Understanding factors that affect teachers’ attitudes toward inclusion of students who are hard of hearing in Saudi Arabia

Alasim, Khalid; Paul, Peter V.

doi:10.1080/14643154.2018.1489950

Cited by 18 publications

(26 citation statements)

References 22 publications

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“…Berdasarkan hasil pencarian, didapatkan 18 artikel yang membahas mengenai sikap guru terhadap pendidikan inklusif (termasuk anak penyandang disabilitas). Partisipan yang terlibat dalam artikel penelitian yang dianalisis yaitu mencakup calon guru (pre-service teacher) (Liang & Gao, 2016;Hoskin, et.al., 2015;Rakap, et.al., 2016) dan guru (in-service teacher) (Parchomiuk, 2015;Cwirynkalo, et.al., 2017;Liang & Gao, 2016;Suc, et.al., 2016;Paal, et.al., 2015;Saloviita & Schaffus, 2016;Sharma, et.al., 2018;Dias & Cadime, 2016;Desombre, et.al., 2018;Alasim & Paul, 2018;St-Onge & Lemyre, 2018;Al-Omari, et.al., 2015;Donohue & Bomman, 2015;Mngo & Mngo, 2018;Butakor, et.al., 2018;Kurniawati, et.al 2012) pada pendidikan umum (Parchomiuk, 2015;Cwirynkalo, et.al., 2017;Liang & Gao, 2016;Suc, et.al., 2016;Paal, et.al., 2015;Saloviita & Schaffus, 2016;Sharma, et.al., 2018;Dias & Cadime, 2016;Desombre, et.al., 2018;Alasim & Paul, 2018;St-Onge & Lemyre, 2018;Al-Omari, et.al., 2015;Donohue & Bomman, 2015;Mngo & Mngo, 2018;Butakor, et.al., 2018) dan pendidikan khusus (Parchomiuk, 2015;Paal, et.al., 2015;Desombre, et.al., 2018).…”

Section: Karakteristik Partisipanmentioning

confidence: 99%

“…Jenjang pendidikan sekolah dari guru yang diteliti yaitu pre-school (Dias & Cadime, 2016), sekolah dasar (Al-Omari, et.al., 2015;Butakor, et.al., 2018;Cwirynkalo, et.al., 2017;Alasim & Paul, 2018;Kurniawati, et.a., 2012), dan sekolah menengah (Butakor, et.al., 2018). 11 penelitian lain tidak menyebutkan jenjang pendidikan tempat partisipan mengajar.…”

Section: Karakteristik Partisipanunclassified

“…(2016) menggunakan focus group discussion dan wawancara sebagai teknik pengambilan data. Sedangkan pada penelitian kuantitatif, digunakan metode survei dengan berbagai jenis skala pengukuran sikap terhadap pendidikan inklusif untuk anak penyandang disabilitas, seperti Sękowski's Attitudes towards Individuals with a Disability Scale (Parchomiuk, 2015), Teacher Attitudes Toward Inclusion Scale (TATIS) (Cwirynkalo, et.al., 2017;Saloviita & Schaffus, 2016;Hoskin, et.al., 2015), Attitudes towards Inclusion Scale (AIS) (Sharma, et.al., 2018), The Multidimensional Attitudes towards Inclusive Education Scale (MATIES) (Dias & Cadime, 2016;Butakor, et.al., 2018), Opinion Relative to Integration of Student with Disabilities (ORI) (Alasim & Paul, 2018), Teacher's Perception of Measures Offered by Adapted and Psychosocial Services scale (St-Onge & Lemyre, 2018;Rakap, et.al., 2016;Mngo & Mngo, 2018), dan skala sikap guru terhadap pendidikan inklusif lainnya yang dikembangkan oleh para peneliti.…”

Section: Metodeunclassified

“…Sedangkan studi yang menyebutkan bahwa sikap guru di negara tersebut adalah sebagian positif dan sebagian negatif terdapat pada negara Slovenia, Germany, dan Australia (Suc, et.al., 2016;Paal, et.al., 2015;Saloviita & Schaffus, 2016;Hoskin, et.al., 2015;Sharma, et.al., 2018). Sikap guru yang netral ditemukan pada satu negara yaitu Saudi Arabia (Alasim & Paul, 2018), dan sikap guru yang negatif ditemukan pada dua negara, yaitu Perancis dan Canada (St-Onge & Lemyre, 2018;Desombre, et.al., 2018).…”

Section: Sikap Guru DI Negara-negara Berdasarkan Kategori Hdiunclassified

“…Faktor-faktor yang mempengaruhi sikap negatif guru terhadap pendidikan inklusif pada negara dengan kategori HDI sangat tinggi dan tinggi, yaitu kurangnya pengetahuan dan keterampilan mereka tentang cara menangani anak-anak penyandang disabilitas, pemahaman yang salah terhadap anak penyandang disabilitas, kekhawatiran tentang beban kerja yang tinggi, kurangnya sumber daya dan dukungan dalam menangani anak penyandang disabilitas, kurangnya efikasi diri guru dalam menangani anak penyandang disabilitas, tidak adanya pengalaman guru dalam menangani anak penyandang disabilitas, masalah sistemik dimana tolak ukur keberhasilan sekolah didasarkan pada kinerja prestasi akademik siswa. Berkaitan dengan gender ditemukan bahwa guru laki-laki memiliki sikap kurang positif terhadap pendidikan inklusif dibandingkan dengan guru perempuan (Suc, et.al., 2016;Paal, et.al., 2015;Sharma, et.al., 2018;Hoskin, et.al., 2015;Dias & Cadime, 2016;Alasim & Paul, 2018;St-Onge & Lemyre, 2018;Al-Omari, et.al., 2015).…”

Section: Faktor Yang Mempengaruhi Sikap Guruunclassified

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Riviu sistematis sikap guru terhadap pendidikan inklusif

Kurniawati

Prihandini

2019

An-Nafs

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Teachers’ attitude is an important factor that influences the quality of the implementation of inclusive education. The quality of inclusive education is part of the quality of education in general in a country. The quality of education of countries around the world is measured by the United Nations using the Human Development Index and placing countries in the very high, high, medium, and low categories. Systematic review was carried out to get an idea of the attitudes of teachers towards inclusive education and the factors that influence it in countries based on the HDI category. By using three electronic search engines for academic data, namely EBSCOhost, ProQuest, and Taylor & Francis Online, 18 articles reporting teacher attitudes towards inclusive education in various countries were discussed. The results found that there were no differences in teacher attitudes towards inclusive education between countries with very high and high HDI categories with countries in the moderate HDI category. Knowledge of children with disabilities and teaching experiences of these children is known to influence the attitudes of teachers towards inclusive education in countries with all HDI categories. The support from community, the availability of professional assistance, and the length of the implementation of inclusive education are factors that influence the attitudes of teachers in very high and high HDI categories countries, while the negative perception of disability makes teachers held negative attitudes towards inclusive education. Recommendations for improving the review of this topic are discussed in this study

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