The Management of Inclusive Schools’ Curriculum in Indonesia

Abstract

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.

The Special Guide Teacher Class Management on Creating Inclusive Student Learning Motivation in Urban Area

“…In supporting inclusive learning, teacher attitudes are needed to reflect teacher motivation and competence to gain acceptance in the classroom (Sartinah & Murtadlo, 2022). This shows the motivational role of teaching practices, both directly and indirectly, towards students in the learning process in inclusive classes.…”