Empirical Study on Primary School Teachers’ Attitudes Towards Inclusive Education in Jakarta, Indonesia

Kurniawati, Farida; Minnaert, Alexander; Siahaan, Frieda Maryam Mangunsong; Ahmed, Wondimu

doi:10.1016/j.sbspro.2012.12.082

Cited by 61 publications

(52 citation statements)

References 17 publications

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“…Positive attitude of teachers towards inclusive education found in this study was also found in the teachers who taught at elementary schools in Indonesia (see Kurniawati, et al, 2012). This result does not seem surprisingly with the consideration that the teachers teaching in school that are designated to include students with SEN.…”

Section: Discussionsupporting

confidence: 78%

“…In the context of inclusive education, teaching strategy is defined as the process of choosing and applying methods of teachings after previously carried out assessments on students with SEN (Glaser, 1977in Scott, Vitale, &Masten, 1998 (Kurniawati, Minnaert, Mangunsong, Ahmed, 2012), but they lack the ability to educate SEN students ("Indonesia: National Report," 2009).…”

mentioning

confidence: 99%

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Implementation of Inclusive Education: Teachers‟ Perspectives

Kurniawati¹

2017

International Conference on Social Sciences

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Teachers play critical and crucial roles in the successful implementation of inclusive education. The aim of the study was to examine the attitudes of teachers towards the inclusion of students with special educational needs (SEN) in regular education classrooms and how their attitudes relate to their teaching strategies in the classroom. In this study, teachers from secondary schools in Jakarta, Indonesia, were invited to participate. They completed questionnaires on attitudes to inclusion and teaching strategies. The results have revealed that teachers held positive attitudes towards the inclusion of SEN students on the three components of attitudes. They preferred to use cognitive strategies compare to individual and varied strategies. Behavioral component of attitudes significantly related to all strategies of teaching strategy. Additionally, the usage of teaching strategies were significantly depended on teachers" teaching experience and training in special education.

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Section: Discussionsupporting

confidence: 78%

mentioning

confidence: 99%

Implementation of Inclusive Education: Teachers‟ Perspectives

Kurniawati¹

2017

International Conference on Social Sciences

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“…Jordan et al (2009) found evidence that effective teaching in inclusive settings is associated with teachers' beliefs about their responsibilities for their students with disabilities and special educational needs. Many studies around the world (Angelides, Stylianou, & Gibbs, 2006;Ghergut, 2010;Block et al, 2010;Kurniawati et al, 2012;Jordan et al, 2009;Emam & Mohamed, 2011;Kurniawati et al, 2012;Minou, 2011;Sentenac et al, 2013) observed that beliefs about effective inclusion might be an important attitude component that influences a teacher's practices, as well as her understanding of disability, ability, the nature of knowledge, knowing, and how learning occurs.…”

Section: Discussionmentioning

confidence: 99%

“…In fact, the literature is full of contradictory results about teachers' beliefs about inclusion (Hannes, von Arx, Christiaens, Heyvaert, & Petry, 2012;Kurniawati et al, 2012;Michailakis & Reich, 2008;Minou, 2011). In a Swedish study, Michailakis and Reich (2008) raised questions about the double standards of the inclusion policy, particularly for students with intellectual disability.…”

Section: Discussionmentioning

confidence: 99%

Attitudes about inclusion by educators and physical educators: effects of participation in an inclusive adapted physical education program

Mauerberg-deCastro

Paiva

Figueiredo

et al. 2013

Motriz: rev. educ. fis.

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Abstract-This study assessed the attitudes about the inclusion of students with disability by professionals in education and health, relative to their experience and training. We compared three groups: 20 teachers and trainees who worked in an adapted physical education program (GI); 75 professionals from the municipal education system of Rio Claro subdivided according to their experience-CGyes e CGno, respectively, with and without experience. We used the inventory adapted by Palla (2001) to assess participants' attitudes and self-concepts. Overall, individuals in the group that participated in the intervention maintained their tendency of being favorable toward inclusion. Teachers in regular school settings in the municipal school system of Rio Claro (São Paulo, Brazil), regardless of their experience with inclusive settings, remain mostly indecisive about the benefits of inclusion. Keywords: inclusion, adapted physical education, attitudesResumo-"Atitudes de educadores e educadores físicos sobre inclusão. Efeitos da participação em um programa inclusivo de educação física adaptada." O presente estudo avaliou a atitude sobre a aceitação da inclusão de deficientes por profissionais da área de educação e saúde, conforme sua experiência e formação. Para isso, foram comparados três grupos: 20 professores e estagiários que atuaram em programa de educação física adaptada (GI); 75 profissionais da rede municipal de educação de Rio Claro, subdivididos conforme sua experiência-CGyes e CGno, com e sem experiência, respectivamente. Foi utilizado o inventário adaptado por Palla (2001) para avaliar as atitudes e o autoconceito dos participantes. Em geral, os indivíduos que participaram da intervenção mantiveram sua tendência favorável à inclusão. Os professores em contextos escolares regulares na rede municipal de ensino de Rio Claro (São Paulo, Brasil), independentemente da sua experiência com inclusão, continuam indecisos sobre os benefícios da inclusão. Palavras-chaves: inclusão, educação física adaptada, atitudesResumen-"Las actitudes de los educadores y educadores físicos acerca de la inclusión . Efectos de la participación en un programa inclusivo de educación física adaptada." El presente estudio evaluó la actitud en relación a la aceptación de la inclusión de discapacitados por profesionales en el área de educación y salud, de acuerdo a su experiencia y titulación. Para ello, se compararon tres grupos: 20 profesores y practicantes que actuaron en el programa de educación física adaptada (GI), 75 profesionales de la educación municipal de Rio Claro, subdivididos de acuerdo a su experiencia-CGno y CGyes, respectivamente con y sin experiencia. Se utilizó el inventario adaptado por Palla (2001) para evaluar las actitudes y el autoconcepto de los participantes. En general, las personas que participaron en la intervención mantuvieron su tendencia favorable hacia la inclusión. Los profesores en entornos escolares regulares en las escuelas municipales de Rio Claro (Sao Paulo, Brasil), independientemente de su experiencia c...

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“…Penelitian di Jakarta khususnya pada tingkat sekolah dasar telah dilakukan dilakukan untuk melihat sikap guru (Kurniawati, Minneart, Mangunsong, & Ahmed, 2012). Penelitian ini ingin mencari gambaran sikap guru dan mencoba melihat korelasi antara berbagai Aspek, antara lain pelatihan, pengalaman, tipe sekolah, dan pengalaman mengajar inklusif.…”

Section: Pendahuluanunclassified

Sikap guru terhadap penerapan program inklusif ditinjau dari aspek guru

Triwulandari

Pandia

2015

JPPM

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AbstrakPenelitian ini bertujuan untuk mengetahui: sikap guru terhadap program inklusif dan melihat hubungan aspek guru dan lingkungan yang diduga berkaitan dengan sikap guru. Penelitian ini dilakukan dengan menggunakan metode kuantitatif dan kualitatif (mixed methods), yaitu dengan penyebaran kuesioner pada 3 SMPN di Jakarta dan wawancara terhadap responden guru. Secara kuantitatif, hasil penelitian ini menunjukkan bahwa masih ada golongan guru yang memiliki sikap negatif. Selain itu, ditemukan aspek yang memiliki korelasi positif, yaitu social political view, teacher's belief, peran kepala sekolah dan orangtua, serta ketersediaan sumber daya. Data kualitatif juga menunjukkan bahwa terdapat keberagaman data dari guru terkait ketersediaan sumber daya yang tersedia, belief, serta harapan akan peran orangtua. Akan tetapi, pendapat dari guru terkait dengan social political view, peran kepala sekolah, dan harapan akan adanya pelatihan relatif memiliki jawaban kualitatif yang serupa.Kata Kunci: sikap guru, program inklusif, anak berkebutuhan khusus (2) TEACHER'S ATTITUDE TOWARDS INCLUSIVE EDUCATION VIEWED FROM TEACHER AND ENVIRONMENTAL ASPECT Abstract This study aimed: (1) description of teacher's attitude towards inclusive education in their school and

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Empirical Study on Primary School Teachers’ Attitudes Towards Inclusive Education in Jakarta, Indonesia

Cited by 61 publications

References 17 publications

Implementation of Inclusive Education: Teachers‟ Perspectives

Implementation of Inclusive Education: Teachers‟ Perspectives

Attitudes about inclusion by educators and physical educators: effects of participation in an inclusive adapted physical education program

Sikap guru terhadap penerapan program inklusif ditinjau dari aspek guru

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