A comparative study of teacher's opinions relating to inclusive classrooms in Indonesia and Thailand

Kantavong, Pennee; Sujarwanto,; Rerkjaree, Suwaree; Budiyanto, -

doi:10.1016/j.kjss.2016.05.005

Cited by 13 publications

(13 citation statements)

References 6 publications

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“…Research by De Bjoer, Pijl, and Minnaert states that teachers who had attended training in the implementation of inclusive schools or special education have a more positive attitude towards inclusive education compared to teachers who do not receive any training at all. 59 Teachers with shorter teaching experience have more positive attitudes towards inclusive students, especially students with special needs than teachers who have longer teaching experience. 60 One of the competencies that teachers need to have in dealing with students, both regular students, and special needs are teachers who are able to conduct assessments and are able to communicate well with colleagues, as well as parents of students.…”

Section: Regulation Of the Minister Of National Education Number 70 Of 2009mentioning

confidence: 99%

“…59 Teachers with shorter teaching experience have more positive attitudes towards inclusive students, especially students with special needs than teachers who have longer teaching experience. 60 One of the competencies that teachers need to have in dealing with students, both regular students, and special needs are teachers who are able to conduct assessments and are able to communicate well with colleagues, as well as parents of students. There are three strategies that prioritized communication with students which were inclusive in nature.…”

Section: Regulation Of the Minister Of National Education Number 70 Of 2009mentioning

confidence: 99%

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Readiness to Implement Inclusive Education in Muhammadiyah Elementary Schools of Yogyakarta

Sari

Saleh

2020

aiijis

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This research aims to analyse the readiness of Muhammadiyah elementary schools in implementing inclusive education in the schools. Through a case study methodology with a purposive sampling technique, this research investigates the readiness of four Muhammadiyah elementary schools. The data were collected by an in-depth interview and observation and would be analyzed by thematic analysis method. This research provides worthy indicators of school readiness in executing inclusive education. This study indicates that two out of the four Muhammadiyah elementary schools observed, have not reached the required level of readiness to implement inclusive schools based on the indicators of the school readiness, whereas the other two schools are more prepared to fully run the inclusive education program. This study enhances elementary schools to implement inclusive education by meeting five required indicators: 1) Perception of school stakeholders; 2) Curriculum and teaching and learning activities; 3) Educational staffs; 4) Facilities, infrastructure, and funding; 5) Relationship between community and school. The implementation of inclusive education in elementary schools under the Muhammadiyah institution as one of the biggest Islamic organizations in Indonesia would build a positive perception for all teachers, students' parents, and school communities.

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Section: Regulation Of the Minister Of National Education Number 70 Of 2009mentioning

confidence: 99%

Section: Regulation Of the Minister Of National Education Number 70 Of 2009mentioning

confidence: 99%

Readiness to Implement Inclusive Education in Muhammadiyah Elementary Schools of Yogyakarta

Sari

Saleh

2020

aiijis

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“…Inclusive education gives space for teachers to not discriminate against students and can accept differences that exist in the school environment, especially in the classroom [7]. This is different from inclusive education in Japan, which is something unique in the world and is different from inclusive education in the USA which prefers cognition.…”

Section: Introductionmentioning

confidence: 99%

Peer tutoring analysis in inclusive classes using character education approach

2021

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This study aimed to analyze peer tutoring in inclusive classes with character education approaches for elementary students. The target of this study were 30 teachers, 525 students, and 98 disabled students from nine elementary schools in East Sumba Regency. This research focused on changing the character of students with special needs or not using peer tutoring methods that are modified with various learning techniques. The results showed a change in the character of students with special needs and not with the peer tutoring method. Thus, peer tutoring can be recommended in improving learning skills and forming student character. Future studies are expected to show how peer tutoring shapes students' emotional intelligence in inclusive classes.

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“…The negative attitudes of teachers to inclusive education is influenced by their lack of knowledge about inclusive education (Avcloglu, 2017;Kantavong et al, 2017), and their deficiencies with regard to teaching strategies appropriate for inclusive classrooms (Kuyini & Desai, 2007). A teacher's awareness about inclusive classrooms is relevant (De Boer et al, 2014;Avcloglu, 2017;Kantavong et al, 2017), to the variety of special needs of their students (Delgado, 2011;Elisa & Wrastari, 2013;Tsakiridou & Polyzopoulou, 2014) and to their expectations with regard to the academic performance of their students (Greene, 2017;Hoffman, 2006;Tsakiridou & Polyzopoulou, 2014).…”

Section: Introductionmentioning

confidence: 99%

The Sekolah Ramah Inklusi (SERASI) Training Program’s Effectiveness in Improving the Attitude of Primary Teachers to Inclusive Education

Riahta¹,

Kurniawati²

2019

Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018)

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This quasi-experimental study aimed to examine the efficacy of the Sekolah Ramah Inklusi (SERASI) training program in improving the attitudes of teachers towards to inclusive education. The SERASI training program was developed for primary teachers in inclusive schools (n=19). This intervention comprised an 8 hours face-to-face training session encompassing three topics: disability, inclusive education, and teaching strategies. In order to determine the effects of the SERASI training program, the attitudes of teachers were measured using Kurniawati's (2016) adaptation of Mahat's (2008) Multidimensional Attitudes Toward Inclusive Education Scale (MATIES) and through observation and interviews with open-ended questions. All measurement tools were administered twice: before the training program was conducted and immediately afterwards. The outcomes obtained from the MATIES revealed no significant differences in the attitudes of teachers with regard to inclusive education although the mean scores of the pre-test (M=4.58) and the post-test (M=4.73) of the MATIES were different. In addition, the teachers felt that the SERASI training program accorded them the opportunity to better understand inclusive education and the strategies that they could apply in their classes, and that the training made them feel more confident of teaching an inclusive class. The results of the investigation thus demonstrated that the SERASI training program influences teachers in a positive manner. However, the SERASI training program was not found to be significantly effective in improving the attitudes of the teachers. These findings suggest that teachers in inclusive schools should receive a long-term training program and that they must be observed and interviewed to clearly comprehend the prevailing attitudes. Also, future researchers or schools should consider external factors such as the number of students with special education needs (SEN) or the facilities offered by the school to support inclusive education.

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A comparative study of teacher's opinions relating to inclusive classrooms in Indonesia and Thailand

Cited by 13 publications

References 6 publications

Readiness to Implement Inclusive Education in Muhammadiyah Elementary Schools of Yogyakarta

Readiness to Implement Inclusive Education in Muhammadiyah Elementary Schools of Yogyakarta

Peer tutoring analysis in inclusive classes using character education approach

The Sekolah Ramah Inklusi (SERASI) Training Program’s Effectiveness in Improving the Attitude of Primary Teachers to Inclusive Education

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