Factors Impacting the Application of an Inclusive Education Policy on Screening, Identification, Assessment, and Support of the Learners at Schools in South Africa

Matolo, Mantheme Florina; Rambuda, Awelani Melvin

doi:10.26803/ijlter.20.9.12

Cited by 4 publications

(2 citation statements)

References 11 publications

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“…Different definitions and complex understandings of inclusive education have actually made the research development of the field inherently problematic not only in practice but also from the methodological attitude (Hernández-Torrano et al, 2020). In addition, the gap problem between inclusive education policy theory and its application may be the cause of its lack of application in schools (Matolo & Rambuda, 2021).…”

Section: Inclusive Education In Higher Educationmentioning

confidence: 99%

Contributing Factors and Challenges in Mastering Academic Writing Skills: Multiple Case Studies of Deaf Students in Inclusive Universities in Indonesia

Dianastiti,

Suwandi,

Setiawan

2024

ijole

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The purpose of this research is to describe the challenges and factors causing difficulties of deaf students in mastering writing skills at inclusive universities in Indonesia. This research is focused in Central Java province because of the more universities are considered as inclusive universities. This research was conducted in September-December 2022. The subjects in this research were selected using the purposive sampling method. Based on these limits, 35 Deaf students from six inclusive universities were obtained as respondents. The data collection techniques used questionnaires, observations, interviews, and concentrated discussions. Furthermore, the data analysis steps undertaken consisted of: (a) data analysis, (b) data revision, and (c) data verification. The results of this research concluded that the challenges experienced by students were broadly related to: (a) difficulty in mastering vocabulary, (b) understanding punctuation, and (c) difficulty if mastering complex sentences. As for more specifically related to academic text writing skills, the obstacles experienced by students including: (a) composing effective sentences, (b) developing paragraphs, (c) paraphrasing techniques, (d) writing academic texts in accordance with linguistic rules, and (e) writing bibliography. Furthermore, factors causing the occurrence of the obstacles in the mastery of academic text writing skills including: (a) unaccessible learning resources, (b) less effectively interwoven communication during lectures, and (c) different sentence structure in Sign Language (Bisindo) with Indonesian sentence structure.

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Section: Inclusive Education In Higher Educationmentioning

confidence: 99%

Contributing Factors and Challenges in Mastering Academic Writing Skills: Multiple Case Studies of Deaf Students in Inclusive Universities in Indonesia

Dianastiti,

Suwandi,

Setiawan

2024

ijole

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“…The government has to take handbooks or modules for special education. Matolo & Rambuda, (2021) In-house training and teacher development to cope with students with learning disabilities can be part of the policy implementation. Principally, inclusive madrasas are required to prepare supporting facilities for comprehensive inclusive education.…”

Section: Introductionmentioning

confidence: 99%

Inclusive Madrasas in Central Java Indonesia: Culture, Policy, and Practices

Hakiman¹,

Khuriyah²,

Choiriyah³

2022

Dinika

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This study aims to explore the implementation of inclusive education in inclusive madrasas, particularly madrasah ibtidaiyah, in Central Java, Indonesia. Four inclusive madrasas were involved, namely: Madrasah Ibtidaiyah Muhammadiyah Kartasuro Sukoharjo, Madrasah Ibtidaiyah Keji Ungaran Semarang Regency, Madrasah Ibtidaiyah Ma'arif Sidomulyo, and Madrasah Ibtidaiyah Salafiyah Kebumen. As qualitative research, several techniques were employed to collect data, including observation, interviews, forum group discussion, and documentation. The interviews with policy makers, school principals, vice principals, teachers, and inclusive education teams were carried out. This article argues that inclusive schools are implemented based on the three pillars, namely culture, policy, and practices. An inclusive school culture is manifested in the provision of inclusive education services. The inclusive policies are manifested in the vision, mission, and featured programs supported by the capacity development for the treatment of children with disabilities. The practices of inclusive education in madrasas entail the identification and assessment of children with disabilities, as well as the adaptation and accommodation of the curriculum. The inclusive instruction is equipped with individual learning program plans, integrated and modified methods, media, and assessment.

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Primary school learners with characteristics of dyslexia: auto-ethnographic approach to the effectiveness of the screening, identification, assessment, and support policy in South Africa

Kgatse,

Khanare,

Adewuyi

2024

Front. Educ.

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IntroductionThe implementation of the Screening Identification Assessment and Support (SIAS) policy has been ongoing for almost a decade to provide care and support to all learners, including those with neurodevelopmental challenges such as dyslexia. Despite these efforts, many primary school learners continue to experience barriers to learning associated with dyslexia. This phenomenon is of great concern in rural communities where dyslexia is generally ignored and misunderstood. On the other hand, there is a lack of research investigating the effectiveness of the SIAS policy in supporting learners with dyslexia. Existing studies often focus on dyslexia and the SIAS policy in isolation.MethodsThe ‘qualitative research’ approach was adopted. Autoethnography was employed as the study’s design, positioned within the interpretivism paradigm to investigate the effectiveness of the SIAS policy in supporting learners with dyslexia characteristics in Tlokweng village. The sample consists of (5) participants and Critical reflection and auto-interviewing methods were used to generate data, which was thematically analysed. Bronfenbrenner’s Ecological Systems Theory was used to understand the interaction between learners, their environment, and the SIAS policy.Results and discussionThe findings suggest that the SIAS policy is ineffective in its screening process. Also, learners’ perceptions indicate a gap in teachers’ readiness to address learning barriers associated with the characteristics of dyslexia. Lastly, there is a need for continuous monitoring of the SIAS implementation.

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Factors Impacting the Application of an Inclusive Education Policy on Screening, Identification, Assessment, and Support of the Learners at Schools in South Africa

Cited by 4 publications

References 11 publications

Contributing Factors and Challenges in Mastering Academic Writing Skills: Multiple Case Studies of Deaf Students in Inclusive Universities in Indonesia

Contributing Factors and Challenges in Mastering Academic Writing Skills: Multiple Case Studies of Deaf Students in Inclusive Universities in Indonesia

Inclusive Madrasas in Central Java Indonesia: Culture, Policy, and Practices

Primary school learners with characteristics of dyslexia: auto-ethnographic approach to the effectiveness of the screening, identification, assessment, and support policy in South Africa

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