analysis of the calculations made with the help of applied computer programs shows that in most of them there is no possibility to take into account the presence of children with special needs on the premises. In some software products, where such a possibility is provided, the movement parameters of children with special needs do not differ from the movement parameters of adults with disabilities. Therefore, determining the values of the horizontal projection area of children with different special needs, as well as the study of their speeds and the influence of their presence on the intensity of the general movements is an urgent technical and scientific task that requires further experimental and theoretical research.

scholarly journals Problems and perspectives of children with special needs

2006 ◽  
Vol 38 (1) ◽  
pp. 190-204 ◽  
Author(s):  
Milja Vujacic
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Children With Special Needs ◽  
Organized Activities ◽  
Negative Attitudes ◽  
Independent Life ◽  
It Training ◽  
Changing Attitudes ◽  
Favorable Conditions ◽  
Quality In Education

The paper deals with problems faced by children with special needs and the perspectives for their development. The research on the environment in which children with special needs live testify to what extent the community provides for their development. Since the environment is not encouraging obstacles are numerous, often detrimental due to prejudice, stereotypes and negative attitudes. However, our research data show that organized activities in the process of inclusive education significantly contribute to the changes in attitudes towards children with special needs, which creates favorable conditions for quality in education and overall development. Changing attitudes concerning children with special needs and creating conditions for discovering their preserved potential, through the interaction with other children, are the basis for their further development and, to the extent to which they are capable of it, training for future independent life. The paper suggests that inclusive education is a possible solution for the children with special needs and the way to stimulate and improve their development.

scholarly journals Inclusive Education in the Special Region of Yogyakarta: Equity Pedagogy Perspective

2019 ◽  
Author(s):  
Mulkanur Rohim ◽  
Dr. Taat Wulandari
Keyword(s):  
Career Development ◽  
Special Needs ◽  
Inclusive Education ◽  
School Environment ◽  
Children With Special Needs ◽  
Equity Pedagogy ◽  
Literature Reviews ◽  
Inclusive Schools ◽  
Special Region

Inclusive Education in Indonesia, especially in special regions of Yogyakarta, has been running on its regulations, but Equity Pedagogy is to see how inclusive education in school units needs to be deepened, because the implementation of inclusive education in inclusive schools in Yogyakarta is still a problem, especially at the learning level. This study uses the Systematic Literature Reviews (SLR) in the method. The findings obtained from the analysis of cementation in the form of perceptions, competencies, and actualization in the school environment, society and government are issues of equity pedagogy in inclusive education in special regions of Yogyakarta. This study shows that inclusive education in inclusive schools in special regions of Yogyakarta has not been able to contribute to the career development of children with special needs (careers are a form of manifestation of personal acceptance in their environment). Showing that Equity Pedagogy on inclusive education in inclusive schools in special regions of Yogyakarta is still in the process of forming a system.

scholarly journals Historical Background of Inclusive Education Development in the Nordic Countries

2017 ◽  
Vol 4 (1) ◽  
pp. 97-104 ◽  
Author(s):  
Natalia Andriichuk
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Education System ◽  
Nordic Countries ◽  
Historical Background ◽  
Alternative Form ◽  
Children With Special Needs ◽  
Education Development ◽  
History Of

The article analyzes and interprets the comprehensive presentation of the development of inclusive education in some Nordic countries, namely Sweden, Norway and Iceland. The article states that the special education is still an alternative form of education for children with special needs who cannot attend secondary schools in the majority of the countries. Thus, the relation between inclusive and special education allows the author to draw some parallels between these two types of study to trace the transition from one to another. The author concludes that the history of inclusive education formation in Sweden, Norway and Iceland has much in common, but the Icelandic education system has characteristics which distinguish it from the two others

scholarly journals Sikap Orang Tua Terhadap Pendidikan Inklusif

2019 ◽  
Vol 3 (1) ◽  
pp. 15
Author(s):  
Amka Amka
Keyword(s):  
International Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Children With Special Needs ◽  
International Human Rights ◽  
Persons With Disabilities ◽  
International Education Policy ◽  
Human Rights Treaties ◽  
United Nations Convention ◽  
Laws And Policies

Inclusive education has become an international education policy. Many countries already have legislation for inclusive education based on international human rights treaties such as the 1994 Salamanca Statement and UNESCO Action Framework and the United Nations Convention on the Rights of Persons with Disabilities. Indonesia has become one of the countries that applies inclusive education in education laws and policies, and has required all provinces to implement inclusive education. The success of inclusive education requires the support of parents. This study highlights the attitudes of parents towards inclusive education. at the Keraton 4 Martapura Elementary School. The purpose of this study is to obtain an overview of the attitudes of parents of children with special needs for inclusive education services. A total of 40 parents of children with special needs were interviewed to get a picture of attitudes. The results of this study showed the attitudes of parents with special needs to accept the concept of inclusive.

Inclusive and Special Education Services in Rural Settings

2020 ◽  
Author(s):  
Jayanthi Narayan ◽  
Nibedita Patnaik
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Rural Areas ◽  
Urban Areas ◽  
Educational Needs ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Rural And Remote ◽  
Remote Areas ◽  
Rural And Remote Areas

Education is a fundamental right of all children, including those with special educational needs. Efforts to achieve education for all has resulted in the focused attention of governments around the world, thereby improving the quality of education in schools and leading to dignified social status for students previously marginalized and/or denied admission to schools. This worldwide movement following various international conventions and mandates has resulted in local efforts to reach rural remote areas, with education provided by the government in most countries. Though there has been significant progress in reaching children, it has not been uniform. There are still many barriers for children in rural and tribal areas or in remote parts of the country that prevent them from receiving equitable education. The essence of inclusive education is to build the capacity to reach out to all children, thereby promoting equity. In the 1990s, special needs education was a focus, and integrating it into the overall educational system led to reforms in mainstream schools which resulted in inclusive education that addressed the diverse learning needs of children. How successful have we been in these efforts particularly in the remote and rural areas? There are various models and practices for special and inclusive education in rural and remote areas, but reaching children with special educational needs in such areas is still a challenge. Though there are schools in these areas, not all are sufficiently equipped to address the education of children with special needs. Furthermore, teachers working in rural areas in many countries are not adequately trained to teach those with special needs, nor are there the technological support systems that we find available in urban areas. Yet, interestingly, in some rural/tribal communities, the teachers are naturally at ease with children with diverse needs. The schools in such areas tend to have heterogeneous classes with one teacher providing instruction to combined groups at different grade levels. Evidence shows that rural teachers are less resistant to including children with special needs compared to urban teachers. Because of their homogeneous lifestyle, community supports in rural areas offer another supportive factor toward smooth inclusion. Though primary education is ensured in most rural and remote areas, children have to travel long distances to semi-urban/urban areas for secondary and higher education; such travel is further complicated when the child has a disability. In many rural areas, children with special needs tend to learn the traditional job skills naturally associated with that area, though such skills are not always blended into the school curriculum. Preparing teachers to provide education in rural areas with the latest technological developments and a focus on vocation is bound to make that education more meaningful and naturally inclusive.

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