Facing the Challenges of Inclusive Education in Early Childhood Education

Abstract

Inclusive education is a real evidence that there is no discrimination in education. The government through regulations has promoted and demonstrated to support the implementation of inclusive education for each level of education in Indonesia. That means that inclusive education should also be applied in Early Childhood Education (ECE). Therefore, all components involved in ECE should be prepared to admit and implement an inclusive education system. The qualitative approach used to examine selected sample in three provinces in implementing inclusive education, there are Central Java, East Java, and West Java. Fifteen early childhood education teachers involved in this research, five teachers of each province. The data were obtained by interviewing the teachers. This study identifies how teachers understand the implementation of inclusive education, the challenges, and obstacles faced, specifically in implementations and expectations for better inclusive education. The findings showed that the teachers understood the importance of inclusive education but none of them have admitted children with special needs. Then, the lack of teachers' competencies and skills, such as designing a proper curriculum in dealing with children with special needs, is a major challenge in implementing inclusive education. The government support is needed, such as to hold inclusive education training to improve teacher's competencies.

Análisis de la formación docente en inclusión educativa en una muestra de maestros de Educación Infantil de Extremadura.

“…De este modo, se presenta un nuevo desafío para que las instituciones educativas puedan dar respuesta a la creciente y afectada heterogeneidad que los docentes encuentran en las aulas y en la sociedad, fomentando así la creación de un nuevo rol por parte del profesorado que tendrá que hacer frente a las nuevas exigencias sociales (Domínguez Alonso, López Castedo, y Vázquez Varela, 2016;Durán Gisbert y Climent, 2017). Se debe asumir la educación inclusiva como uno de los principios que deben estar presentes en las aulas, generando el deber de promover y proporcionar que todos los alumnos partan de una educación que cumplan los principios de equidad, integración y normalización (Ismiatun y Atika, 2020;Montero Caro, 2021;Simón Rueda, Echeita, y Sandoval Mena, 2018). La importancia de la educación inclusiva, desde la etapa de educación infantil, toma prioridad en declaraciones internacionales y desde diferentes organizaciones con el afán de proveer al alumnado de una educación que le otorgue oportunidades dentro de su contexto personal y social (Mundial y UNICEF, 2016;Unesco, 2020).…”

Constraints of school inclusion of dyslexic Moroccan children in ordinary classes, case of environmental and energy terms

“…Government support is needed, especially to organise inclusive education training to improve teachers' skills. [1] Other research shows that the teaching process interacts between teachers and students, and various learning and behavioural disorders must be taken into account in this process, these disorders are considered to be the most observed problems in educational pedagogy. [2] A qualitative study attempted to examine knowledge about dyslexia in Owerri Municipality in Nigeria.…”

Vers un nouveau système éducatif marocain inclusif réglementaire et citoyen

“…Le soutien du gouvernement est donc nécessaire pour organiser une formation à l'éducation inclusive afin d'améliorer les compétences des enseignants(es). [1] Une recherche a mis en évidence qu'il faut prendre en compte divers troubles d'apprentissage et de comportement dans le processus d'enseignement, ces troubles se considèrent comme des problèmes les plus constatés dans la pédagogie éducative. [2] Une autre étude qualitative a essayé d'examiner les connaissances sur la dyslexie à la municipalité d'Owerri au Nigeria, celle-ci a montré l'insuffisance des connaissances chez les participants enseignants(es) et elle a recommandé de revoir cette politique afin d'adopter un système d'enseignement plus équitable et plus inclusif.…”