scholarly journals Involvement and Challenges of School Guidance and Counselling Teacher Towards Special Needs Students

2017 ◽  
Vol 2 (2) ◽  
pp. 1-10
Author(s):  
Norafifah Bali ◽  
Mohamad Hashim Othman
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Education Program ◽  
Relevant Information ◽  
Structured Interview ◽  
Special Needs Students ◽  
Counselling Services ◽  
School Guidance ◽  
Special Education Program ◽  
Mainstream Students

Implementation of guidance and counselling services in schools requires School Guidance and Counselling Teachers (SGCT) to provide this services to all students, whether the mainstream students or Special Needs Students (SNT), as outlined in the Buku Rekod Perkhidmatan Bimbingan dan Kaunseling (Guidance and Counselling Services Record Book). This situation has challenged SGCT especially in meeting the specific needs of SNT. This raises questions regarding the involvement of SGCT in providing guidance and counselling services especially to SNT as well as challenges faced in implementing such services. Therefore, a qualitative study has been conducted to answer the questions. This study involved six SGCT who serve in schools that adopt the Integrated Special Education Program or the Inclusive Education Program. Semi-structured interview questions have been used to obtain relevant information. The finding of this study shows that there are direct and indirect SGCT's involvements with SNT. While the challenges that GBKS face in carrying out guidance and counselling services are divided into three themes, namely the challenges characterized by SGCT, challenges characterized by SNT and challenges characterized by the Organization. The findings of this study can provide information on the implementation of guidance and counselling services to SNT and can be used as an improvement of the existing guidelines to increase the involvement of SGCT in providing guidance and counselling services especially to SNT.

scholarly journals Involvement and Multicultural Counselling Competency Among School Guidance and Counselling Teacher Towards Special Needs Students

2017 ◽  
Vol 2 (1) ◽  
pp. 44-52
Author(s):  
Norafifah Bali ◽  
Mohamad Hashim Othman
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Education Program ◽  
Structured Interviews ◽  
Special Needs Students ◽  
Unique Challenge ◽  
Counselling Services ◽  
Multicultural Counselling ◽  
School Guidance

chool Guidance and Counselling Teachers who involved in the Integrated Special Education Program and the Inclusive Education Program are facing unique challenges. This unique challenge is due to their responsibility in providing guidance and counselling services to two groups of client, the mainstream students and the Special Needs Students. Previous study found that School Guidance and Counselling Teachers were less involved in providing guidance and counselling services to Special Needs Students and their counseling competence towards Special Needs Students level was indicated from low to moderate. Therefore, further studies on involvement and competencies need to be implemented. A qualitative research methodology such as Multiple Case Studies is the ideal research design for this study. There are two proposed methods of data collection, semi structured interviews and document analysis. The results of this study will contribute to the Multicultural Counselling Model in the Special Education setting and the improvement of the guideline of guidance and counselling

scholarly journals TEACHERS’ ATTITUDES TO SPECIAL NEEDS STUDENTS IN ENGLISH LANGUAGE TEACHING

2020 ◽  
Vol 8 (2) ◽  
pp. 37-45
Author(s):  
Firman F ◽  
Friscilla Wulan Tersta ◽  
Cicyn Riantoni ◽  
Fellicia Ayu Sekonda
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
English Language ◽  
Structured Interview ◽  
Research Subjects ◽  
Special Needs Students ◽  
Teaching Aids ◽  
The Government ◽  
Teachers Attitudes

The purpose of the study: This study aimed to investigate the teachers' attitudes to special needs students and also the contribution that will be useful in inclusive education. Methodology: This study used qualitative methods. The research subjects were five general teachers who teach students with special needs in inclusive education in Jambi, Indonesia. The sampling procedure was used for purposive sampling. The data were collected by a semi-structured interview with five teachers from different backgrounds of teaching. The recorded interview data were transcribed. The documents were then studied, labelled, and elucidated comprehensively. Main Findings: The result of the research revealed that teachers’ attitude to special need students is good. In addition, the contribution of the teachers’ attitudes is formed from this research, such as the transformation of the value of each student, the strategies of the teachers like seating arrangement, the using of the different curriculum, teaching aids and rapport. Applications of this study: To achieve education for all and education equality, the government in Indonesia increases the number of inclusive education. The findings of this research are expected to add new knowledge to the scope of inclusive education especially in EFL contexts. Theoretically, the results of this study are expected to provide some references and contributions for the study on special needs students in inclusive education. Novelty/Originality of this study: This issue becomes a new atmosphere for teachers, especially for EFL teachers in teaching the various students. It is essential to know teachers' attitudes to special needs students in the context of inclusive education because that aspect will be piloting to the contribution of the teaching and learning process.

scholarly journals Investigating Views and Practices of Music Teachers’ about Inclusive Education

2018 ◽  
Vol 6 (11) ◽  
pp. 83 ◽  
Author(s):  
Zühal Dinc Altun ◽  
Gülçe Eyüpoğlu
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Music Teachers ◽  
Structured Interview ◽  
Research Approach ◽  
Special Needs Students ◽  
Special Education Needs ◽  
School Music ◽  
Education Needs

This study aims to investigate music teachers’ views on the education of special needs students (inclusive) in their classes. The study was carried out within the qualitative research approach and designed as a case study. Views of five middle and one high school music teachers who have special needs students in their classes were taken for investigation. The purposeful sampling method was used for creating the study group. Qualitative data was collected through the use of a semi-structured interview technique which was designed by the researchers. During the interviews, teachers were asked open-ended questions such as how they integrate special needs students into music classes, what they think about the environment of schools for special education needs students, the sufficiency of education taken during faculty years about special education. Obtained data was analysed through content analysis. In the analysis themes and categories were created and findings were presented in tables. In order to support findings, direct quotations from teacher conversations were also included. According to the results of the study, it is determined that music teachers are inadequate in terms of having related knowledge and skills for educating special needs students in their classrooms. In addition, it was found that music teachers do not prepare individual education programs for special needs students but carry on with the present curriculum and they mentioned that the training on special needs given during faculty years was inadequate. At the end of the study, some recommendations were made for improving the quality and productivity of music lessons of music teachers for special education needs students.

scholarly journals Pengajaran Guru Pendidikan Islam Di Kelas Inklusif: Fenomena Semasa Dan Keperluan Pembentukan Model

Sains Insani ◽  
2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Suzana Harun ◽  
Zaharah Hussin ◽  
Abdul Muhsein Sulaiman
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Inclusive Classrooms ◽  
Islamic Education ◽  
Development Research ◽  
Design And Development ◽  
Students With Special Needs ◽  
Design And Development Research ◽  
Model Formation ◽  
Mainstream Students

Pendidikan Inklusif merujuk kepada suatu program pendidikan yang memberi peluang kepada murid-murid berkeperluan khas untuk mengikuti pembelajaran sepenuhnya dalam kelas aliran perdana bersama murid aliran perdana. Pendekatan pendidikan inklusif adalah sejajar dengan hasrat kerajaan yang terkandung dalam Pelan Pembangunan Pendidikan Malaysia 2013 – 2025, yang berinisiatif untuk meningkatkan enrolmen murid berkeperluan khas dalam program pendidikan inklusif. Terdapat banyak isu atau pemasalahan yang ditemui dalam kajian-kajian yang lepas berkaitan pengajaran dalam kelas inklusif di dalam negara. Salah satu isu yang ditemui dalam kelas inklusif ialah berkaitan pengajaran guru mata pelajaran arus perdana dalam kelas inklusif untuk murid bekeperluan khas. Kertas konsep ini bertujuan untuk meninjau pengajaran Guru Pendidikan Islam dalam kelas Inklusif yang mendorong keperluan terhadap pembinaan model pengajaran inklusif. Kajian yang dijalankan adalah dengan menggunakan rekabentuk Design and Development Research (DDR). Implikasi kajian diharap dapat menyumbang kepada keperluan pembentukan model.   Inclusive Education refers to an educational program that provides opportunities for students with special needs to fully pursue learning in mainstream classes with mainstream students. The inclusive education approach is in line with the government's aspirations contained in the Malaysia Education Blueprint 2013-2025, which initiatives to increase the enrollment of students with special needs in inclusive education programs. There are many issues or problems found in past studies related to teaching in inclusive classrooms in the country. One of the issues found in inclusive classrooms is related to the teaching of mainstream subject teachers in inclusive classrooms for students with special needs. This concept paper aims to review the teaching of Islamic Education Teachers in Inclusive classrooms which drives the need towards the construction of inclusive teaching models. The study was conducted using Design and Development Research (DDR) design. The implications of the study are expected to contribute to the need for model formation.

scholarly journals SIKAP MAHASISWA JURUSAN PENDIDIKAN LUAR BIASA FAKULTAS ILMU PENDIDIKAN UNIVERSITAS NEGERI JAKARTA TERHADAP PENINGKATAN KETERAMPILAN SOSIALISASI ANAK TUNA GRAHITA MELALUI PENDIDIKAN INKLUSIF

2008 ◽  
Vol 17 (IX) ◽  
pp. 63-72
Author(s):  
Siti Nuraini
Keyword(s):  
Special Education ◽  
Social Skills ◽  
Inclusive Education ◽  
Education Program ◽  
Likert Scale ◽  
State University ◽  
School Of Education ◽  
Special Education Program ◽  
Intellectual Skills ◽  
Academic Year

The purpose of this research is to discover the attitude of the students of special education program at School of Education, State University of Jakarta towards the development of social skills of the students with intellectual skills through inclusive education. This research conducted in the academic year of 2006/2007 used closed questionnaire with Likert Scale, for the sample 30 students were selected purposively. The findings show that the students’ attitude in ranged between positive and negative.

scholarly journals IMPLEMENTATION OF RELIGIOUS VALUES ON INDIVIDUAL EDUCATION PROGRAM (IEP) BASED IN ISLAMIC ELEMENTARY SCHOOL

2019 ◽  
Vol 15 (1) ◽  
pp. 1-8
Author(s):  
Redite Kurniawan
Keyword(s):  
Elementary School ◽  
Special Needs ◽  
Learning Process ◽  
Education Program ◽  
Daily Activities ◽  
Individual Education Program ◽  
Special Needs Students ◽  
Inclusive School ◽  
Islamic Values ◽  
Individual Education

Elementary has emerged as an inclusive school in Indonesia recently. Eventhough some of them haven’t shown the proper planning of inclusive learning, learning process, and optimal outcome learning for special needs students. Moreover if the learning process connected with religious value in Islamic elementary school. How the implementation of religious value can be involved in Individual Education Program (IEP) in elementary school?  This paper discuss about Individual Education Program (IEP) based on religious value which conduct as a particular curriculum for special needs students (SNS). Investigation for specific purpose on this study headed to Islamic values development in SNS. The data collected from interviews, documents, and observation from Ar-Roihan Inclusive Islamic Elementary School Lawang that has been pointed as inclusive pilot project since 2016. Prior study has shown the benefit of inclusive school for disability children, but it’s not focus on how Islamic values influence in their daily activities. Developed from data collected, the IEP program has reflected how the SNS used to and motivated to Islamic way in their daily activities, such as pray together, recite holy Qur’an, and respect for each other. Findings indicated that IEP which had given as individual treatment and lesson plan became an important thing for Islamic inclusive elementary school to reach their goal for disability students activities such as pray together, recite holy Quran, dan giving charity.

scholarly journals Self-advocacy for Inclusion: A Case Study of Blind Students in the University of Gondar, Ethiopia

2019 ◽  
Vol 7 (2) ◽  
pp. 1
Author(s):  
Tadesse Abera ◽  
Dawit Negassa
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Structured Interview ◽  
Qualitative Inquiry ◽  
Self Advocacy ◽  
Depth Interview ◽  
Interview Guide ◽  
The University ◽  
Blind Students

The purpose of this study was to investigate the self-advocacy practice for inclusion of blind students in the University of Gondar. A case study design with qualitative inquiry approach was used. In-depth interview guide which was developed out of comprehensive review of literature was used as data gathering instrument. The in-depth interview instrument on its content and construct validity was checked by one blind special needs education professional who works as an instructor in the Department of Special Needs and Inclusive Education in the University of Gondar. There were only five blind students in the university; three were taken as the rest two were unwilling. The data collected through semi-structured interview guide was analyzed thematically in four dimensions of self-advocacy: knowledge of self, knowledge of rights, communication and leadership. Additionally, there was a theme that investigates how the blind students were self-advocating in fighting back their challenges. Results indicate that the blind students were not found to be self-advocates for their inclusion. Except in knowledge of self to some extent, they were found to have limitations in their knowledge of rights, communication and leadership. Recommendations such as improving knowledge of rights, communications and leadership have been forwarded.

scholarly journals Influence of Psychosocial Guidance and Counselling Services on Secondary School Students’ Academic Performance: A Case of Tanga City, Tanzania

2021 ◽  
pp. 144-156
Author(s):  
Dorothy Lubawa
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Secondary School Students ◽  
Social Issues ◽  
Structured Interview ◽  
School Students ◽  
Counselling Services ◽  
Collection Data ◽  
School Guidance ◽  
Counselling Psychology

This study examined the influence of psychosocial guidance and counselling services (GCS) on secondary school students’ academic performance in Tanga City. The study employed a mixed method approach that utilized a correlation and a case study design. The study’s sample size was 423 respondents, including 330 students, 26 heads of schools, 33 guidance counsellors, 33 academic teachers and one City Educational Officer. The study used questionnaires with close and open - ended questions and semi structured interview guides for data collection. Data was analyzed thematically and through the descriptive statistics as well through the hypothesis testing. The study concludes that the academic performance of the students is good; psychosocial GCS have assisted them in providing helpful instruction on psychological and social issues which otherwise would interfere with their academic performance. Furthermore, there is a significant positive relationship between students’ access to psychosocial GCS and their academic performance. The study recommends the establishment of a strong school GCS policy which will oversee the effective implementation of the psychosocial GCS in the schools. It also recommends the employment of supervisory personnel trained in guidance and counselling psychology, who would oversee the assessment of the problems and needs of students. Finally, the study recommends the training of the guidance and counsellor teachers in the field of school guidance and counselling psychology in order to equip them with professionalism for rendering quality services.

scholarly journals Implementation of Inclusion Education Program in the Junior High School 4 at Praya

2019 ◽  
Vol 6 (3) ◽  
pp. 977
Author(s):  
Nida Smith ◽  
A. Hari Witono ◽  
Fahruddin Fahruddin
Keyword(s):  
High School ◽  
Special Needs ◽  
Inclusive Education ◽  
Junior High School ◽  
Junior High ◽  
Communication Disorders ◽  
Education Programs ◽  
Special Needs Students ◽  
Students With Special Needs ◽  
Regular Class

This study aims to determine the management model and identify obstacles in the implementation of inclusive education programs at Junior High School 4 in Praya. This study uses a descriptive qualitative approach with a case study method (casy study). Data collection techniques are carried out using in-depth interviews, participatory observation, and document studies. Sources of research data are principals, deputy principals, special escort teachers and counseling teachers. Furthermore, data analysis is carried out through the steps of data reduction, data presentation, and conclusion drawing. The results of the research found in Junior High School 4 at Praya relating to the management of inclusive education there were 18 special needs students who had various abnormalities and obstacles, namely; 13 students were slow to learn, 1 low vision person, 1 mentally retarded person, 1 hearing impaired and 1 person had communication disorders. These problems often experience obstacles in the management of curriculum modification, between the curriculum of regular students with special needs students (PDBK), there is only 1 special assistant teacher who serves special needs students, lack of facilities and infrastructure that support the implementation of inclusive education programs in Junior High School 4 at Praya. The model of inclusive education applied in Junior High School 4 at Praya is a regular class model with full out, namely students with special needs learning with other children (normal) in the regular class and developing their talents and interests by special tutors so that students can develop optimally according to skills possessed.

scholarly journals FULLFILLMENT OF DISABILITY RIGHTS BASED ON DEFINITIONS, LEGAL BASIS, CRITERIA, AND AIMS OF INCLUSIVE EDUCATION IN INDONESIA

2021 ◽  
Vol 2 (3) ◽  
pp. 287
Author(s):  
Gardiana Karya ◽  
Insiatun Insiatun ◽  
Nindya Ayu Rizqianti ◽  
Putri Kartika Ningsih ◽  
Ediyanto Ediyanto ◽  
...  
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Equal Opportunity ◽  
Legal Basis ◽  
Special Needs Students ◽  
Concept Understanding ◽  
Regular School ◽  
Educational Rights ◽  
Equal Education ◽  
International Regulations

One of the Indonesian government's efforts to provide equal education for disabilities is by implementing inclusive education. Inclusive education gives special needs (SEN) students have the same opportunity to get education together in class with the typical students of their age and obtain equal education services. So, inclusive education concept understanding is needed to provide information about inclusive education. Therefore, this article's arrangement provides information about inclusive education's definition, legal basis, characteristics, and aims. The current study method used a literature review of five books and 17 articles. It showed that inclusive education is the education service given to the unique needs students to have equal opportunity to school in the regular school and obtain equal service. The implementation of inclusive education had been regulating by international regulations and, in more detail, regulated by Indonesian government regulations. The characteristics of inclusive education must consider the interests of the disabilities and their flexibility to create an education that could run well and lasts long. In addition to imposing equal educational rights without any differentiation and optimizing special needs students' potential, inclusive education could also increase the interaction of special needs students.

Sign in / Sign up

Export Citation Format

Share Document