A Dialogical Inquiry of Elementary School Teachers’ Perspectives on Inclusive Education of Students With Special Education Needs and Disability (SEND)

Abstract

Internationally, many countries have developed inclusive education policies to offer quality education opportunities to all students. However, many teachers are still grappling with how to facilitate inclusive education in their general education schools. Challenges to inclusive education have pointed to teacher perspectives and beliefs about the practicability of inclusive education in general education classroom. This paper explored and discussed the perspectives of 70 Saudi comprehensive elementary school teachers who participated in a group online dialogical interview about their understanding of disability, inclusive education, and considers how inclusion might work in their comprehensive schools. The findings revealed mixed understandings of disability and inclusive education, and challenges that must be mitigated through dialogic professional learning to improve their practice.

Implementasi Metode Role Playing dengan Media Kartu Bergambar untuk Anak Berkebutuhan Khusus Di Rusunawa Jatinegara Kaum

“…Kesetaraan dan keadilan sosial dalam mengakses pendidikan menjadi fokus utama dalam pendidikan inklusif (Farias et al, 2019). Pendidikan inklusif merupakan layanan pendidikan yang memfasilitasi siswa dan siswa berkebutuhan khusus untuk belajar bersama di kelas regular dengan beberapa layanan tambahan sesuai dengan kebutuhannya (Alkhateeb et al, 2023). Pendidikan inklusif memberikan partisipasi penuh kepada semua siswa dalam belajar dan menghilangkan hambatan yang ada dengan layanan aksesibilitas belajar (Törmänen & Roebers, 2018).…”