Culturally Competent Practices and Implications for Special Education Leaders

The over-identification of minorities in special education in the Unites States continues to exist. Such over-representation separates these students from their general education peers to the degree that they may not have access to challenging academic standards and effective instruction. Factors impacting these students include a systemic lack of understanding of cultural frames of reference and curriculum and leadership issues that influence the referral and placement processes in special education. This chapter will address the five culturally competent practices with regard to inclusion and special education. Implications for educational leaders will be discussed.

Professional Skills Teaching Within Veterinary Education and Possible Future Directions

Once ignored for their potential to take up precious time within the veterinary curriculum at the expense of hard science and technical competencies, professional skills such as ethical conduct, professional conduct, and communication skills are now considered essential in the creation of successful and employable graduates. Despite the requirement to include professional skills in veterinary curricula, limited communication among colleges and inconsistent documentation of curricular developments have led to a wide range of teaching and assessment methods with no consistent standards existing among colleges. Integration of professional competency teaching into the general curriculum is lauded widely, but barriers such as faculty buy-in have kept many colleges from moving toward a standard in which professional competencies are integrated into the general curriculum. The aim of this article is to provide veterinary educators and curriculum designers with an understanding of the rationale for including professional skills teaching within the curriculum while also presenting currently used, as well as recommended, strategies for effective instruction of professional skills.

Teachers' Perceptions of the Role of Universities in Mentoring Programs for Inclusive Elementary Schools: A Case Study in Indonesia

The key problem with implementing inclusive education in inclusive elementary schools in Indonesia is that the role of all stakeholders in creating mentoring programs must be continuous and sustainable. The purpose of this study is to explore the opinions of general teachers (GTs) regarding the role of universities in mentoring programs for inclusive elementary schools. Data was collected using semi-structured interviews with 32 GTs in inclusive elementary schools. Data were analyzed using a thematic analysis of qualitative data. The results show two main themes, namely university involvement, and inclusive education resource centers. The roles of universities in mentoring programs for inclusive elementary schools are the development of effective instruction systems and the provision of human resources who are competent at implementing inclusive education in inclusive elementary schools. This research is expected to be the basis for policymakers, especially in universities, to design appropriate and relevant mentoring programs for the problems faced by inclusive elementary schools.

PENGEMBANGAN BAHAN AJAR KEWIRAUSAHAAN BERBASIS KONTEKSTUAL PADA MATA PELAJARAN BISNIS MANAJEMEN

Abstrak: penelitian ini bertujuan untuk: (1) mengembangkan bahan ajar kewirausahaan berbasis kontekstual pada siswa, (2) menggunakan bahan ajar kewirausahaan berbasis kontekstual dalam pembelajaran layak digunakan pada siswa. Jenis penelitian ini adalah penelitian pengembangan yang menggunakan model pengembangan produk Borg and Gall yang dipadu dengan model desain pembelajaran Dick and Carey. Metode penelitian terdiri dari tujuh langkah yaitu sebagai berikut : (1) analisis kebutuhan, (2) mengembangkan produk awal, (3) validasi ahli dan revisi, (4) uji coba perorangan, (5) uji coba kelompok kecil, (6) uji coba lapangan terbatas, dan (7) produk akhir. Hasil penelitian menunjukkan : (1) uji ahli materi berada pada kualifikasi sangat baik (90,58%), (2) uji ahli desain pembelajaran berada pada kualifikasi sangat baik (82,89), (3) uji ahli media pembelajaran berada pada kualifikasi sangat baik (83,55), (4) uji coba perorangan berada pada kualifikasi sangat baik (92,94), (5) uji coba kelompok kecil berada pada kualifikasi sangat baik (95,72), dan (6) uji coba lapangan terbatas berada pada kualifikasi sangat baik(95,10). Dengan demikian, pengembangan bahan ajar berbasis kontekstual layak digunakan dalam pembelajaran kewirausahaan. Kata Kunci: bahan ajar kewirausahaan, kontekstual, siswa Sekolah Menengah Kejuruan This study aims to: (1) develope contextual based instructional material in entrepreneurship for students, (2) use contextual based instructional material in entrepreneurship in effective instruction which is used by students. The type of this research is the research and development that used the product development model of Borg and Gall and combined with instructional design model of Dick and Carey. The research method consists of seven steps as follows: (1) need assessment, (2) to develop the initial product, (3) the expert validation and revision, (4) individual trial, (5) small group trial, (6) a limited field trial, and (7) final product. The result of this research showed: (1) the test of subject matter experts is at the excellent qualification (88.23%), (2) the test of the instructional design experts is at the excellent qualification (82.89%), (3) the test of the instructional media experts is at the excellent qualification (83.55), (4) the individual trial is at the excellent qualification (92.94%), (5) the small groups trial is at the excellent qualification (95.72%), and (6) the limited field trial is at the excellent qualification (95.10%). Thus, the development of contextual based instructional material is effective to be used in enterpreneurship instruction. Keywords: instructional material in entrepreneurship, contextual, student of Vocational High Scool

Inclusive education : breaking the silence

Although research with children as participants has increased, there is a continued gap in their participation in inclusive research. This review was conducted to identify factors contributing to the success of educatuional inclusion from the young child's perspective. The data was obtained by gathering qualitative research with children as participants, educational policies resource documents and guides to effective instruction. Major findings indicated that examination of the physical, emotional , social, cultural, and ideological elements within the environment are necessary to enhance the success of inclusion. The importance of including children in the assessment and evaluation of inclusive practices and heightening the voice of children in educational research is discussed.

Inclusive education : breaking the silence

Although research with children as participants has increased, there is a continued gap in their participation in inclusive research. This review was conducted to identify factors contributing to the success of educatuional inclusion from the young child's perspective. The data was obtained by gathering qualitative research with children as participants, educational policies resource documents and guides to effective instruction. Major findings indicated that examination of the physical, emotional , social, cultural, and ideological elements within the environment are necessary to enhance the success of inclusion. The importance of including children in the assessment and evaluation of inclusive practices and heightening the voice of children in educational research is discussed.

Fostering accessible online education using Galaxy as an e-learning platform

The COVID-19 pandemic is shifting teaching to an online setting all over the world. The Galaxy framework facilitates the online learning process and makes it accessible by providing a library of high-quality community-curated training materials, enabling easy access to data and tools, and facilitates sharing achievements and progress between students and instructors. By combining Galaxy with robust communication channels, effective instruction can be designed inclusively, regardless of the students’ environments.