Situating "children-supporting-children" Platform in the Context of the Inclusive Agenda: A Phenomenological Exploration

Raguindin, Princess Zarla Jurado; Li, Ping

doi:10.26803/ijlter.19.6.18

Cited by 2 publications

(1 citation statement)

References 15 publications

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“…The provision of religious instruction allows Muslim students, both normal and those with special needs, to participate in religious beliefs and practices (Brooke & Smith, 2009). However, an inclusive pedagogy approach to eliminating discrimination among students (Raguindin & Ping, 2020) is required. It can be done by providing a platform to support the needs of autistic students.…”

Section: Introductionmentioning

confidence: 99%

Religious Instruction for Students with Autism in an Inclusive Primary School

Hakiman¹,

Sumardjoko

Waston

2021

IJLTER

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This study describes religious instruction for students with autism conveyed by classroom teachers, Islamic Education teachers, shadow teachers, and parents through a mentoring program in school and family environments. This qualitative phenomenological study was carried out in an inclusive primary school in Surakarta, Central Java, Indonesia. Five students with autism and their parents, five classroom teachers, five shadow teachers, and three Islamic Education teachers were involved in this study. Data were collected through in-depth interviews, participant observation, documentation, and focus group discussions (FGDs). They were analyzed using interpretative phenomenological analysis and an interactive approach. This study reveals that optimal outcomes of religious instruction entail collaboration among Islamic Education teachers, classroom teachers, shadow teachers, and parents with the assistance of psychologists, counsellors, therapists, pedagogues, and school policies. Such collaboration is particularly required in the implementation of an adaptive curriculum, lesson plans, learning implementation, evaluation, mentoring and the habituation of worship. The modification of learning methods, media, and evaluation is also required.

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Section: Introductionmentioning

confidence: 99%

Religious Instruction for Students with Autism in an Inclusive Primary School

Hakiman¹,

Sumardjoko

Waston

2021

IJLTER

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Estrategias en la formación docente para promover la inclusión educativa: una revisión sistemática

Ancaya Martínez,

Távara-Sabalú,

Yarin Achachagua

2024

epsir

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Introducción: La formación de los educadores es crucial para una educación inclusiva. Los educadores deben estar capacitados para las clases diversas. Metodología: Este artículo examina el trabajo teórico sobre la formación docente para la inclusión. Se realizó una búsqueda en bases de datos como WOS, Scopus, ERIC y Scielo, entre 2015 y 2024, revisados por pares, se utilizaron combinaciones de palabras clave como "Educational inclusion", "Teacher training" y "Educational strategies". Resultados: Las estrategias más eficaces integran la inclusión en toda la formación docente, no como un componente adicional. Las estrategias destacadas incluyen el uso de tecnologías asistivas, trabajo colaborativo y adaptación curricular. Discusión: Las evaluaciones actuales de la inclusión educativa carecen de un análisis del impacto a largo plazo debido a las barreras institucionales. Los entornos diversos requieren un enfoque integral. Los desafíos surgen de la insuficiencia de recursos y la resistencia institucional. Una educación inclusiva eficaz requiere la alineación de las políticas, la administración y las prácticas docentes. Conclusiones: Es importante continuar con la investigación y diseño de planes de estudio con inclusión en la formación docente. Una formación inadecuada conduce a desigualdades educativas.

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Situating "children-supporting-children" Platform in the Context of the Inclusive Agenda: A Phenomenological Exploration

Cited by 2 publications

References 15 publications

Religious Instruction for Students with Autism in an Inclusive Primary School

Religious Instruction for Students with Autism in an Inclusive Primary School

Estrategias en la formación docente para promover la inclusión educativa: una revisión sistemática

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