Exploring teachers’ inclusive education strategies in rural Indonesian primary schools

Kurniawati, Farida

doi:10.1080/00131881.2021.1915698

Cited by 8 publications

(9 citation statements)

References 24 publications

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“…As for the use of inclusive teaching strategies, the results indicate that inclusive teaching strategies are used in regular primary schools. This study resonates with other research in South Africa (Themane & Thobejane, 2019), Indonesia (Kurniawati, 2021), and the United Kingdom (Pantić & Florian, 2015). Despite the challenges of implementing inclusive education and terrible schooling conditions in South Africa, teachers still make a difference in their classrooms to accommodate all students through planning, presentation and evaluation of their lessons (Themane & Thobejane, 2019).…”

Section: Discussionsupporting

confidence: 89%

“…Despite the challenges of implementing inclusive education and terrible schooling conditions in South Africa, teachers still make a difference in their classrooms to accommodate all students through planning, presentation and evaluation of their lessons (Themane & Thobejane, 2019). Kurniawati (2021) also found that a small number of teachers used effective inclusive teaching strategies in rural Indonesian primary schools with limited knowledge of strategies and big class sizes. When teachers devote themselves to developing a sense of social justice, they can acquire inclusive pedagogical approaches even if they face harsh conditions (Pantić & Florian, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…One of the biggest challenges is how to implement inclusive education in a specific context as the result of the different understanding of inclusive education (Florian, 2005; Slee, 2006). It specifically includes how to understand, implement and apply inclusive education (Kurniawati, 2021), especially concerning teaching methods or strategies (Farrell, 2000). Similarly, Rouse (2009) argued that the key to implementing inclusive education is to provide teachers opportunities to develop knowledge ( knowing ), attitudes ( believing ), and teaching strategies ( doing ).…”

Section: Introductionmentioning

confidence: 99%

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Listening to students’ voices on inclusive teaching strategies in Chinese primary schools

Gavaldá

Martín

2022

International Journal of Chinese Education

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Inclusive education has become a new global agenda in educational reform since Salamanca Statement in 1994. However, inclusion in education cannot be realized unless inclusive education teachers enable them to implement inclusive teaching strategies to meet all students’ diverse needs. This study aims to analyze the pupil perspectives of inclusive teaching strategies in Chinese regular primary schools by designing a questionnaire. The questionnaire is developed and validated with satisfactory reliability and validity to collect quantitative data from the 730 students of three regular primary schools in Shenzhen City, one of the largest cities in China. The literature has summarized three dimensions regarding inclusive teaching strategies: ‘values and attitudes,’ ‘management and environment,’ and ‘teaching and instruction’. The results show that these regular primary schools have inclusive values, and students have positive attitudes toward inclusive teaching strategies. Students think that sample schools have inclusive school management and environment concerning inclusive teaching strategies, and some inclusive teaching strategies are used, but others are not so often used in their classrooms. The findings are discussed, and implications for policy and research are presented.

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Section: Discussionsupporting

confidence: 89%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Listening to students’ voices on inclusive teaching strategies in Chinese primary schools

Gavaldá

Martín

2022

International Journal of Chinese Education

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“…However, when referring to previous research, the results of previous research showed that in practice in inclusive schools in Indonesia there were indeed few teachers who used the type of teaching strategies that increase social interaction. Most teachers still used it in a way that is called traditional style (Kurniawati, 2021). This affected the acceptance of peer students because teachers provided little access to regular students and special needs students to socialize with each other.…”

Section: Discussionmentioning

confidence: 99%

The Role of Teachers’ Teaching Strategies on Peer Acceptance: Study in Inclusive Madrasas in Indonesia

Kurniawati¹,

Mariyam

2022

IJSE

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"Madrasa is an educational institution in Indonesia that has unique in implementing inclusive education because it combines inclusive values in the Quran and Hadith, inclusive values proclaimed by UNESCO 1994 and inclusive values according to national education policies. One of the goals of inclusive education in madrasas is to foster peer acceptance. This study attempted to examine factors that foster peer acceptance in Inclusive Madrasa Ibtidaiyah. The participants of this study involved 930 students and 42 teachers of Inclusive Madrasa Ibtidaiyah in Indonesia. The study used the Peer Acceptance Scale (PAS) to measure peer acceptance and a social interaction teaching strategy measurement tool to measure teaching strategies. The results of the analysis found that teaching strategies significantly increase regular student peer acceptance of students with special needs. R2 = 0.029, F (1,928) = 28.107, p<0.001."

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“…Education services should be carried out widely, including for people with disabilities (Indra, Clemence, Dominggus, & Deborah, 2019). Educational methods should also be distinguished from people with disabilities, especially in rural areas that do not yet have supporting facilities (Farida, 2021). Current conditions indicate that three out of four persons with disabilities only receive basic education.…”

Section: Introductionmentioning

confidence: 99%

The Most Fundamental Education Conflict in Indonesia: A Systematic Literature Review

Naibaho

2023

IJIET

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This paper aims to investigate the main issues in education in Indonesia and propose sustainable solutions so that education policymakers, stakeholders, and academics can increase their awareness and knowledge of the education conflict. This paper systematically reviews the literature on educational conflicts in Indonesia from 2000 to 2021. The journals used as the main reference in this study are quality journals indexed by Scopus. The literature sources were obtained from a trusted institution called Taylor Francis Online. This institution is located in the UK and is a well-known multinational company publishing books and academic journals. Several issues are found in the literature, but the crucial issues that are most often discussed and need serious attention in the literature are the limited number of skilled teachers, inadequate facilities and infrastructure, lack of learning materials, high cost of education, low quality of education, and the minority of disabled groups.

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Exploring teachers’ inclusive education strategies in rural Indonesian primary schools

Cited by 8 publications

References 24 publications

Listening to students’ voices on inclusive teaching strategies in Chinese primary schools

Listening to students’ voices on inclusive teaching strategies in Chinese primary schools

The Role of Teachers’ Teaching Strategies on Peer Acceptance: Study in Inclusive Madrasas in Indonesia

The Most Fundamental Education Conflict in Indonesia: A Systematic Literature Review

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