scholarly journals Humanity in Education for Children with Cerebral Palsy: a philosophical analysis on the concept of inclusive education

2020 ◽  
Vol 9 (9) ◽  
pp. e483996744
Author(s):  
Fadhila Rachmadani ◽  
Siti Murtiningsih ◽  
Septiana Dwiputri Maharani
Keyword(s):  
Qualitative Research ◽  
Cerebral Palsy ◽  
Inclusive Education ◽  
Philosophy Of Education ◽  
Philosophical Analysis ◽  
Education For All ◽  
Inclusive Schools ◽  
Children With Cerebral Palsy

This paper aim to explores a philosophical analysis towards the obstacles who experienced by children with cerebral palsy in receiving inclusive education in inclusive schools. This paper based on qualitative research that refers to analytic in philosophy of education as its central method. Reconstructionism as one of the streams in philosophy of education also offer a philosophical response towards the dilemma of inclusive education for children with cerebral palsy through make serious efforts to positioning humanity in inclusive education for children with cerebral palsy. A philosophical response in the form of reframing the concept of inclusive education that held based on humanistic principles point out that inclusive education can be carried out comprehensively. The paper concludes that positioning humanity in providing education for children with cerebral palsy is carried out by aligning various components of education that include teachers, students, places, and time. Thus, positioning humanity in education becomes a holistic foundation in organizing education for all children.

scholarly journals CAPABILITY APPROACH AS A BASIC EDUCATION FOR CHILDREN WITH CEREBRAL PALSY IN INDONESIA

2019 ◽  
Vol 17 (2) ◽  
pp. 135-146
Author(s):  
Fadhila Rachmadani ◽  
Siti Murtiningsih ◽  
Septiana Dwiputri Maharani
Keyword(s):  
Qualitative Research ◽  
Cerebral Palsy ◽  
Capability Approach ◽  
Basic Education ◽  
School Teacher ◽  
Philosophy Of Education ◽  
Theory And Practice ◽  
Social Culture ◽  
Children With Cerebral Palsy

AbstrakLatar belakang kajian ini bermula dari minat dalam melihat masalah dalam pendidikan untuk anak-anak Cerebral Palsy di tengah situasi sosial, budaya, dan ekonomi di negara membangun seperti Indonesia. Anak-anak Cerebral Palsy yang mempunyai masalah pada otak, memberikan tantangan untuk guru sekolah untuk menyampaikan pendidikan untuk anak-anak Cerebral Palsy. Walau bagaimanapun, peranan kerajaan sebagai pembuat kebijakan adalah penting untuk membuat peraturan yang baik dalam pendidikan untuk kanak-kanak dengan Cerebral Palsy. Tujuan kajian ini adalah untuk memperluaskan pendidikan untuk anak-anak Cerebral Palsy yang diperlukan untuk mendapatkan perhatian lebih lanjut mengenai pelaksanaan pendidikan di Indonesia. Penelitian ini menggunakan Filsafat Pendidikan sebagai kerangka teori dengan unsur-unsur metodis yakni deskripsi, interpretasi, refleksi, dan hermeneutika. Metode dalam kajian ini ialah kualitatif dengan berdasar pada sumber data kepustakaan. Hasil penelitian ini yaitu pendekatan kemampuan dapat menjadi dasar dalam penerapan pendidikan bagi anak berkebutuhan khusus Cerebral Palsy, mengingat persoalan dilematis ketidaksesuaian antara teori dan praktik dalam pendidikan anak-anak Cerebral Palsy di IndonesiaAbstractThe background of this study started from the interest in exploring the case of education for children with Cerebral Palsy in the middle of social, culture, and economy situations in developing country such as Indonesia. Children with Cerebral Palsy which has a problem on brain, gives a challenge for a school teacher to deliver the education for children with Cerebral Palsy. However, the role of goverment as a policy maker are important to make a good regulation in education for children with Cerebral Palsy. The aim of this study is to extending that education for children with Cerebral Palsy is necessary to get more attention regarding to the implementation of education in Indonesia. The methohodology in this study is qualitative research based on literature data. This study using Philosophy of Education as a theoretical framework with the element of methodology: description, interpretation, reflection, and hermeneutics. The result of this study is capability approach could be a basic education for children with special needs Cerebral Palsy in Indonesia regarding to the dilema incoherence between theory and practice in apllication of special education for children with Cerebral Palsy.

Building Peaceful Inclusive Schools for Inclusive Education

2019 ◽  
pp. 252-271
Author(s):  
Cynthy K. Haihambo ◽  
Hilda N. Shiimi
Keyword(s):  
Inclusive Education ◽  
Education For All ◽  
Diverse Population ◽  
Rights Of The Child ◽  
Inclusive Schools ◽  
Inequality In Education ◽  
Cultural Status ◽  
Race Ethnicity ◽  
International Conventions

Namibia is home to a diverse population in terms of race, ethnicity, socio-cultural status, culture, language, religion, abilities, and tradition. Before independence, race was the main variable in determining the quality of education one would receive. Upon independence, Namibians where determined to do away with all forms of inequality in education by adopting the Education for All philosophy. Namibia is signatory to various international conventions including the Convention on the Rights of the Child and the Salamanca Declaration. The findings suggest that, even though school principals and teachers seemingly support inclusion, it could be deduced that they either have a limited understanding and far-fetched understanding of what inclusive education really means.

Investigating School-Based Support Teams' Roles in Supporting Children With Cerebral Palsy During the National Lockdown

2021 ◽  
pp. 127-144
Author(s):  
Nkhensani Susan Thuketana
Keyword(s):  
Cerebral Palsy ◽  
Inclusive Education ◽  
Limpopo Province ◽  
Support Teams ◽  
School Based ◽  
Children With Cerebral Palsy ◽  
Qualitative Descriptive ◽  
Multiple Case ◽  
Support Team ◽  
Virus Emergence

The demand for mainstream South African schools to adopt inclusive education research recommendations is rising exponentially. The COVID-19 pandemic effects compound curriculum access difficulties for children with cerebral palsy. In addition, the COVID-19 virus emergence exposed longstanding home-schooling endangerments. As part of a larger study, this chapter is a sequel to a qualitative, descriptive multiple case study interviewing 15 teachers from three schools, three coordinators of the school-based support teams, and the district-based support team coordinators in Limpopo Province. The study drew from Bronfenbrenner's ecological systems, Piaget's cognitive development, and Vygotsky's sociocultural theories to investigate stakeholders' understanding of inclusive education. During the lockdown period, follow-up online interviews with the school-based support team (SBST) identified a continuous fragmentation of IE stakeholders' responsibilities. They recommended a community of practice (CoP) approach that advocated expediting the implementation of recommendations.

Determinants of inclusive education of 8–12 year-old children with cerebral palsy in 9 European regions

2013 ◽  
Vol 34 (1) ◽  
pp. 588-595 ◽  
Author(s):  
Mariane Sentenac ◽  
Virginie Ehlinger ◽  
Susan Ishoy Michelsen ◽  
Marco Marcelli ◽  
Heather Olivia Dickinson ◽  
...  
Keyword(s):  
Cerebral Palsy ◽  
Inclusive Education ◽  
European Regions ◽  
Children With Cerebral Palsy

scholarly journals Budaya Inklusif dalam Komunikasi Pendidikan Anak (Stud Etnografi Komunikasi pada Sekolah Dasar Inklusif di Bandung)

2020 ◽  
Vol 13 (2) ◽  
pp. 319-330
Author(s):  
Ike Junita Triwardhani
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Social Intelligence ◽  
Cultural Development ◽  
Education For All ◽  
Special Needs Children ◽  
Community Group ◽  
Students With Special Needs ◽  
Inclusive Schools ◽  
Inclusive School

Inclusive education is education for all; it is a form of resistance to discriminatory treatment in education through the provision of effective education for all children. In inclusive schools, children with normal conditions will learn together with special needs children. Normal students in inclusive schools will learn to build sensitivity and develop their social intelligence, while students with special needs learn to build confidence and develop more of their abilities. This paper aims to analyze and map the cultural development in the implementation of inclusive education for children. The case chosen is an inclusive school in Bandung which implements inclusive education. This paper uses ethnographic of communication method by tracking communication patterns established from the interactions of actors in a community group, namely communication between normal students and special needs students in inclusive schools. Field data explain that the interaction process results in an inclusive culture that develops in schools. The results show that inclusive cultures built are giving opportunities and trust, helping spontaneously, reminding each other, respecting personalities, building discipline, developing tolerance, and carrying out all activities based on religious precepts. The culture built in an inclusive school produces harmony in the implementation of learning by accommodating the diverse needs of students.

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