Understanding of Special Teachers in Teaching Children with Special Needs at Inclusive Schools

Abstract

This study aims to obtain an objective picture of understanding of special teachers of the concept of children with special needs, teaching, and the concept of inclusive education. This research uses descriptive method with data collection in the form of a questionnaire. Based on research results, there are three findings: 1) understanding of special teachers on the concept of children with special needs are at the translational level, while for the classification and their impact are not yet at the translation level, 2) understanding of the special teachers on planning, implementation, and evaluation of teaching children with special needs in inclusive settings are not already on the translational level; and 3) understanding of the special teachers on concepts, philosophies and policies related to inclusive education are not at the level of translation.

Social Environment of Special Needs in Inclusive Primary School: A Descriptive Research with Phenomenology Approach

“…Limited knowledge and understanding of parents of regular students about the concept of children with special needs, their children learn together with children with special needs, and the concept of inclusive education, in part because of the lack of prior knowledge received [11]. Therefore, universities in certain majors or special education programs must be able to improve or optimize the provision of counseling or seminars that address inclusive education and children with special needs in inclusive schools [12,13].…”

The Government’s Role in Promoting the Community on Children with Special Needs, Early Detection, and Handling

“…Children with special needs require handling both health and other therapeutic services related to their development, both physical, speech, occupational, to special education services and other special support, including efforts to control their emotions and behavior [2]. In general, children with special needs experience developmental disorders related to medical conditions that affect children's cognitive abilities, learning processes and behavior [3,4]. Types of problems in children with special needs include; children with visual, hearing, intellectual disabilities, physical mobility disorders, emotional and behavioral disorders, specific learning difficulties, autism, attention deficit disorders and hyperactivity as well as children with developmental disorders due to certain environmental conditions [5].…”

Special Education Teacher Education Learning Packages to Increase Knowledge for Sustainable Development

“…Likewise, a teacher from a school outside common in the South Jakarta area makes learning tools but without integrating education for sustainable material development such as SLBN 2 Jagakarsa, South Jakarta. Special education teachers ideally have attitudes, knowledge, and skills that can develop the potential of children with special needs in school (Rahardja, 2017).…”