Leadership for Curriculum Change: Schools Engaged in “Closing the Gap”

Louis, Karen Seashore; Clarkson, Lesa M. Covington

doi:10.4324/9781315091945-5

Cited by 1 publication

(1 citation statement)

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“…Hrivnak and Ilahi & Rose [15,16] emphasized that the curriculum is important to organize the direction and goals of education following the needs of students without ignoring the rights that have not been achieved. Simply stated, the curriculum is an important part of any educational planning that affects the direction and goals of students in educational institutions [15,17,18]. Furthermore, Ilahi and Rose [16] explained that inclusive education curriculum uses regular school curriculum (national curriculum) which is modified (improvised) according to the development stage of children with special needs, taking into account the characteristics and level of intelligence.…”

Section: Introductionmentioning

confidence: 99%

The Management of Inclusive Schools’ Curriculum in Indonesia

Sartinah¹,

Murtadlo²

2021

Proceedings of the International Joint Conference on Arts and Humanities 2021 (IJCAH 2021)

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The 1945 Constitution and the International Call for Education ("EFA"), reiterated by UNESCO as a worldwide consensus arising from the World Education Forum in Dakar, Senegal in 2000, promoted the government's policy of providing services for all people in education. This study aims to develop a model for managing the curriculum and learning model of inclusive schools in Indonesian junior high schools. This development study was conducted in three stages: (1) an examination of the initial challenges in order to determine the requirements for building an inclusive school's curriculum management; (2) the creation of an inclusive school's curriculum management; and (3) the development of an inclusive school's curriculum management. (2) the creation step, which entailed developing a model of an inclusive school's curriculum.; (3) the assessment step, which comprised analyzing the product's efficacy, efficiency, and correctness in the form of curriculum administration in an inclusive school. Borg and Gall's development theory, as well as Thiagaradjan's, were used in this developmental investigation. According to the findings, curriculum management in inclusive schools has evolved in response to demands. Furthermore, there are four curriculum creation strategies depending on students' needs, talents, and learning content: duplication, modification, omission, and substitution.

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Section: Introductionmentioning

confidence: 99%