scholarly journals IMPLEMENTASI PENDIDIKAN INKLUSIF SEBAGAI PERUBAHAN PARADIGMA PENDIDIKAN DI INDONESIA

2019 ◽  
Vol 15 (27) ◽  
pp. 67-78
Author(s):  
MUCHAMAD IRVAN
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Field Observation ◽  
Children With Disabilities ◽  
Observation Data ◽  
Literature Study ◽  
Inclusive Schools ◽  
Inclusive School ◽  
Field Observation Data ◽  
The Right

The aim of implementing Inclusive education is providing opportunities for all students to fulfill the right of children with disabilities that is to learn together with other students in a school environment.The implementation of inclusive schools should initiate an inclusive culture, and a friendly environment for children with disabilities.The writing of this article aims to examine the implementation of inclusive education in Indonesia. The data are processed, obtained through literature study, interview, and field observation. Data collected are analyzed using qualitative approach.The data obtained shows that the implementation of inclusive school has not been evenly distributed in every region, not have adequate accessibilityyet, and not fulfillment of competent educator in special education field yet.Based on the analysis it can be concluded that the implementation of inclusive education requires the function of supervision, assistance, and evaluation to support the positive progress of inclusive education in terms of both quantity and quality.

scholarly journals IMPLEMENTASI PENDIDIKAN INKLUSIF SEBAGAI PERUBAHAN PARADIGMA PENDIDIKAN DI INDONESIA

2018 ◽  
Vol 14 (26) ◽  
pp. 175-187
Author(s):  
Mochamad Irvan ◽  
Muhammad Nurrohman Jauhari
Keyword(s):  
Inclusive Education ◽  
School Environment ◽  
Children With Disabilities ◽  
Qualitative Approach ◽  
Observation Data ◽  
Literature Study ◽  
Inclusive Schools ◽  
Inclusive School ◽  
Field Observation Data ◽  
The Right

The aim of implementing Inclusive education is providing opportunities for all students to fulfill the right of children with disabilities that is to learn together with other students in a school environment. The implementation of inclusive schools should initiate an inclusive culture, and a friendly environment for children with disabilities. The writing of this article aims to examine the implementation of inclusive education in Indonesia. The data are processed, obtained through literature study, interview, and field observation. Data collected are analyzed using qualitative approach. The data obtained shows that the implementation of inclusive school has not been evenly distributed in every region, not have adequate accessibility yet, and not fulfillment of competent educator in special education field yet. Based on the analysis it can be concluded that the implementation of inclusive education requires the function of supervision, assistance, and evaluation to support the positive progress of inclusive education in terms of both quantity and quality.

scholarly journals Implementacija i provedba inkluzivnog odgoja i obrazovanja u sustavu redovnih škola

2012 ◽  
Vol 7 (1.) ◽  
Author(s):  
Matilda Karamatić Brčić
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Children With Disabilities ◽  
Compulsory Education ◽  
Educational Practice ◽  
Special Educational Needs ◽  
Inclusive School ◽  
Educational Need ◽  
The Right ◽  
Educational Inclusion

Implementation and educational inclusion in school is a relevant topic for pedagogical and social context because it implies the acceptance and appreciation of differences among children as incentives, rather than obstacles in the process of teaching and learning. On the UNESCO World Conference concerning Special Educational Needs held in 1994, Statement and Framework for Action were adopted, which promote the right of every child to be involved in the educational system, and in regular schools, regardless of their physical, intellectual, emotional, social, linguistic or other conditions. The term special educational need in this context does not exclusively refer to children with disabilities. The concept of inclusive education with the meaning of inclusion of all children in compulsory education extends and deepens the educational model of integration of children with disabilities in regular education. The introduction and implementation of inclusion in schools becomes the requirement of contemporary educational policies of Europe and the world, whereby the changing of schools in order to achieve educational inclusion is conditional on changing the entire educational practice (Mittler, 2006). This paper will show some of the assumptions that are crucial for the implementation of inclusion in schools with special emphasis on the role of activities of teachers as key participants in the process of inclusive school.

scholarly journals Optimalisasi Peran Sekolah Inklusi

2016 ◽  
Vol 1 (1) ◽  
pp. 38-47
Author(s):  
Reni Ariastuti ◽  
Vitri Dyah Herawati
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Soft Skills ◽  
Educational Games ◽  
Skills Training ◽  
Children With Special Needs ◽  
Design Learning ◽  
Inclusive Schools ◽  
Inclusive School ◽  
The Right

Every Indonesian citizen has the right to get a decent education and teaching, not least for those children with special needs (ABK). SD Lazuardi Kamila may use as an information referral inclusive school in Surakarta, existence is capable of being a facilitator for the inclusion of other schools to further develop and improve themselves for educational purposes such inclusion can be more optimal. This IbM activity aims to: (1) the teacher can determine the level of need crews primarily on the healthcare, (2) the teacher can understand how to be a teacher-friendly (welcoming teacher) in the school inclusion, (3) the teacher can make early detection of the growth protege (4) teachers can design learning, and (5) the management of the school is to prepare the required facilitation of inclusive education. Referring to objectives, the method is performed in service activities are conducting trainings and workshops directly to the participant/teacher. This activity was followed with the assistance of the participants that this activity can be sustained. From this activity provides benefits to the community, particularly the development of soft skills training and a teacher of children with special needs with the birth of inclusive schools friendly to children. Tools educational games are also given to crew members in order to support the therapy and also their education.

scholarly journals Promoting Inclusive Education in Mongolia

2020 ◽  
Author(s):  
Karin Schelzig ◽  
Kirsty Newman
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Best Practice ◽  
Children With Disabilities ◽  
School Administrators ◽  
Quality Education ◽  
Capital City ◽  
Policy Framework ◽  
The Sustainable Development ◽  
The Right

Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.

Meeting the Need for Inclusive Educators Online

2017 ◽  
pp. 106-122
Author(s):  
Jason Naranjo
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Career Development ◽  
Inclusive Education ◽  
Online Courses ◽  
Inservice Teachers ◽  
Teacher Education Programs ◽  
Teacher Competence ◽  
Teacher Shortages ◽  
Inclusive Schools

The purpose of this chapter is to detail how online courses and programs influence teacher education for both preservice and inservice inclusive educators. Specifically, this chapter will examine how online courses and programs that are focused on inclusive special education and dual certification in general and special education have the potential to address teacher shortages in special education, expand teacher competence, and provide pathways for career development. Teacher education programs have the opportunity and the civic responsibility to create courses and programs in inclusive education that are accessible, relevant to the career development needs of both preservice and inservice teachers, and promote meaningful and just education for all students in inclusive schools and classrooms.

scholarly journals Developing a Reliability Model of CNC System under Limited Sample Data Based on Multisource Information Fusion

2020 ◽  
Vol 2020 ◽  
pp. 1-10
Author(s):  
Chong Peng ◽  
Yuzhen Cai ◽  
Guangpeng Liu ◽  
T. W. Liao
Keyword(s):  
Information Fusion ◽  
Field Observation ◽  
Prior Information ◽  
Small Sample ◽  
Numerical Control ◽  
Observation Data ◽  
Reliability Model ◽  
Cnc System ◽  
Reliability Models ◽  
Field Observation Data

The reliability of the computer numerical control (CNC) system affects its processing performance and is a major concern in the manufacturing industry today. However, existing reliability models to assess the reliability of the CNC system often exhibit relatively large errors due to inadequate treatment of small samples. In order to get around the constraint of limited lifetime failure data and take full advantage of existing reliability parameters in traditional reliability models, a multisource information fusion-based reliability model grounded on Bayesian inference is proposed to deal with the small sample size. The prior distributions are derived by using the probability encoding method and conjugate distribution based on the idea of multisource information fusion. Then, using the Jensen–Shannon divergence (JSD) to measure the similarity between prior information and field observation data, a constrained optimization problem is established to determine the respective weight of prior information and field observation data. Finally, by conducting the reliability analysis of repairable CNC systems, the validity of the proposed model and its prior distribution derivation method are verified.

scholarly journals Soil Mapping in Chongwe, Zambia by Digital Analysis of Landsat Data

2016 ◽  
Vol 8 (9) ◽  
pp. 152
Author(s):  
Chizumba Shepande ◽  
Marvin Bauer ◽  
Jay Bell ◽  
Victor Shitumbanuma
Keyword(s):  
Field Observation ◽  
Landsat Imagery ◽  
Soil Types ◽  
Observation Data ◽  
Digital Analysis ◽  
Landsat Data ◽  
Reasonable Accuracy ◽  
Landsat 7 ◽  
Field Observation Data ◽  
Semi Arid Region

<p>Designing a methodology for mapping and studying soils in a quick and inexpensive way is critical especially in developing countries like Zambia, which lack detailed soil surveys. Therefore, this study was conducted to determine the potential of Landsat 7 ETM+ data (Enhanced Thematic Mapper plus) in mapping soils in Chongwe, a semi-arid region in Zambia. In addition, the study attempted to establish how accurate spectral soil maps produced by digital analysis of Landsat data can be and how such maps compared with field observation data. Also, in situations where there was poor agreement between Landsat data and field observation data, possible causes of such discrepancies where determined.</p><p>A soil inventory of the Chongwe region of Zambia was prepared using computer-aided digital analysis of two Landsat 7 ETM+ satellite images acquired in the dry and rainy seasons to investigate the hypothesis that there is a relationship between Landsat spectral reflectance and certain soil types and that this relationship can be used to map soils with reasonable accuracy.</p><p>The study revealed that digital analysis of Landsat 7 ETM images has the capacity to map and delineate soil patterns with reasonable accuracy, especially when acquired during the dry season when there are long periods of cloud free skies, low soil moisture and minimal vegetation cover. The overall agreement between the Landsat classification and reference data was 72%, indicating a definite relationship between Landsat imagery and soil types.</p><p>In terms of soilscape boundary delineation, the Landsat derived map was had a higher level of agreement with field observations than the conventional soil map. In addition, the study showed that overall, upland areas have a better agreement with Landsat spectral data compared to lowland areas, probably due to the diverse origin of sediments and low spatial extent of most landforms in lowland areas.</p>

scholarly journals Impacts of the 2011 East Japan tsunami in the Papua region, Indonesia: field observation data and numerical analyses

2013 ◽  
Vol 194 (3) ◽  
pp. 1625-1639 ◽  
Author(s):  
Subandono Diposaptono ◽  
Abdul Muhari ◽  
Fumihiko Imamura ◽  
Shunichi Koshimura ◽  
Hideaki Yanagisawa
Keyword(s):  
Field Observation ◽  
Numerical Analyses ◽  
Observation Data ◽  
Field Observation Data

scholarly journals STUDY ON OFFSHORE WIND CHARACTERISTICS IN JAPANESE COASTAL REGION BASED ON FIELD OBSERVATION DATA

2011 ◽  
Vol 67 (2) ◽  
pp. I_961-I_966
Author(s):  
Toshihiko NAGAI ◽  
Koji KAWAGUCHI ◽  
YUTAKA YOSHIMURA ◽  
Kaiin MEIYO ◽  
Ryoichi TANIKAWA ◽  
...  
Keyword(s):  
Field Observation ◽  
Coastal Region ◽  
Offshore Wind ◽  
Observation Data ◽  
Field Observation Data ◽  
Wind Characteristics

scholarly journals Implementation of an individual educational route in inclusive practice

2021 ◽  
Vol 98 ◽  
pp. 01019
Author(s):  
Oksana Titova ◽  
Margarita Bratkova ◽  
Olga Karanevskaya ◽  
Elena Gravitskaya ◽  
Irma Barbakadze
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Educational Needs ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Educational Organization ◽  
Number Of Children ◽  
Advantages And Disadvantages ◽  
Inclusive Schools

There is currently a trend towards an increase in the number of children with special educational needs enrolled in inclusive schools. Thus, the number of children with special educational needs enrolled in inclusive schools is growing. This is caused both by significant changes in the legal regulatory framework, including the 2012 Federal Law on Education, the adoption of the Federal State Educational Standard of Primary General Education for Children with Special Needs, etc. and by the fact that in some regions the number of specialized schools is decreasing, inclusive education becomes a more affordable option for children with special education needs. School specialists, parents, and the public engage in an active dialogue about choosing the most efficient path for an educational route for special needs children, comparing the advantages and disadvantages of inclusive and special education. The design and implementation of an individual educational route, an individual curriculum is essential for children with special needs in terms of improving the quality of education and efficiently entering social life. The relevance of the study is determined by identifying the components that facilitate and complicate, hinder the development and implementation of an individual educational route for these children in an educational organization; the determination of the content of an individual educational route based on the current situation in a practical institution considering the requirements of inclusive education. The purpose of the study is to explore the problems of developing and implementing individual educational routes for children with special needs in the context of inclusion and to determine ways to solve these problems. The key methods of the study are a questionnaire and a structured interview. The empirical data confirms the assumption that the development and implementation of an individual educational route for children with special needs in an educational organization are problematic and inefficient for several reasons. The data obtained is new since similar research results have not been found in the open sources over the past five years.

Sign in / Sign up

Export Citation Format

Share Document