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Soldevila Pérez, Jesús, Mila Naranjo Llanos, and Joan Jordi Muntaner Guasp. "Inclusive practices: the role of the support teacher." Aula Abierta 46, no. 2 (July 29, 2017): 49. http://dx.doi.org/10.17811/rifie.46.2.2017.49-55.
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ABSTRACTThe purpose of this study is to describe and analyse the functions, tasks and actions of support teachers in inclusive classrooms in an ordinary school, moving from a therapeutic, integrative model to an inclusive one. Qualitative research in a longitudinal case study is presented, following two children with functional diversity over four years along three axes: the concept of inclusive education, the determination of good practices for inclusion and the role of the support teacher. The results allow us to propose different inclusive practices for support teachers, and a significant increase in the presence, participation and progress of these children in ordinary classrooms. We conclude that a conceptual change in the teaching approach of teachers can lead to the implementation of alternative teaching methods, requiring involvement of support teachers for adequate inclusion, through greater presence and participation in the ordinary educational activities of students with functional diversity, favouring their social, emotional and academic development and learning.Keywords: inclusive education, good inclusive practice, support teacher, special education teacher, educational change.RESUMENEl propósito de este estudio es describir y analizar las funciones, tareas y actuaciones del profesorado de apoyo en las prácticas inclusivas de aula en un centro ordinario que pasa de un modelo terapéutico e integrador a un modelo inclusivo. Para ello, se plantea una investigación cualitativa de estudio de casos longitudinal, con el seguimiento de dos niños con diversidad funcional durante cuatro años, fundamentada en tres ejes: el concepto de educación inclusiva, la determinación de buenas prácticas para la inclusión y el rol del profesor de apoyo. Los resultados han permitido definir diferentes prácticas inclusivas relacionadas con el profesor de apoyo, que han permitido un incremento significativo de la presencia, participación y progreso de estos niños en el aula ordinaria. Este trabajo nos permite concluir que un cambio conceptual en el modelo educativo de los docentes provoca la implementación de métodos didácticos alternativos, que exigen unas funciones del profesor de apoyo acordes con los planteamientos de la inclusión, que repercuten en una mayor presencia y participación de las actividades educativas ordinarias de los alumnos con diversidad funcional, favoreciendo su desarrollo y aprendizaje tanto social, emocional como académico.Palabras Clave: educación inclusiva, buenas prácticas inclusivas, docente de apoyo, maestro educación especial, cambio educativo.
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Soldevila Pérez, Jesús, Mila Naranjo Llanos, and Joan Jordi Muntaner Guasp. "Inclusive practices: the role of the support teacher." Aula Abierta 46 (July 29, 2017): 49. http://dx.doi.org/10.17811/rifie.46.2017.49-55.
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ABSTRACTThe purpose of this study is to describe and analyse the functions, tasks and actions of support teachers in inclusive classrooms in an ordinary school, moving from a therapeutic, integrative model to an inclusive one. Qualitative research in a longitudinal case study is presented, following two children with functional diversity over four years along three axes: the concept of inclusive education, the determination of good practices for inclusion and the role of the support teacher. The results allow us to propose different inclusive practices for support teachers, and a significant increase in the presence, participation and progress of these children in ordinary classrooms. We conclude that a conceptual change in the teaching approach of teachers can lead to the implementation of alternative teaching methods, requiring involvement of support teachers for adequate inclusion, through greater presence and participation in the ordinary educational activities of students with functional diversity, favouring their social, emotional and academic development and learning.Keywords: inclusive education, good inclusive practice, support teacher, special education teacher, educational change.RESUMENEl propósito de este estudio es describir y analizar las funciones, tareas y actuaciones del profesorado de apoyo en las prácticas inclusivas de aula en un centro ordinario que pasa de un modelo terapéutico e integrador a un modelo inclusivo. Para ello, se plantea una investigación cualitativa de estudio de casos longitudinal, con el seguimiento de dos niños con diversidad funcional durante cuatro años, fundamentada en tres ejes: el concepto de educación inclusiva, la determinación de buenas prácticas para la inclusión y el rol del profesor de apoyo. Los resultados han permitido definir diferentes prácticas inclusivas relacionadas con el profesor de apoyo, que han permitido un incremento significativo de la presencia, participación y progreso de estos niños en el aula ordinaria. Este trabajo nos permite concluir que un cambio conceptual en el modelo educativo de los docentes provoca la implementación de métodos didácticos alternativos, que exigen unas funciones del profesor de apoyo acordes con los planteamientos de la inclusión, que repercuten en una mayor presencia y participación de las actividades educativas ordinarias de los alumnos con diversidad funcional, favoreciendo su desarrollo y aprendizaje tanto social, emocional como académico.Palabras Clave: educación inclusiva, buenas prácticas inclusivas, docente de apoyo, maestro educación especial, cambio educativo.
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Chamdani, Muhamad. "PROFILE IMPLEMENTATION OF INCLUSIVE EDUCATION IN ELEMENTARY SCHOOL AT KEBUMEN." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 2 (January 11, 2019): 286. http://dx.doi.org/10.20961/shes.v1i2.26734.
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<p><em>The purpose of this study is to : (1) the existence of children with special needs in elementary schools that organize inclusive education in Kebumen District, (2) inclusion index achieved in elementary schools that organize inclusive education in Kebumen District, and (3) Implementation of school inclusive education Basic in Kebumen Regency. Inclusion index is obtained through observation in the learning process in class based on 18 indicators. The study was conducted on 10 classes from 4 elementary schools in Kebumen District which organized inclusive education. Inclusive school implementation data were analyzed using an ideal instrument index.The results of the study show that ((1) the number of inclusive elementary school children varies from 1 to 3 children). ((2) The average inclusion index is 31.46 with the ideal inclusion index 54). ((3) Implementation of inclusive education is 227 with an ideal total score of 381).The conclusion of this study is the profile of the implementation of inclusive education in the Kebumen District Primary School shows an average of 59.6% in the medium category.</em></p>
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Alimin, Zaenal, Nandi Warnandi, Riksma Akhlan, and Een Ratnengsih. "Implementation Inclusive Education Through Ecological Approach." Advanced Science Letters 25, no. 1 (January 1, 2019): 170–74. http://dx.doi.org/10.1166/asl.2019.13212.
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Soldevila Pérez, Jesús, Mila Naranjo Llanos, and Joan Jordi Muntaner Guasp. "Inclusive practices: the role of the support teacher." Aula Abierta 46 (July 29, 2017): 49. http://dx.doi.org/10.17811/rifie.46.2017.49-56.
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ABSTRACTThe purpose of this study is to describe and analyse the functions, tasks and actions of support teachers in inclusive classrooms in an ordinary school, moving from a therapeutic, integrative model to an inclusive one. Qualitative research in a longitudinal case study is presented, following two children with functional diversity over four years along three axes: the concept of inclusive education, the determination of good practices for inclusion and the role of the support teacher. The results allow us to propose different inclusive practices for support teachers, and a significant increase in the presence, participation and progress of these children in ordinary classrooms. We conclude that a conceptual change in the teaching approach of teachers can lead to the implementation of alternative teaching methods, requiring involvement of support teachers for adequate inclusion, through greater presence and participation in the ordinary educational activities of students with functional diversity, favouring their social, emotional and academic development and learning.Keywords: inclusive education, good inclusive practice, support teacher, special education teacher, educational change.RESUMENEl propósito de este estudio es describir y analizar las funciones, tareas y actuaciones del profesorado de apoyo en las prácticas inclusivas de aula en un centro ordinario que pasa de un modelo terapéutico e integrador a un modelo inclusivo. Para ello, se plantea una investigación cualitativa de estudio de casos longitudinal, con el seguimiento de dos niños con diversidad funcional durante cuatro años, fundamentada en tres ejes: el concepto de educación inclusiva, la determinación de buenas prácticas para la inclusión y el rol del profesor de apoyo. Los resultados han permitido definir diferentes prácticas inclusivas relacionadas con el profesor de apoyo, que han permitido un incremento significativo de la presencia, participación y progreso de estos niños en el aula ordinaria. Este trabajo nos permite concluir que un cambio conceptual en el modelo educativo de los docentes provoca la implementación de métodos didácticos alternativos, que exigen unas funciones del profesor de apoyo acordes con los planteamientos de la inclusión, que repercuten en una mayor presencia y participación de las actividades educativas ordinarias de los alumnos con diversidad funcional, favoreciendo su desarrollo y aprendizaje tanto social, emocional como académico.Palabras Clave: educación inclusiva, buenas prácticas inclusivas, docente de apoyo, maestro educación especial, cambio educativo.
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Bombardelli, Olga. "Inclusive education and its implementation: International practices." Education & Self Development 15, no. 3 (September 30, 2020): 37–46. http://dx.doi.org/10.26907/esd15.3.03.
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Research problem. There is a big demand for high level competencies in an increasingly knowledge driven society. Ensuring that each individual has an equal opportunity for educational progress is a challenge worldwide; inclusive education is a question of equity and a premise for active contribution to society by all people, included the weakest. Inclusive schools work to ensure full participation and access to quality learning opportunities for all learners, respecting and valuing diversity, and fighting discrimination in and through education. The aim of this paper is to study and select the best strategies for empowerment, talent development and raising achievement of all students, including the students with disabilities and special education needs. It explores the area of educational measures both for talented learners, and for upskilling staff to address a heterogeneous student population. Research methods: The methodology implies the use of authoritative studies and of official documents from national, and the International Bodies, linking them to the author’s personal experience in teaching and in project management, especially keeping in mind the inclusive tradition in Italy. The UN Convention on the Rights of Persons with Disabilities (art.24) stipulates that countries must take steps to ensure that persons with disabilities can access an inclusive primary and secondary education on an equal basis with others in the communities in which they live. Conclusions and recommendations. We need to understand the importance of inclusivity, to widen the empirical research, to develop, and implement measures to capture the learners’ potential, their academic, and personal development, improving teaching strategies, and guidance. Families and society also make a contribution. It is a challenging task, where teachers play a key role in innovative school systems. The results of the study can be used in policy making, curricula development, teaching programs, and improving the quality of education for all learners.
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Mooij, Ton, and Ed Smeets. "Design, Development and Implementation of Inclusive Education." European Educational Research Journal 5, no. 2 (June 2006): 94–109. http://dx.doi.org/10.2304/eerj.2006.5.2.94.
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khasanah, esty zyadatul. "INCLUSIVE EDUCATION: IN CONCEPTS, POLICIES, AND IMPLEMENTATION." IJDS:Indonesian Journal of Disability Studies 5, no. 2 (December 17, 2018): 166–69. http://dx.doi.org/10.21776/ub.ijds.2018.005.02.3.
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Alias, Maizam, Ingrid Harrington, Aini Nazura Paimin, Lai Chee Sern, Lee Ming Foong, Maziana Mohamed, and Wan Azlinda Wan Mohamed. "Understanding Current Situations: Facilitating Inclusive Education Implementation." Advanced Science Letters 22, no. 5 (May 1, 2016): 1677–82. http://dx.doi.org/10.1166/asl.2016.6727.
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Yesina, Veronika, Olha Shirobokova, and Olena Malovichko. "Ukrainian model of implementation of inclusive education." Bulletin of Luhansk Taras Shevchenko National University 2, no. 2 (340) (2021): 287–97. http://dx.doi.org/10.12958/2227-2844-2021-2(340)-2-287-297.
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The level of development of society, achievements in the establishment of the principles of humanism and democracy can be determined in relation to children with special needs. The article touches upon the problem of introducing an inclusive approach to learning in the educational environment. The inclusive model is an alternative to the boarding school system (special education) and provides for equal access to education for students with special educational needs, creates conditions in which they study in the general educational environment at the place of residence. In recent years, Ukraine has been actively developing inclusive education and creating common approaches to the education of children with special educational needs, according to which every child is covered by learning, adapted and successfully socialized in society.
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Villa, Richard A., Le Van Tac, Pham Minh Muc, Susan Ryan, Nguyen Thi Minh Thuy, Cindy Weill, and Jacqueline S. Thousand. "Inclusion in Viet Nam: More Than a Decade of Implementation." Research and Practice for Persons with Severe Disabilities 28, no. 1 (March 2003): 23–32. http://dx.doi.org/10.2511/rpsd.28.1.23.
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This article traces the evolution of special education policies and services and the introduction of inclusive education as a service delivery model in Viet Nam. The impact of a series of inclusion initiation projects and resultant goals of the Ministry of Education and Training to expand inclusive education nationally are described along with the existing barriers to change and a proposed systems change model for facilitating the ongoing expansion of inclusive education throughout the country.
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Kurth, Jennifer A., Amanda L. Miller, Samantha Gross Toews, James R. Thompson, Mónica Cortés, Mukunda Hari Dahal, Inés E. de Escallón, et al. "Inclusive Education: Perspectives on Implementation and Practice From International Experts." Intellectual and Developmental Disabilities 56, no. 6 (December 1, 2018): 471–85. http://dx.doi.org/10.1352/1934-9556-56.6.471.
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Abstract Every child has the right to an education, including children with disabilities. Research findings from across the globe have shown the benefits of inclusive education, and mandates for providing accessible, inclusive education can be found in national policies and international agreements as well. This article explores the perspectives of 11 international experts on the state of inclusive education in countries spanning 5 continents. Experts participated in a focus group discussion at Inclusion International's 17th Annual World Congress 2018 in Birmingham, United Kingdom. Participants shared multifaceted factors impacting inclusive educational practices. Based on their experiences, participants also discussed strategies that were deemed effective or ineffective depending on varied contextual elements. Implications for policy, research, and practice are discussed.
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Shemanov, A. Yu, and A. S. Ekushevskaya. "Formation of inclusive culture in the implementation of inclusive education: challenges and achievements." Современная зарубежная психология 7, no. 1 (2018): 29–37. http://dx.doi.org/10.17759/jmfp.2018070103.
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The article analyzes the concept of inclusive culture and the methodology of its definition and formation, attempts to apply this methodology in different countries (USA, UK, Spain, New Zealand, Australia). In international practice, educational inclusion is created on the basis of educational organization inclusive culture which is considered as the ground of inclusive policy and practice. In the framework of organizational approach, inclusive culture is defined as a set of shared values which favour creating of inclusive community in organization. Changes of shared values accepting diversity of learners and their educational needs have a key significance in this process. These changes should concern not only declared values, but basic assumptions of educational organization members. The understanding of social justice and equity which lays in the ground of inclusive values influences inclusive policy and practice. In the modern discourse of inclusion, this understanding is based mainly on social-constructionist approach, which conditions preferences in interpretation of social justice and equity in access to education and associated with these preferences risks. In conclusion, the need for the balance between tasks of education and inclusion is suggested in order to minimize risks associated with different understandings of equity in the access to education
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Shumar, Aleksandra. "IMPLEMENTATION CAPACITY FOR INCLUSIVE EDUCATION IN THE MIDDLE EAST." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (March 20, 2019): 297–99. http://dx.doi.org/10.35120/kij3002297s.
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Inclusive education and its application around the world has been met with significant disagreement and debates. Wide variety of interpretations and uneven application of inclusive education terminology often originates from insufficient consciousness in the Middle East. Generally speaking, inclusive education typically refers to the capability of an education system to assist all students with the academic and behavioral care,irrespective of their disability/difference (i.e., gender, ethnicity, location, language) and to help them take part and do well in the academic, social, and extra-curricular activities of any education institution together with their peers .Paying special attention to disabilities, inclusion requires analteration from isolated learning environments to inclusive classrooms within standard schools, where children with disabilities learn together with their peers without disabilities. The definition provided will aid as a frame to inspect and follow progress and opportunities of aninclusive education reform in the Middle East, while simultaneously distinguishing the importance of altering inclusive language, definitions, practices, and approaches to confirm cultural and social relevance in future. When assessing and applying the idea and practice ofinclusive education, social, cultural and historical settings, in which it exists, must be taken into consideration. Creatingmethods with no respect to the backgrounds mentioned decreasesinclusive education’s implementation of reliability and sustainability. When it comes to education, discovering ways to encounter the learning needs of students with disabilities can be perplexing, particularly in schools and areas with sternlyrestricted resources. Even though inclusive education completely involves all students, including the ones with special needs, disabilities and any other learning challenge, and has been recognizedas mainly effective in helping all students learn, the challenges along the way of its application stillcontinue.
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Balashova, Svitlana. "IMPLEMENTATION OF INCLUSIVE EDUCATION IN HIGHER EDUCATION INSTITUTIONS OF UKRAINE." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (13) (2021): 5–7. http://dx.doi.org/10.17721/2415-3699.2021.13.01.
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Inclusive education is mostly implemented in secondary education institutions. Only in some Ukrainian higher education institutions have steps been taken towards the integration of persons with disabilities into the educational environment. The basic normative legal acts of Ukraine, which regulate a right for persons with disabilities on higher education, are worked out. The dynamics of quantity of persons with disability, who study in higher educational establishments of Ukraine, is analysed. Foreign experience of creation of necessary conditions for the studies of such categories of citizens is investigated. Directions of increasing opportunities of pursuing higher education by persons with disabilities are offered. The effectiveness of the implementation of inclusive education depends on many factors – first of all, on the perfection of the regulatory framework, information support, scientific, educational and methodological, personnel, logistics of the educational process.
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Alekhina, S. V. "Inclusive Education: from Policy to Practice." Психологическая наука и образование 21, no. 1 (2016): 136–45. http://dx.doi.org/10.17759/pse.2016210112.
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The author has made an attempt to analyze the current stage in the devel- opment of an inclusive process in the domestic education. We considered the specifics of the Russian development model of the inclusion in education; defined levels of socio-psychological of actuation process as follows: 1) the system; 2) or- ganizational; 3) group; 4) individual; noted the basic tendencies and contradictions of the transition from policy-making to practical implementation. The paper also covered an issue of the dynamics of the inclusion process in children with disabilities throughout the country. We choose Federal State Primary Education Standard for students with disabilities as a reference point of the inclusion process development. Author is deeply convinced that idea of inclusive education is deeply social. Social efficiency depends not only on the development of systems additional, general, and vocational education, but also on the acceptance and understanding of the inclusion idea by the professional community, and this will keep the link between the basic requirements of education policy and the possibility of practical implementation.
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Olusegun, Afolabi, Mukhopadhyay Sourav, and Nenty Johnson. "Implementation of inclusive education: Do parents really matter?" Specijalna edukacija i rehabilitacija 12, no. 3 (2013): 373–401. http://dx.doi.org/10.5937/specedreh12-4370.
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Antonova, Natalia, Evgenia Bak, Vasily Dadalko, Alexandra Kim, and Dmitry Pashentsev. "On the question of inclusive education." OOO "Zhurnal "Voprosy Istorii" 2021, no. 02 (February 1, 2021): 119–26. http://dx.doi.org/10.31166/voprosyistorii202102statyi14.
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The article examines the theoretical aspects of inclusive education, the process of its implementation in the world community. The current state of inclusive education in Russia and its legal consolidation is analyzed, the emphasis is on the education of persons with disabilities in the schools. Practical implementation of the provisions of the legislation at the federal and regional levels is being studied. The prospects for the development of inclusive education in Russia are assessed.
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Guseva, Vija. "IMPLEMENTATION OF INCLUSIVE APPROACH IN EDUCATION OF LEARNERS WITH SPECIAL NEEDS IN LATVIA." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 9, 2015): 101. http://dx.doi.org/10.17770/sie2012vol2.88.
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The present article considers the provision of education for learners with special needs in modernist and postmodernist societies. It emphasizes that inclusive approach in education is a multi-stage process characterized by the following principles: provision of justice and equality, participation and inclusion, guarantee of achievement for all learners including those with special needs. The aim of the present article is to consider how keeping to the principles of inclusive approach in education initiates changes in the practical work of general education schools in Latvia and other countries having a significant experience of inclusion of learners with special needs, and how these changes lay the way to sustainable education. The article reflects the theoretical analysis of the normative documents regulating Latvian education policy and the assessment of international research results in accordance with the principles of inclusive approach and settings of sustainable education.
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Barinova, Elena Borisovna. "The peculiarities of implementation of inclusive education in the Russian Federation at the current stage." Современное образование, no. 1 (January 2020): 53–63. http://dx.doi.org/10.25136/2409-8736.2020.1.32248.
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This article presents a comprehensive analysis of the normative legal, methodological, and practical requirements towards implementation of inclusive education in the modern educational institution. The author examines the fundamental international legal acts ensuring the rights of persons with health limitations; list of laws ensuring implementation of inclusion into the Russian education; normative-legal documents regulating the efficient functioning of inclusive activity of educational institution in the Russian Federation; main methodological requirements towards implementation of inclusive education in the educational institution; requirements to practical results of implementation of the dynamic process of inclusive education. The article highlights the three key mechanisms of realization of inclusion: 1) development and realization of an individual curriculum; 2) devising a program of individual psychological and pedagogical support of a student; 3) development of intervention program that must become a part of the curriculum. The main conclusion lies in the thesis that inclusion is a dynamically developing process that contains the three independent sub-processes: educational process; assistance and support; socialization, integration to culture and system of social relations.
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Putri, Suci Ananda, M. Jaya Adi Putra, and Neni Hermita. "INCLUSIVE EDUCATION IN THE BASIC LEARNING PROCESS." Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan 2, no. 2 (August 12, 2019): 148. http://dx.doi.org/10.31258/jta.v2i2.148-161.
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The background of this research is that researchers found several problems regarding the implementation of inclusive education, especially in terms of the process of learning inclusion in elementary schools. The study aims to describe how the inclusive learning process in one of the primary schools administering inclusive education in Pekanbaru. The inclusion learning process is seen from the application of indicators, there are three indicators The inclusion learning process studied in this study are: 1) Inclusion Learning Planning, 2) Inclusion Learning Implementation, 3) Evaluation and Follow-Up Inclusion Learning. The type of research used is qualitative research with descriptive methods, the instruments in this study are observation, interviews and documentation. Based on the results of the study it was found that: (1) In planning learning the classroom teacher first understood the characteristics of students in general, especially the characteristics of students with Special Needs, and learning planning contained in the same Learning Process Plan, both for regular students and students with Special Needs (2) The implementation of learning is carried out as planned in the Learning Process Plan . The teacher conducts conditioning by preparing students physically and psychologically. The use of models, methods, learning media is equated between regular and students with Special Needs, (3) In evaluation and follow-up, the teacher conducts a daily evaluation of each finished material and plans follow-up activities with special companion teachers in the form of enrichment carried out in special guidance. In special guidance students were given enrichment material with the drill method plus media assistance in the form of concrete teaching aids to strengthen the understanding of students with Special Needs in a learning concept.
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G. Savka, O., and E. V. Milkina. "Inclusive Education in Technical University." International Journal of Engineering & Technology 7, no. 4.36 (December 9, 2018): 1020. http://dx.doi.org/10.14419/ijet.v7i4.36.24943.
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The present article addresses the issue of importance of inclusive education in higher education institutions with statistical data on students with disabilities undergoing training. In this article the problems of university readiness for implementation of inclusive education of young people with disabilities are analyzed; and the legal, educational and systemic aspects of special education are investigated.
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López Vázquez, Rubén, Sergio Tobón Tobón, María Guadalupe Veytia Bucheli, and Luis Gibran Juárez Hernández. "Mediación didáctica e inclusión educativa en la educación básica desde el enfoque socioformativo." Revista de Investigación Educativa 39, no. 2 (July 1, 2021): 527–52. http://dx.doi.org/10.6018/rie.443301.
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Ante los retos del desarrollo social sostenible, es esencial fortalecer la inclusión en la educación básica con nuevos enfoques como la socioformación. Sin embargo, se desconocen los avances en la didáctica inclusiva en primaria, con base en este nuevo enfoque. Es por ello que el propósito del presente estudio fue determinar el grado de implementación de las prácticas de mediación didáctica inclusiva desde el enfoque socioformativo, con el fin de sugerir mejoras en este proceso a las escuelas. Acorde con esto, 689 docentes y 645 estudiantes de escuelas primarias públicas de México respondieron una rúbrica analítica compuesta por diez prácticas de mediación didáctica inclusiva. Esta rúbrica fue previamente validada con docentes y estudiantes. Cada práctica tuvo cinco niveles de desempeño, con base en la taxonomía socioformativa: preformal, receptivo, resolutivo, autónomo y estratégico. Los resultados muestran que hay un grado medio alto o alto en la implementación de la mediación didáctica inclusiva desde la socioformación, y esto fue superior en los docentes respecto a lo hallado en los estudiantes. La práctica de mediación didáctica inclusiva más desarrollada fue el respeto a la diferencia y la menos desarrollada la evaluación formativa. Se concluye que los docentes tienen logros relevantes en la implementación de la mediación didáctica inclusiva, tomando como base la socioformación, pero esto debe ser tomado con precaución y se debe continuar con la mejora de este proceso mediante el trabajo colaborativo, la formación continua y la tutoría. Faced with the challenges of sustainable social development, it is essential to strengthen inclusion in basic education with new approaches such as socioformation. However, advances in inclusive didactics in primary schools are unknown based on this new approach. That is why the purpose of this study was to determine the degree of implementation of inclusive didactic mediation practices from a socioformative perspective, in order to suggest improvements in this process to schools. Accordingly, 689 teachers and 645 students from public elementary schools in Mexico responded to an analytical rubric composed of ten inclusive didactic mediation practices. This rubric was previously validated with teachers and students. Each practice had five levels of performance, based on the socioformative taxonomy: preformal, receptive, decisive, autonomous and strategic. The results show that there is a medium high or high degree in the implementation of inclusive didactic mediation from a socioformation perspective, and this was higher in the teachers than in the students. The most developed inclusive didactic mediation practice was that of respect for difference and the least developed was formative evaluation. It is concluded that teachers have relevant achievements in the implementation of inclusive didactic mediation, based on socioformation, but this must be taken with caution, and the improvement of this process must continue through collaborative work, continuous training and tutorships.
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Sumantri, Mohamad Syarif, Rosa Sagala, and Syamsul Syamsul. "INCLUSIVE EDUCATION IN ELEMANTARY SCHOOL: AN EVALUATIVE STUDIES ON EDUCATIONAL INCLUSION IN WEST JAKARTA." IJER - INDONESIAN JOURNAL OF EDUCATIONAL REVIEW 4, no. 1 (July 3, 2017): 137. http://dx.doi.org/10.21009/ijer.04.01.13.
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This study aimed to evaluate the implementation of the policy of inclusive education programs. Research using qualitative, evaluative and descriptive models based on Stake. The results showed that the input (antecedents) states that the implementation of inclusive education programs at both schools is not optimal in accordance with the guidelines for the implementation of inclusive education. Process (transcations) First, the lesson plan, due to the lack of identification and assessment at the time of admission of learners new learners, then it affects the planning of lessons to children with special needs. Second, the learning process, children with special needs that exist in every class together to learn with children in general. Third, assessment or evaluation of learning, not demanding graduation competency to children with special needs. The results (outcomes) First, the academic assessment for children with special needs are not prosecuted together with children in general. Second, the social skills of children with special needs children in general, peers. Based on the results of this research can be concluded that the implementation of policies on inclusive education program still needs improvement efforts both on the evaluation of the input (antecedents), process (transcations) and results (outcomes).
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Rostovtseva, Marina Viktorovna, Valerii Aleksandrovich Pomazan, Maksim Leonidovich Rutts, Vyacheslav Nikolaevich Anan'ev, and Ekaterina Sergeevna Bobrik. "Readiness of public school pedagogues for implementation of inclusive education." Педагогика и просвещение, no. 2 (February 2021): 130–44. http://dx.doi.org/10.7256/2454-0676.2021.2.35622.
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This article touches upon the problem of readiness of the modern public school pedagogues for implementation of inclusive education. The author carries out an empirical research, the results of which demonstrate unwillingness of the pedagogues to teach children with health limitations. This is manifests in poor organization of correctional and developmental environment for inclusive education, as well as insufficient pedagogical interaction between all actors of the inclusive process pedagogical interaction between all subjects of the inclusive process; inability to select optimal means to arrange inclusive education and use various resources for the development of all children, etc. The author offers the key strategic directions for administration of public schools aimed at working with the indicated flaws, which for the most part are related to the arrangement of comprehensive interdepartmental interaction of all parties to the educational process. The author obtained the data on the main shortages of public school pedagogies in working with impaired children. Based on the method of self-analysis of pedagogical difficulties, the respondents indicated the reluctance to solve professional tasks in lesson planning, difficulties in communicating with children with health limitations, no methodological support or competence to develop it themselves. The author suggests arranging joint activity between the specialists in the field of correctional work (psychologists, speech-language pathologist, defectologists, tutors) and teachers, organizing methodological support in the educational institution to select techniques for working with children in the conditions of inclusion, tracking the dynamics of their development.
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Wilson, Nicky, Avril Thomson, Angus Thomson, and Alexander Freddie Holliman. "Understanding Inclusive Design Education." Proceedings of the Design Society: International Conference on Engineering Design 1, no. 1 (July 2019): 619–28. http://dx.doi.org/10.1017/dsi.2019.66.
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AbstractThere is a need for responsible engineering design to accommodate the diverse user requirements that come with the global phenomenon of population ageing. Inclusive design can address these diverse requirements through the consideration of a wide diversity of user needs within the design process. However, uptake of inclusive design in industry is limited, with designer awareness of the approach and its associated methods and tools noted as barriers to its uptake. This research aims to understand the current approach to inclusive design education within UK Higher Education Institutions, utilising interviews with design educators and a student survey. The study concluded that teaching of inclusive design varied between institutions with conflicting responses from academics and students relating to the methodologies taught. This study recommends that greater transparency should be encouraged between institutions to encourage the development of a cohesive inclusive design education strategy, in addition to the development of a framework to aid the implementation of appropriate inclusive methods and tools within the design process.
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Komariah, Kokom Siti. "CORE VALUE (TA’ĀWUN VALUE) IN THE DEVELOPMENT PROGRAM OF INCLUSIVE EDUCATION." Ta'dib 20, no. 2 (May 8, 2018): 144. http://dx.doi.org/10.31958/jt.v20i2.998.
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Though values are fundamental aspects in education, the preliminary study shows the phenomena of ignorance of the values especially in inclusive schools. The insertion of values that support the implementation of inclusive education is much more necessary. The study aims at depicting the implementation of the main values in the development of inclusive education program at SDN Purtaco Indah Kota Bandung, as the research focus. The research used qualitative approach with descriptive analytic case study method, grounded theory, hermeneutical social, and thematic study of Al-Quran Al-Qarafi. The data were obtained through observation, interview, questionnaire, and documentary study. The results show that: 1)The foundation of the implementation of inclusive education consists of religious foundations, psychological foundations, and pedagogical foundations of ta`āwun value as a core value in inclusive education; 2) The value of ta`āwun is hierarchically elaborated into basic values, instrumental values, and practical values; 3) The implementation of the ta`āwun value, as the main value of inclusive education, includes: (a) Implementation of ta`āwun value development among teachers, teachers and parents, parents with students (ordinary and those with special need), and fellow students (ordinary and with special need); 4) The advantages of the ta`āwun value development program are: (a) Facilitating the acceptance of the students with speacial need at inclusion schools, (b) the parents become more optimistic, (c) The parents of those with special need are happy because their children can learn inclusively with normal children, (d) The majority of parents of the students with special need are able to mingle regardless of their economic background. As for the shortcomings, namely (a) The knowledge aspect for the regular students is relatively hampered because the teachers have to share the attention with the needing students who have limitations in the cognitive aspect, (b) It is very difficult to convince the parents of regular students to receive the needing students as their children’s classmates.
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Anderson, Alida. "Advancing Global Citizenship Education Through Global Competence and Critical Literacy: Innovative Practices for Inclusive Childhood Education." SAGE Open 9, no. 1 (January 2019): 215824401982600. http://dx.doi.org/10.1177/2158244019826000.
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This article presents a critical policy overview of inclusive education and global citizenship education (GCED) and offers two innovative childhood education practices that support inclusion of children with disabilities through dimensions of physical and conceptual access, both noted implementation barriers to inclusive education across the globe. The first section summarizes global human rights and education initiatives that support GCED through access for children with disabilities in education and in societies. This section addresses questions of how inclusion plays a central role to the advancement of GCED, summarizing major global policy advances to inclusion, and highlighting how advancement of inclusive childhood education supports GCED. This article concludes with two innovative childhood education practices, global competence and critical literacy, which offer critical potential to contribute to GCED through conceptual and physical dimensions of access, and ultimately promote inclusive education.
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Polyakova, Nadezhda Petrovna, Svetlana Nikolaevna Silanteva, and Valentina Ivanovna Trofimova. "Organizational and Content Aspects of Implementation of Inclusive Education." Development of education, no. 1 (7) (March 13, 2020): 63–66. http://dx.doi.org/10.31483/r-74510.
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This article discusses the implementation of a model of inclusive education in general education organizations and the construction of an educational route for students with disabilities. It is through the substantive and organizational sections of the adapted basic general education programmes that special conditions are created and observed to ensure that children with special needs and disabilities have equal access to quality education in general education organizations, taking into account the peculiarities of their psychophysical development and the recommendations of psychological, medical and pedagogical commissions. The main aim of the study is to systematize and improve the professional competencies in supervisors and teachers – members of the working groups on the development of adapted basic general education programs of educational organizations. In order to achieve the aim of this study, the following analytical methods have been employed: retrospective analysis of scientific literature, content analysis of periodical press and proceedings of scientific conferences on the subject; as well as practical methods (including own experience of working in the fields of specialized education and advanced training). In addition, BE of FVE “Chuvash Republican Institute of Education of the Ministry of Education of Chuvashia” proposed a program of advanced training “Organizational and Substantive Aspects of Inclusive Education,” based on legal, theoretical and methodological principles. The results of the conducted study show that supervisors and teachers – members of the working groups – are gaining significant practical knowledge of developing adapted basic general education programmes. It can be concluded that the planned results of the program suggest elimination of professional deficiency concerning the organizational and substantive issues of constructing an educational route for children with disabilities in conditions of inclusive education, as well as development of adapted basic general education programs of an educational organization.
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Moberg, Sakari, Marshall Zumberg, and Ants Reinmaa. "Inclusive Education as Perceived by Prospective Special Education Teachers in Estonia, Finland, and the United States." Journal of the Association for Persons with Severe Handicaps 22, no. 1 (March 1997): 49–55. http://dx.doi.org/10.1177/154079699702200105.
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A survey of 125 prospective undergraduate special education teachers assessed perceptions and beliefs about inclusive education in Estonia, Finland, and the United States. The attitudes toward inclusion were rather critical. The Estonians were the most critical group; the Finns, the least critical. The findings suggest that prospective special educators' perceptions about inclusion are related to the prevailing implementation of inclusive education. The results support also the idea that perceptions about a person with a disability are connected with possible actions toward this person.
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Hidayatulloh, M. Agung. "Inclusive education in Islamic kindergarten, why not?" MUDARRISA: Journal of Islamic Education 9, no. 2 (January 22, 2018): 145. http://dx.doi.org/10.18326/mdr.v9i2.145-162.
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This work shows the implementation of inclusive education in Islamic Kindergarten Taruna al-Qur’an (IKTQ), the assessment of child development in inclusive class, and supporting and restriction of the implementation of inclusive education in IKTQ. This qualitative descriptive research used observation, interview, and documentation as the technique of collecting data. The results are only the ABK with less in terms of social skills that were included in the non-ABK class. IKTQ pointed the special guides that monitored the development of ABK. The development of the child was assessed through observations and notes. These notes were documented as reports of child development communicated to the parents. The assessment did not touch the ABKs who joined in learning with other children. The development of ABK was assessed when they were in a special place of ABK therapy. The factors supported the implementation of inclusive education in IKTQ were: (1) the communication between teachers and ABK guides, (2) a good relationship through weekly meeting for all teachers, and (3) the communication between IKTQ and parents either verbally or through a liaison document. Regarding the restriction, the teachers explicitly express that there were no obstacles in the implementation of inclusive education in IKTQ.
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Murniarti, Erni, and Nouf Zahrah Anastasia. "PENDIDIKAN INKLUSIF DI TINGKAT SEKOLAH DASAR." Jurnal Dinamika Pendidikan 9, no. 1 (April 1, 2016): 9. http://dx.doi.org/10.33541/jdp.v9i1.134.
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In 1994, it has been set Salamanca Statement and Framework for Action on Special Needs Education which contains about the importance of Education for all including education for children with special needs. In the development time, it was then born the idea of inclusive education is friendly public education for all children without exception. In Indonesia, 10 years ago, the Indonesian government has shown the attitude to education for children with special needs to enact legislation governing the national education system and also specifically on inclusive education in Indonesia. But along the way, there are still many schools that still not understand the concept, implementation, and strategies on the implementation of the inclusive education. The purpose of this paper is to explain theconcept, how the implementation and strategies that can be done in the implementation of inclusive education.Keywords : inclusive education, the concept of inclusive education, the implementation of inclusive education, inclusive education strategy
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Dubkovetska, Iryna, Olena Budnyk, and Sergiy Sydoriv. "Implementing Inclusive Education in Ukraine: Problems and Perspectives." Journal of Vasyl Stefanyk Precarpathian National University 3, no. 2-3 (December 22, 2016): 99–105. http://dx.doi.org/10.15330/jpnu.3.2-3.99-105.
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The article defines the essence of inclusive education and characterizes students withspecial needs. The status and problems of implementing inclusive education in Ukraine areanalyzed. The basic ethical principles of educational activities for pupils with special educationalneeds are defined. The authors set emphasis on the following issues: adaptation of the physicalenvironment for the proper functioning of persons with disabilities; overcoming stereotypes ofteaching professionals concerning psychological acceptance of inclusion; financing institutionswith planned implementation of inclusive education; developing special educational programs forschools with inclusive education and training of qualified professionals to work in inclusiveeducational environment
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Desmita, Deti, Zulfan Saam, and Hasnah Faizah AR. "PELAKSANAAN PENDIDIKAN INKLUSI DITINJAU DARI FUNGSI MANAJEMEN DI SD NEGERI 40 DAN SD NEGERI 117 PEKANBARU." Jurnal Manajemen Pendidikan Penelitian Kualitatif 5, no. 1 (March 31, 2021): 22. http://dx.doi.org/10.31258/jmppk.5.1.p.22-29.
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This research aims to analyze the implementation of inclusive education which investigate through management function in public primary school 40 and public primary school 117 Pekanbaru. Informant which interviewed in this research were the school principal, coordinator of inclusive education, teacher and student guardian. While the instrument used in this study were observation, interview, and documentation. Data analysis used to describe the implementation of inclusive education in primary public school 40 and 117 Pekanbaru. The result of this research shown that the implementation of inclusive education has been going well. The implementation of inclusive education focuses on planning, organizing, actuating and controling the implementation of inclusive education. This research describe that inclusive education management believed to be able to contribute on education quality in public primary school 40 and 117 Pekanbaru.
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Young-Kyoon Park and Keun mae Lee. "Teacher's Role for the Successful Implementation of Inclusive Education." Journal of Special Children Education 11, no. 2 (June 2009): 277–95. http://dx.doi.org/10.21075/kacsn.2009.11.2.277.
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Турко, Богданна. "PEDAGOGICAL ANALYSIS OF INCLUSIVE EDUCATION IMPLEMENTATION BY CANADIAN SCIENTISTS." Psychological and Pedagogical Problems of Modern School, no. 1 (September 16, 2019): 121–26. http://dx.doi.org/10.31499/2706-6258.1.2019.178253.
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Meltz, Adrienne, Chaya Herman, and Venitha Pillay. "Inclusive education: a case of beliefs competing for implementation." South African Journal of Education 34, no. 3 (August 6, 2014): 1–8. http://dx.doi.org/10.15700/201409161049.
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Yatsemirska, ryna, and Svitlana Polishchuk. "FEATURES OF THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN UKRAINE." Pedagogical Education: Theory and Practice 1, no. 26 (April 26, 2019): 228–32. http://dx.doi.org/10.32626/2309-9763.2019-26-1.228-232.
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Гринців, Мар’яна. "IMPLEMENTATION OF INCLUSIVE VALUES IN THE HIGHER EDUCATION ENVIRONMENT." Problems of the humanitarian sciences. Psychology Series, no. 45 (February 26, 2020): 63–75. http://dx.doi.org/10.24919/2312-8437.45.196300.
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Suhendri, Suhendri, Rijal Sabri, and Muhammad Iqbal Hasibuan. "IMPLEMENTATION OF INCLUSIVE EDUCATION IN MADRASAH ALIYAH NEGERI 3 MEDAN." Dharmawangsa: International Journal of the Social Sciences, Education and Humanitis 1, no. 2 (March 30, 2020): 1–18. http://dx.doi.org/10.46576/english.v1i2.600.
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The results of this study revealed thatinclusive education planning in MAN 3 Medan was carried out by involving teachers andother education personnel before the process of accepting new students. Theimplementation of inclusive education in MAN 3 Medan has been running wheremadrasa receive students with special needs and provide adequate education services.Evaluation of inclusive education in MAN 3 Medan includes evaluation of context,input, process and results. Based on the results of this study, it is deemed necessary tomake policies on inclusive education and assist madrasas in implementing it.
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Downing, June E., Joanne Eichinger, and Lllly J. Williams. "Inclusive Education for Students with Severe Disabilities." Remedial and Special Education 18, no. 3 (May 1997): 133–42. http://dx.doi.org/10.1177/074193259701800302.
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Structured interviews were conducted with elementary school principals, general educators (k-6), and special educators at different levels of inclusive educational programming to determine perceptions toward inclusive education for learners with severe disabilities. Comments from the 27 participants were categorized according to the main questions asked during the interviews, with similar comments aggregated per category. Comparisons made by professional role and level of implementation regarding inclusive education revealed several concurring statements as well as some discrepancies. Differences in perception of inclusive education for students with severe disabilities across professional role and level of implementation of respondents are described. Implications for future research and inclusive educational practices are discussed.
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Kraukle, Sandra. "Communicative Approach to Inclusive Education in Pre-School." Discourse and Communication for Sustainable Education 4, no. 1 (February 2, 2015): 50–56. http://dx.doi.org/10.2478/dcse-2013-0004.
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Abstract The understanding of the basic principles of inclusive education motivates the inclusion of children with special needs in general education schools. The paper presents the process of implementing inclusive education in Latvia and the teachers' and parents' understanding of the role of communication in including children with special needs, communication strategies, basic qualities and their use in teachers' work with children with special needs. Teachers and parents were asked to answer a questionnaire to determine if: (1) parents and teachers understand the value of communication in developing social, emotional and cognitive development and the implementation of inclusive education for children with special needs and (2) teachers of general pre-schools are ready to communicate with special needs children with and their parents while implementation inclusive education. This research confirms that teachers lack communicative competencies working with children with special needs (especially with children with limited communication skills) and their parents.
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Mulyadi, Asal Wahyuni Erlin. "Policy of Inclusive Education for Education for All in Indonesia." Policy & Governance Review 1, no. 3 (September 30, 2017): 201. http://dx.doi.org/10.30589/pgr.v1i3.57.
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The purpose of this article is to discuss the basic and essential contents of the policy of inclusive education in Indonesia. Inclusive education is the recent worldwide agenda for educational reform toward the no-discrimination in education. Regardless of any condition and circumstances, it is guaranteed that every child has the right for education, as it is also clearly highlighted in the global program of Education for All (EFA). This paper is a content and analytic review on the national policy of inclusive education towards the education for all in Indonesia, i.e the Regulation of National Ministry of Education (PERMENDIKNAS) Number 70 Year 2009. Number of schools implementing the inclusive education policy has significantly increased, supported also by the province and district related regulations. However, the context of the policy of inclusive education as the major guideline for the policy implementation lead to various and even narrowed perspective on the concept of inclusion. Inclusive education is still discussed more in term of learners with disabilities only. Much progress has been made, yet it is still much left to be accomplished to achieve the fundamental and universal rights on education to all society.
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Dikova-Favorska, О. М. "Inclusion in Ukraine: first implementation experience in expert’s assessments." Ukrainian society 75, no. 4 (December 30, 2020): 113–24. http://dx.doi.org/10.15407/socium2020.04.113.
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The article considers the situation of inclusive education implementation in general secondary education institutions of Ukraine, which should provide quality education to all applicants. Providing quality and accessible education, including secondary education, realises every individual’s right full, economically independent life through obtaining an education, and the profession later on. This will allow one to become a complete actor in all social processes; it will help overcome social exclusion. The author specifies the definition of exclusion and outlines social groups of excluded, which are represented not only by people with health problems but also by those who find themselves in difficult life circumstances, such as migration, resettlement, and being in a new socio-cultural environment, etc. Special attention is paid to the social group of talented children who require particular professional sensitivity. Paper emphases the peculiarities of the organisation of education of children with disabilities according to the traditional system, which was inherited from the Soviet Union, and forms the idea of changing approaches to the special children’s educational process. The situation regarding the real state of implementing inclusive technology, which was massively initiated in educational institutions of general secondary education, is outlined. The results of expert interviews are analysed, which allows the author to determine the achievements in implementing the concept of inclusion in the educational process; the first challenges faced by direct participants in the inclusive educational process, the main risks and expectations of managers in education. Recommendations for optimising the educational process based on the inclusion are offered.
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Sizikova, V. V., A. M. Egorychev, A. A. Kvitkovskaya, and N. A. Bereza. "Social-Pedagogical Reasons for Organization of Inclusive Education at Academic Institutions." Contemporary problems of social work 6, no. 4 (December 30, 2020): 36–44. http://dx.doi.org/10.17922/2412-5466-2020-6-4-36-44.
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this article is dedicated to questions of justification and feasibility of application of sociopedagogical approach to the organization of inclusive education as well as to the need to develop appropriate technology and implementation of inclusive education in general education organizations. A set of sociopedagogical conditions necessary for the development and implementation in general education organizations of the Russian Federation of inclusive education is also defined. At the same time we pay attention to stages of development and implementation of inclusive education. The authors of this article insist that the creation of a socio-cultural educational environment in a comprehensive school acts as a means and tool for organizing a new educational landscape contributing to the effective implementation of an inclusive approach in the Russian education system. An important task of the development of inclusive education is also the training of personnel: managers of inclusive educational institutions, teachers and specialists who implement the practice of inclusive education.
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CЕРГЕЄВА, Валентина. "Organization of the inclusive education of children with special needs in Ukraine: modern accentuations." EUROPEAN HUMANITIES STUDIES: State and Society, no. 1 (April 14, 2020): 140–60. http://dx.doi.org/10.38014/ehs-ss.2020.1.11.
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The article highlights topical and top-priority issues of inclusive education implementation in Ukraine. Pedagogical inclusion is regarded as an educational paradigm based on the principles of equality, accessibility, and the guarantee of high-quality education for all, which is a fundamental imperative of its effective functioning, and one of the most beneficial forms of education for the children with special needs. The study analyzes the definitions of the basic categories of the issue and the legal basis for ensuring the organization of the inclusive educational environment. The emphasis is laid on the organizational aspects of inclusive education implementation in the institutions of pre-school and general secondary education.
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Delubom, Nosiphiwo Ethel, Newlin Marongwe, and Andrea Mqondiso Buka. "Managers’ challenges on implementing inclusive education." Cypriot Journal of Educational Sciences 15, no. 6 (December 31, 2020): 1508–18. http://dx.doi.org/10.18844/cjes.v15i6.5294.
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Technical and Vocational Education and Training (TVET) colleges attract a diverse population of students with different backgrounds in terms of culture, social norms, language, disabilities, race, and family structures. All such students have the right to equal access to education. However, there is still limited access and support to students with disabilities in TVET colleges. This paper explores challenges faced by the management of TVET colleges concerning the implementation of inclusive education, specifically for students with disabilities. A case study design within a qualitative research approach was adopted for this study. Two TVET colleges were conveniently selected with ten participants being purposively sampled. Data was collected through interviews, observations and document analysis. Findings revealed that the management of TVET colleges experience challenges such as inadequate infrastructure, funding, lecturer-training, and shortage of staff to support students with disabilities. It was recommended that TVET colleges establish Disability Service Units and recruit trained lecturers or they must train current lecturers to facilitate the learning process of disabled students.
Keywords: accessibility, disabilities , implementation , inclusivity ; rights
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Suhermi, Ni Nyoman, Muh Nur Ali, and Achmad Herman. "Communication Concientization of Inclusion Education in Palu." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, no. 2 (May 1, 2021): 2156–68. http://dx.doi.org/10.33258/birci.v4i2.1905.
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The aim of this is to uncover and analyze the responses of relevant stakeholders regarding the implementation of inclusive education in Palu City; participatory communication models regarding the implementation of inclusive education in Palu City through a concentrated perspective; and exploring the embodiment of a participatory communication model in the implementation of inclusive education in Palu City which involves related stakeholders. This study uses naturalistic research methods because of the research is carried out in natural setting. Data collection technique was carried out through observation, interviews, documentation, and FGD. The data analysis technique includes four stages, namely: data collection, data reduction, data presentation, and drawing conclusions or data verification. The results of this study indicate that: (1) The stakeholders involved in participatory communication provided suggestions regarding efforts which related to the implementation of inclusive education in Palu City; (2) The model of conscientization communication for the implementation of inclusive education in Palu City must involve various stakeholders consisting of local governments, schools, parents, NGOs, and local mass media; (3) The realization of the participatory communication model regarding the implementation of inclusive education in Palu City based on the involvement and participation of stakeholders which refers to their real participation in educational activities. Limitations and suggestions for further research are revealed in this study.
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Liando, Joppy. "The Implementation of Inclusive Education and Problems Faced by Teachers in Teaching in Inclusive Education Provider Kindergarten." International Journal of Economics and Business Administration II, Issue 1 (December 1, 2014): 51–58. http://dx.doi.org/10.35808/ijeba/33.
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Sudarto, Zaini, and Tri Budi Sasongko. "Analysis of Implementations Inclusive Education in Surabaya City." JPI (Jurnal Pendidikan Inklusi) 4, no. 1 (December 7, 2020): 37. http://dx.doi.org/10.26740/inklusi.v4n1.p37-42.
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AbstrakImplementasi Pendidikan inklusif di kota Surabaya telah di awali sejak tahun 2009 hingga saat ini tahun 2020, yaitu di 20 SD Kota Surabaya hingga sekarang berjumlah 50 SD Negeri dan 5 SD swasta, 20 SMP Negeri, 3 SMP Swasta, serta 2 SMA Negeri dan 2 SMK Negeri. Pemkot Surabaya juga memberikan perhatian lebih untuk sekolah inklusi dan layanan khusus, dengan memberikan peralatan yang dibutuhkan, seperti guru pendamping, psikolog, fasilitas kursi roda, komputer braille, alat musik, dan lain sebagainya. Pelaksanaan Penelitian dalam Rangka analisis penyelenggaraan Pendidikan Inklusif di Sekolah SDN se Kota Surabaya sudah mencapai 75%, yaitu telah melaksanakan persiapan materi, persiapan instrumen, koordinasi dengan subyek penelitian yang telah ditentukan.Kata Kunci: Pendidikan, Inklusif, Surabaya AbstractThe implementation of inclusive education in the city of Surabaya has been initiated since 2009 until now in 2020, namely in 20 SD in the City of Surabaya until now there are 50 public SDs and 5 private SDs, 20 State SMPs, 3 Private SMPs, and 2 Public SMAs and 2 SMKs. Country. The Surabaya City Government also pays more attention to inclusive schools and special services, by providing the necessary equipment, such as accompanying teachers, psychologists, wheelchair facilities, braille computers, musical instruments, and so on. Research implementation in the framework of analyzing the implementation of Inclusive Education in SDN Schools throughout Surabaya has reached 75%, namely having carried out material preparation, instrument preparation, coordination with predetermined research subjects.Keyword: Education, Inclusive, Surabaya