This document summarizes a research study that aimed to develop an inclusive education management model for schools in Indonesia. The study was conducted in three stages: 1) Exploring current conditions, problems, and needs of inclusive education implementation, 2) Formulating an inclusive education learning model, and 3) Determining the effectiveness of the model. Findings revealed that students and learning posed the biggest obstacles and management, students, and learning were the most important factors to consider. Based on this, the study developed a whole school inclusive education model with three stages: input, process, and output, emphasizing collaboration during implementation. A trial of the model in schools showed collaboration is essential for better inclusive education implementation.
This document discusses inclusive education in India. It defines inclusive education as a system that provides opportunities for students with special needs or disabilities to pursue education alongside neurotypical students. The objectives of inclusive education are to ensure no child is denied admission, promote access to education for all, and provide support services. It aims to serve people ages 0-21 with disabilities. Challenges include enrollment and retention, but strategies exist like awareness campaigns and ensuring physical access. Teachers play a key role by supporting individual student needs. Benefits are seen through improved academic performance and grade levels over time. The conclusion states the goals of inclusive education are enrollment of all children with disabilities and providing needed support in mainstream schools.
Educators’ perceptions of inclusive education for learners with physical disa...AJHSSR Journal
This document summarizes a research paper that examined educators' perceptions of inclusive education for learners with physical disabilities in mainstream classrooms in South Africa. The study found that while educators believe in the right of all learners to be included, they feel unprepared to implement inclusive practices due to a lack of resources and training. Educators' understanding of inclusion seemed focused on intrinsic deficits in learners rather than barriers caused by extrinsic systemic factors. The way educators were trained emphasized a medical model approach rather than strategies for participation and diversity. Overall, contextual challenges and educators' preparation were found to influence inclusion implementation more than policies or infrastructure alone.
Inclusive Education in Australia. Is it possible?hukkinen
The document discusses inclusive education in Australia and the obstacles to its effectiveness. It notes that a competitive school market, the national curriculum, and additional responsibilities placed on teachers undermine inclusion. Teachers are frustrated and lack support. For inclusion to improve, changes are needed such as reducing class sizes and providing more support and training for teachers. The example of Finland's more inclusive education system achieving high results regardless of socioeconomic background is discussed. Unless changes are made to support teachers and students, effective inclusive education may not be possible in Australia.
The slides presented by Susan McKenney (Twente University) during her seminary Pedagogy and diverse needs @ HOCLAB Politecnico di Milano (February 4, 2010). You can watch the recorded seminar at the page: http://collab.switch.ch/p74402176
The document discusses trends driving changes in education systems towards a "Smarter Nation". Five key trends are identified: 1) technology immersion, 2) personalized learning, 3) knowledge/skills focus, 4) global integration, and 5) economic alignment. These trends form an "Educational Continuum" and have implications for integrating education providers and economic development initiatives to benefit the nation.
This document summarizes a study that examined the implementation of inclusive education in 7 elementary schools in Karangmojo Sub-district, Gunungkidul Regency, Indonesia. The study revealed that:
1) School members cultivated mutual respect and the principal played a key role in supporting inclusion.
2) School policies promoted inclusion through flexible admissions, accessibility improvements, teacher collaboration, and curriculum flexibility for students with special needs.
3) Inclusive practices included identifying and assessing students with special needs, adapting teaching methods, and allocating school budgets for inclusion.
The document discusses inclusive education and defines it as a process that increases participation of all students in mainstream schools, regardless of physical, mental, social, or other challenges. It notes that inclusive education aims to include students who have been excluded from education for any reason. The concepts of integrated education and mainstreaming are introduced as well, with integrated education involving placement of disabled students in regular classrooms with some supports, while mainstreaming involves educating special needs students in regular classes for some time periods based on skills. The key difference between integrated and inclusive education is that inclusive education is a broader concept that aims to include all students through appropriate planning and supports within mainstream schools.
This document summarizes a research study that aimed to develop an inclusive education management model for schools in Indonesia. The study was conducted in three stages: 1) Exploring current conditions, problems, and needs of inclusive education implementation, 2) Formulating an inclusive education learning model, and 3) Determining the effectiveness of the model. Findings revealed that students and learning posed the biggest obstacles and management, students, and learning were the most important factors to consider. Based on this, the study developed a whole school inclusive education model with three stages: input, process, and output, emphasizing collaboration during implementation. A trial of the model in schools showed collaboration is essential for better inclusive education implementation.
This document discusses inclusive education in India. It defines inclusive education as a system that provides opportunities for students with special needs or disabilities to pursue education alongside neurotypical students. The objectives of inclusive education are to ensure no child is denied admission, promote access to education for all, and provide support services. It aims to serve people ages 0-21 with disabilities. Challenges include enrollment and retention, but strategies exist like awareness campaigns and ensuring physical access. Teachers play a key role by supporting individual student needs. Benefits are seen through improved academic performance and grade levels over time. The conclusion states the goals of inclusive education are enrollment of all children with disabilities and providing needed support in mainstream schools.
Educators’ perceptions of inclusive education for learners with physical disa...AJHSSR Journal
This document summarizes a research paper that examined educators' perceptions of inclusive education for learners with physical disabilities in mainstream classrooms in South Africa. The study found that while educators believe in the right of all learners to be included, they feel unprepared to implement inclusive practices due to a lack of resources and training. Educators' understanding of inclusion seemed focused on intrinsic deficits in learners rather than barriers caused by extrinsic systemic factors. The way educators were trained emphasized a medical model approach rather than strategies for participation and diversity. Overall, contextual challenges and educators' preparation were found to influence inclusion implementation more than policies or infrastructure alone.
Inclusive Education in Australia. Is it possible?hukkinen
The document discusses inclusive education in Australia and the obstacles to its effectiveness. It notes that a competitive school market, the national curriculum, and additional responsibilities placed on teachers undermine inclusion. Teachers are frustrated and lack support. For inclusion to improve, changes are needed such as reducing class sizes and providing more support and training for teachers. The example of Finland's more inclusive education system achieving high results regardless of socioeconomic background is discussed. Unless changes are made to support teachers and students, effective inclusive education may not be possible in Australia.
The slides presented by Susan McKenney (Twente University) during her seminary Pedagogy and diverse needs @ HOCLAB Politecnico di Milano (February 4, 2010). You can watch the recorded seminar at the page: http://collab.switch.ch/p74402176
The document discusses trends driving changes in education systems towards a "Smarter Nation". Five key trends are identified: 1) technology immersion, 2) personalized learning, 3) knowledge/skills focus, 4) global integration, and 5) economic alignment. These trends form an "Educational Continuum" and have implications for integrating education providers and economic development initiatives to benefit the nation.
This document summarizes a study that examined the implementation of inclusive education in 7 elementary schools in Karangmojo Sub-district, Gunungkidul Regency, Indonesia. The study revealed that:
1) School members cultivated mutual respect and the principal played a key role in supporting inclusion.
2) School policies promoted inclusion through flexible admissions, accessibility improvements, teacher collaboration, and curriculum flexibility for students with special needs.
3) Inclusive practices included identifying and assessing students with special needs, adapting teaching methods, and allocating school budgets for inclusion.
The document discusses inclusive education and defines it as a process that increases participation of all students in mainstream schools, regardless of physical, mental, social, or other challenges. It notes that inclusive education aims to include students who have been excluded from education for any reason. The concepts of integrated education and mainstreaming are introduced as well, with integrated education involving placement of disabled students in regular classrooms with some supports, while mainstreaming involves educating special needs students in regular classes for some time periods based on skills. The key difference between integrated and inclusive education is that inclusive education is a broader concept that aims to include all students through appropriate planning and supports within mainstream schools.
#MeaningofInclusiveEducation
#CreatinganInclusiveSchool
This PPT covers historical background of Inclusive Education, Meaning of Inclusive Education, Need of Inclusive Education in bilingual method. This PPT is quite useful for all persons who are engaged in the field of Special Education/ Inclusive education.
Attitude of Secondary School Teachers towards Equitable Education in Coimbato...ijtsrd
Equitable Education System was proposed in the state of Tamil Nadu. It was felt that by following this education system we could afford impartial education to all school children irrespective of region such as rural and urban, upper and lower caste, and religion etc. This new system of education came into existence after a lot of oppositions, obstacles and confusions. Determining attitude and efforts to advance a new system of education is very much essential. Attitude of teachers, students and parents about a new educational system influences the choices and national development. Teachers and parents have a supreme responsibility in the mental and physical growth of the students. Their attitude is one of the most important variables in the education of children. Successful and effective implementation of a new system of education depends upon the knowledge of teachers and their positive attitudes towards it. Thus, the study of teachers' attitude towards Equitable Education becomes indispensable to the implementation plans. These observations initiated the investigator to undertake the present study, “Attitude of Secondary School Teachers towards Equitable Education in Coimbatore District†G. Jayanthi | Dr. K. Eagavalli ""Attitude of Secondary School Teachers towards Equitable Education in Coimbatore District"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25133.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/25133/attitude-of-secondary-school-teachers-towards-equitable-education-in-coimbatore-district/g-jayanthi
The document discusses inclusive education and the right to education in India. It outlines key points of relevant acts that promote inclusive education and free education for children with disabilities up to age 18. It also discusses advantages and challenges of implementing inclusive education in India, such as lack of teacher training and resources. The Right to Education Act of 2009 is also summarized, which made education a fundamental right for children ages 6 to 14 and included provisions for free education, uniforms, books, and meals. Recommendations to address challenges in implementing inclusive education and the act are provided.
Teachers' concerns about inclusive education in Ahmedabad, IndiaAshwini Tiwari
This study examined the concerns of 560 primary school teachers in Ahmedabad, India about including students with disabilities in their classrooms. The teachers reported being moderately concerned overall. They were most concerned about a lack of infrastructural resources and least concerned about a lack of social acceptance of students with disabilities. The teachers' concerns differed based on their gender, qualifications in special education, teaching experience, and the number of students with disabilities in their classes. The study aimed to identify teachers' concerns to help address barriers to inclusive education in India.
Influence of universal basic education (ube) facilities on school learning en...Alexander Decker
1) The study investigated the influence of Universal Basic Education (UBE) facilities on the learning environment of junior secondary schools in Epe division of Lagos State, Nigeria.
2) Five hypotheses were tested regarding the impact of UBE facilities on classroom control, teacher-student interaction, student sitting arrangements, cooperative learning, and student stimulation.
3) Results found that UBE facilities had a significant positive influence on all five factors, as the schools with UBE facilities performed significantly better than those without on all measures. This indicates that UBE facilities enhance the learning environment.
An Investigation into the Robustness of the Assessment of Learners with Speci...ijtsrd
Education for learners with special needs remains a challenge for developing countries like Lesotho where development of infrastructure and appropriate training for personnel is still at its infancy. With the number of learners with special needs on the rise, lack of basic necessities has compelled such learners to be absorbed in the main stream education system, leaving educators frustrated. Although having all inclusive education as professed by the government may be an ideal situation for learners with special needs, what remains a barrier is the mode of assessment for such learners. The study sought to establish the depth and breadth of the assessment of learners with special needs in Lesotho. The study was conducted using the qualitative methodology. The in depth interviews were conducted in order to get a thorough and informed insight that reveals how learners with special needs are evaluated. Documents such as Education Act 2010, The National Constitution and Children's Protection and Welfare Act 2011 were analysed to assess whether they respond to the needs of such learners. The informant selection techniques employed were convenience and purposive sampling. respondents were selected based on their availability and willingness to respond. The findings were analysed using thematic method of analysis. The study revealed that the government has not done enough to ensure inclusive education. This is evidenced by lack of clear policies for learners with special needs, as well as facilities and trained personnel for such learners. Tsepiso Mncina | Tawanda Mukurunge, | Takura Bhila "An Investigation into the Robustness of the Assessment of Learners with Special Needs: Case of Leseli Community School" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29183.pdf Paper URL: https://www.ijtsrd.com/engineering/agricultural-engineering/29183/an-investigation-into-the-robustness-of-the-assessment-of-learners-with-special-needs-case-of-leseli-community-school/tsepiso-mncina
CHALLENGES TO TEACHER EDUCATION IN 21ST CENTURY : IN THE LIGHT OF INCLUSIVE ...Rajnish Kumar Arya
This document discusses the challenges of teacher education in the 21st century in light of inclusive education. It begins with introducing the concepts of children with special needs and inclusion. Some key challenges identified include the lack of focus on special education in university curriculum and teacher training programs. There is also a shortage of special educators and resource teachers in Chhattisgarh, India where data shows about 65,000 school-aged children with disabilities but less than 200 resource teachers. The document argues that teacher education needs interventions like curriculum modification, pre-service teacher training, and involvement of special educators to effectively support the growing number of children with special needs in the region.
Inclusion Education As Solution To Barriers Of Cwsn And Answer For Their Successinventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document discusses principles and resources needed for inclusion education. It outlines that inclusion requires adequate support services, individualized education programs, professional development for teachers, time for planning and collaboration between teachers, specialists, and parents. It also discusses teaching models like station teaching where the classroom is divided into areas, as well as the benefits of inclusion like social cohesion, improved achievement, and democratic values.
Analysis of the impediments influencing the management ofAlexander Decker
This document analyzes impediments to managing special needs education in inclusive primary school settings in Embu County, Kenya. It finds that while inclusion is available and schools have resources, those resources do not adequately meet the needs of special needs education. Key impediments identified include disagreements over inclusion, lack of national policy, and challenges with labeling, cultural factors, staffing, resources, attitudes and parental/professional disagreements. The study concludes more must be done to overcome these challenges and ensure persons with special needs can access education and live meaningful lives.
Finland, a democratic welfare state and the northernmost member of the European Union is an example of a nation that has been able to transform its traditional economy into a modern knowledge economy within relatively short period of time. Education has played important
role in this process. This chapter argues that system-wide excellence in student learning is attainable at reasonable cost, using education policies differing from conventional marketoriented reform strategies prevalent in many other countries. Unlike many other education
systems, test-based accountability and externally determined learning standards have not been part of Finnish education policies. Relying on data from international student assessments, indicators and earlier policy studies, this chapter describes how steady improvement in
student learning has been attained through Finnish education policies based on equity, flexibility, creativity, teacher professionalism, and mutual trust. The conclusion is that educational reform in Finland has been built upon ideas of good leadership that place an emphasis on teaching and learning, encouraging schools to craft optimal learningenvironments and implement educational content that best helps their students reach the general goals of schooling, and professional leadership of schools.
Inclusive education for persons with disabilitiesDhananjay Bhole
What is inclusive education, What is disability, Types of disability, Issues in social rehabilitation, low tech assistive technologies, High tech assistive technologies, Enrollment and admission, What facilities institue should provide for inclusion, How to do accessible teaching, How do person with disabilities appear in exams? , Academic evaluation of student with disabilities, status of education in India, Facilities and infrastructure in India, potential funding agencies for disability research.
Integrated education for disabled children and person with disablity act, ...Priyanka Chaurasia
The document discusses India's Integrated Education for Disabled Children (IEDC) scheme, launched in 1974 to promote the education of disabled children alongside non-disabled children. It provides an overview of different models of integrated education and challenges to implementing the scheme, such as attitudes, resources, and training. The document also outlines some assistance provided to children under the scheme, such as funds for books and uniforms. It notes the 1995 Persons with Disabilities Act aims to promote equal opportunities, protection of rights, and full participation of disabled children in India.
Inclusion ,societal & whole-school issues Emma Grice
The document discusses three main challenges of inclusion in education: 1) Structural issues in the education system that can reproduce social inequalities; 2) Developing teacher identity and challenging assumptions about disability; 3) Choosing classroom methodologies that facilitate diversity rather than just adding special needs accommodations. Successful inclusion requires whole-school participation, parental involvement, positive staff attitudes, collaborative teaching among staff, and classroom strategies that utilize student diversity. However, inclusion in practice remains complex with concerns about resources, curriculum, and balancing academic and social goals.
This document discusses frameworks for inclusive education in Indian schools. It defines inclusion as integrating students with disabilities into regular classrooms with supports tailored to their needs. Around 1.5% of Indian children ages 6-13 have disabilities. Inclusion is supported by laws like the Persons with Disabilities Act and the Right to Education Act. Theories by Bruner and Vygotsky emphasize the social environment's role in learning. Two school models are described - one uses both inclusion and a separate setup for some students, while the other solely uses inclusion with classroom supports. Both provide individualized education plans and differentiated instruction, but differ in board affiliation and implementation of inclusion.
Issues and challenges in inclusive educationjyothish.ssv
Inclusive education aims to educate students with special needs alongside their non-disabled peers. However, implementing inclusive education faces challenges such as a lack of resources, large class sizes, and teachers who are not properly trained. It is also difficult to change social attitudes towards disability, involve parents who resist inclusion, and link research to practical classroom instruction. Overcoming these issues and challenges is necessary to successfully establish inclusive education programs.
This document provides an overview of a study on the development of education in Bidar District, Karnataka, India from 2000 to 2011. It includes the following key points:
1. The introduction outlines the importance of education as an instrument for individual, societal and economic transformation in India since independence in 1947.
2. The need and importance of the study is to understand trends and patterns in educational attainment in Bidar District over the past decade and identify areas for improvement.
3. The objectives of the study are to examine the development of primary, secondary, higher, technical and professional education as well as overall educational progress and gender differences in Bidar District from 2000 to 2011.
This document summarizes an international conference on emerging trends in educating persons with disabilities organized by the Dr. MGR Institute of Special Education & Research in collaboration with the Tamil Nadu Teachers Education University. It discusses the importance of inclusive education and preparing teachers for inclusive classrooms. Three essential components for building capacity in inclusive education are increasing awareness, pre-service teacher training, and in-service training. The roles of teachers in general and for inclusion are outlined. Educational implications and the importance of teachers in the success of inclusive education are highlighted.
Model development for inclusive education management practical guidelines for...Alexander Decker
1) The document discusses inclusive education management in Thailand, including the current status, problems, and needs for improvement.
2) It reviews inclusive education best practices in other countries and how that knowledge can be applied to Thailand.
3) The goal is to develop an inclusive education model for Thailand's school system to benefit students with special needs as well as teachers, administrators, parents and communities.
This document provides a critical review of nine published questionnaires that measure primary school teachers' attitudes towards inclusive education. The review aims to help researchers select the most appropriate questionnaire for their study. Most of the reviewed questionnaires showed acceptable reliability and validity. The Multidimensional Attitudes towards Inclusive Education Scale (MATIES) and the Sentiments, Attitudes, and Concerns about Inclusive Education Revised Scale (SACIE-R) were found to be the only questionnaires that adequately addressed the affective, cognitive and behavioral components of teachers' attitudes, and had strong psychometric properties. The Teachers' Attitude towards Inclusion Scale (TAIS) was also found to be psychometrically sound and to suitably address
#MeaningofInclusiveEducation
#CreatinganInclusiveSchool
This PPT covers historical background of Inclusive Education, Meaning of Inclusive Education, Need of Inclusive Education in bilingual method. This PPT is quite useful for all persons who are engaged in the field of Special Education/ Inclusive education.
Attitude of Secondary School Teachers towards Equitable Education in Coimbato...ijtsrd
Equitable Education System was proposed in the state of Tamil Nadu. It was felt that by following this education system we could afford impartial education to all school children irrespective of region such as rural and urban, upper and lower caste, and religion etc. This new system of education came into existence after a lot of oppositions, obstacles and confusions. Determining attitude and efforts to advance a new system of education is very much essential. Attitude of teachers, students and parents about a new educational system influences the choices and national development. Teachers and parents have a supreme responsibility in the mental and physical growth of the students. Their attitude is one of the most important variables in the education of children. Successful and effective implementation of a new system of education depends upon the knowledge of teachers and their positive attitudes towards it. Thus, the study of teachers' attitude towards Equitable Education becomes indispensable to the implementation plans. These observations initiated the investigator to undertake the present study, “Attitude of Secondary School Teachers towards Equitable Education in Coimbatore District†G. Jayanthi | Dr. K. Eagavalli ""Attitude of Secondary School Teachers towards Equitable Education in Coimbatore District"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25133.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/25133/attitude-of-secondary-school-teachers-towards-equitable-education-in-coimbatore-district/g-jayanthi
The document discusses inclusive education and the right to education in India. It outlines key points of relevant acts that promote inclusive education and free education for children with disabilities up to age 18. It also discusses advantages and challenges of implementing inclusive education in India, such as lack of teacher training and resources. The Right to Education Act of 2009 is also summarized, which made education a fundamental right for children ages 6 to 14 and included provisions for free education, uniforms, books, and meals. Recommendations to address challenges in implementing inclusive education and the act are provided.
Teachers' concerns about inclusive education in Ahmedabad, IndiaAshwini Tiwari
This study examined the concerns of 560 primary school teachers in Ahmedabad, India about including students with disabilities in their classrooms. The teachers reported being moderately concerned overall. They were most concerned about a lack of infrastructural resources and least concerned about a lack of social acceptance of students with disabilities. The teachers' concerns differed based on their gender, qualifications in special education, teaching experience, and the number of students with disabilities in their classes. The study aimed to identify teachers' concerns to help address barriers to inclusive education in India.
Influence of universal basic education (ube) facilities on school learning en...Alexander Decker
1) The study investigated the influence of Universal Basic Education (UBE) facilities on the learning environment of junior secondary schools in Epe division of Lagos State, Nigeria.
2) Five hypotheses were tested regarding the impact of UBE facilities on classroom control, teacher-student interaction, student sitting arrangements, cooperative learning, and student stimulation.
3) Results found that UBE facilities had a significant positive influence on all five factors, as the schools with UBE facilities performed significantly better than those without on all measures. This indicates that UBE facilities enhance the learning environment.
An Investigation into the Robustness of the Assessment of Learners with Speci...ijtsrd
Education for learners with special needs remains a challenge for developing countries like Lesotho where development of infrastructure and appropriate training for personnel is still at its infancy. With the number of learners with special needs on the rise, lack of basic necessities has compelled such learners to be absorbed in the main stream education system, leaving educators frustrated. Although having all inclusive education as professed by the government may be an ideal situation for learners with special needs, what remains a barrier is the mode of assessment for such learners. The study sought to establish the depth and breadth of the assessment of learners with special needs in Lesotho. The study was conducted using the qualitative methodology. The in depth interviews were conducted in order to get a thorough and informed insight that reveals how learners with special needs are evaluated. Documents such as Education Act 2010, The National Constitution and Children's Protection and Welfare Act 2011 were analysed to assess whether they respond to the needs of such learners. The informant selection techniques employed were convenience and purposive sampling. respondents were selected based on their availability and willingness to respond. The findings were analysed using thematic method of analysis. The study revealed that the government has not done enough to ensure inclusive education. This is evidenced by lack of clear policies for learners with special needs, as well as facilities and trained personnel for such learners. Tsepiso Mncina | Tawanda Mukurunge, | Takura Bhila "An Investigation into the Robustness of the Assessment of Learners with Special Needs: Case of Leseli Community School" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29183.pdf Paper URL: https://www.ijtsrd.com/engineering/agricultural-engineering/29183/an-investigation-into-the-robustness-of-the-assessment-of-learners-with-special-needs-case-of-leseli-community-school/tsepiso-mncina
CHALLENGES TO TEACHER EDUCATION IN 21ST CENTURY : IN THE LIGHT OF INCLUSIVE ...Rajnish Kumar Arya
This document discusses the challenges of teacher education in the 21st century in light of inclusive education. It begins with introducing the concepts of children with special needs and inclusion. Some key challenges identified include the lack of focus on special education in university curriculum and teacher training programs. There is also a shortage of special educators and resource teachers in Chhattisgarh, India where data shows about 65,000 school-aged children with disabilities but less than 200 resource teachers. The document argues that teacher education needs interventions like curriculum modification, pre-service teacher training, and involvement of special educators to effectively support the growing number of children with special needs in the region.
Inclusion Education As Solution To Barriers Of Cwsn And Answer For Their Successinventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document discusses principles and resources needed for inclusion education. It outlines that inclusion requires adequate support services, individualized education programs, professional development for teachers, time for planning and collaboration between teachers, specialists, and parents. It also discusses teaching models like station teaching where the classroom is divided into areas, as well as the benefits of inclusion like social cohesion, improved achievement, and democratic values.
Analysis of the impediments influencing the management ofAlexander Decker
This document analyzes impediments to managing special needs education in inclusive primary school settings in Embu County, Kenya. It finds that while inclusion is available and schools have resources, those resources do not adequately meet the needs of special needs education. Key impediments identified include disagreements over inclusion, lack of national policy, and challenges with labeling, cultural factors, staffing, resources, attitudes and parental/professional disagreements. The study concludes more must be done to overcome these challenges and ensure persons with special needs can access education and live meaningful lives.
Finland, a democratic welfare state and the northernmost member of the European Union is an example of a nation that has been able to transform its traditional economy into a modern knowledge economy within relatively short period of time. Education has played important
role in this process. This chapter argues that system-wide excellence in student learning is attainable at reasonable cost, using education policies differing from conventional marketoriented reform strategies prevalent in many other countries. Unlike many other education
systems, test-based accountability and externally determined learning standards have not been part of Finnish education policies. Relying on data from international student assessments, indicators and earlier policy studies, this chapter describes how steady improvement in
student learning has been attained through Finnish education policies based on equity, flexibility, creativity, teacher professionalism, and mutual trust. The conclusion is that educational reform in Finland has been built upon ideas of good leadership that place an emphasis on teaching and learning, encouraging schools to craft optimal learningenvironments and implement educational content that best helps their students reach the general goals of schooling, and professional leadership of schools.
Inclusive education for persons with disabilitiesDhananjay Bhole
What is inclusive education, What is disability, Types of disability, Issues in social rehabilitation, low tech assistive technologies, High tech assistive technologies, Enrollment and admission, What facilities institue should provide for inclusion, How to do accessible teaching, How do person with disabilities appear in exams? , Academic evaluation of student with disabilities, status of education in India, Facilities and infrastructure in India, potential funding agencies for disability research.
Integrated education for disabled children and person with disablity act, ...Priyanka Chaurasia
The document discusses India's Integrated Education for Disabled Children (IEDC) scheme, launched in 1974 to promote the education of disabled children alongside non-disabled children. It provides an overview of different models of integrated education and challenges to implementing the scheme, such as attitudes, resources, and training. The document also outlines some assistance provided to children under the scheme, such as funds for books and uniforms. It notes the 1995 Persons with Disabilities Act aims to promote equal opportunities, protection of rights, and full participation of disabled children in India.
Inclusion ,societal & whole-school issues Emma Grice
The document discusses three main challenges of inclusion in education: 1) Structural issues in the education system that can reproduce social inequalities; 2) Developing teacher identity and challenging assumptions about disability; 3) Choosing classroom methodologies that facilitate diversity rather than just adding special needs accommodations. Successful inclusion requires whole-school participation, parental involvement, positive staff attitudes, collaborative teaching among staff, and classroom strategies that utilize student diversity. However, inclusion in practice remains complex with concerns about resources, curriculum, and balancing academic and social goals.
This document discusses frameworks for inclusive education in Indian schools. It defines inclusion as integrating students with disabilities into regular classrooms with supports tailored to their needs. Around 1.5% of Indian children ages 6-13 have disabilities. Inclusion is supported by laws like the Persons with Disabilities Act and the Right to Education Act. Theories by Bruner and Vygotsky emphasize the social environment's role in learning. Two school models are described - one uses both inclusion and a separate setup for some students, while the other solely uses inclusion with classroom supports. Both provide individualized education plans and differentiated instruction, but differ in board affiliation and implementation of inclusion.
Issues and challenges in inclusive educationjyothish.ssv
Inclusive education aims to educate students with special needs alongside their non-disabled peers. However, implementing inclusive education faces challenges such as a lack of resources, large class sizes, and teachers who are not properly trained. It is also difficult to change social attitudes towards disability, involve parents who resist inclusion, and link research to practical classroom instruction. Overcoming these issues and challenges is necessary to successfully establish inclusive education programs.
This document provides an overview of a study on the development of education in Bidar District, Karnataka, India from 2000 to 2011. It includes the following key points:
1. The introduction outlines the importance of education as an instrument for individual, societal and economic transformation in India since independence in 1947.
2. The need and importance of the study is to understand trends and patterns in educational attainment in Bidar District over the past decade and identify areas for improvement.
3. The objectives of the study are to examine the development of primary, secondary, higher, technical and professional education as well as overall educational progress and gender differences in Bidar District from 2000 to 2011.
This document summarizes an international conference on emerging trends in educating persons with disabilities organized by the Dr. MGR Institute of Special Education & Research in collaboration with the Tamil Nadu Teachers Education University. It discusses the importance of inclusive education and preparing teachers for inclusive classrooms. Three essential components for building capacity in inclusive education are increasing awareness, pre-service teacher training, and in-service training. The roles of teachers in general and for inclusion are outlined. Educational implications and the importance of teachers in the success of inclusive education are highlighted.
Model development for inclusive education management practical guidelines for...Alexander Decker
1) The document discusses inclusive education management in Thailand, including the current status, problems, and needs for improvement.
2) It reviews inclusive education best practices in other countries and how that knowledge can be applied to Thailand.
3) The goal is to develop an inclusive education model for Thailand's school system to benefit students with special needs as well as teachers, administrators, parents and communities.
This document provides a critical review of nine published questionnaires that measure primary school teachers' attitudes towards inclusive education. The review aims to help researchers select the most appropriate questionnaire for their study. Most of the reviewed questionnaires showed acceptable reliability and validity. The Multidimensional Attitudes towards Inclusive Education Scale (MATIES) and the Sentiments, Attitudes, and Concerns about Inclusive Education Revised Scale (SACIE-R) were found to be the only questionnaires that adequately addressed the affective, cognitive and behavioral components of teachers' attitudes, and had strong psychometric properties. The Teachers' Attitude towards Inclusion Scale (TAIS) was also found to be psychometrically sound and to suitably address
The Importance Of Inclusion In Special EducationTracy Clark
The document discusses the historical background of special education in the 1890s. It notes that the Egerton Commission was established in 1886 to review education for deaf, blind, and mute children. By 1888, the commission had expanded its scope to include children from "exceptional circumstances" requiring special education methods. Around this time, the idea of segregated special education was formed, laying the basis for the "special" label. By 1889, feeble-minded children were to remain in mainstream classes while educable-imbeciles were educated in special institutions, marking an early differentiation in placement.
The document discusses inclusive education and presents various theories that can be applied in inclusive classroom settings. It defines inclusive education as including all students in school, regardless of strengths or weaknesses, as part of the school community. It also discusses theories like empowerment approach, problem-solving theory, and behavioral theory that are relevant for inclusive classrooms. The social worker's role is to apply these theories to provide systematic help to students.
An International Multidisciplinary Peer Reviewed E JournalAllison Thompson
The document discusses inclusive education in India and attitudes of prospective teachers towards it. It provides background on the development of policies supporting inclusive education in India. The study aimed to ascertain attitudes of 150 prospective teachers towards including students with special needs in regular classrooms. Results found that prospective teachers "disagree somewhat" with inclusion. The document argues that teacher education programs should include practical experiences with special needs students and content on inclusive education policies to help develop more positive attitudes.
1. Creating an inclusive culture within the school and community is important for implementing inclusive policies and practices. This involves identifying and eradicating common barriers to inclusion such as attitudes, physical barriers, curriculum rigidity, and lack of teacher training.
2. There are important distinctions between special education, mainstreaming, and inclusive education. Inclusive education aims for all learners to be part of the general education classroom.
3. Producing truly inclusive policies involves establishing an inclusive culture, collaborating across sectors of society, recognizing new teacher roles, and planning inclusive transitions. Schools must examine areas like admissions, supports, and incidents of exclusion to inform new policies.
This document discusses the pros and cons of inclusion, which is the practice of educating students with disabilities in general education classrooms alongside their non-disabled peers. Some potential benefits mentioned include social and academic benefits for students with disabilities, the development of acceptance and understanding of diversity among all students, and positive role modeling. However, some drawbacks discussed are a lack of training and resources for teachers, which could negatively impact the education of both students with disabilities and general education students if classrooms are not properly equipped for inclusion. The document presents arguments from both perspectives in a balanced manner.
This document outlines objectives and strategies for creating and maintaining inclusive schools. It defines inclusive education as placing all students, regardless of challenges, in age-appropriate general education classes. An inclusive school operates with the premise that all students can fully participate. The document discusses developing school philosophy, identifying special needs early, adapting curriculum, encouraging participatory learning, and providing professional development, facilities, aids and adequate staff to support inclusion.
This document discusses inclusive education and its key principles and benefits. It defines inclusive education as providing equal access to education for all students regardless of their abilities or needs. This involves creating a welcoming environment, removing barriers, and providing support and accommodations. The benefits of inclusive education include improved social skills, academic growth, self-esteem, and preparation for life. It also promotes diversity and acceptance. Key elements for creating inclusive schools are adopting a whole-school approach, supportive policies, well-trained teachers, and community engagement.
This document discusses the inclusion of students with special needs in mainstream classrooms. It explores both the benefits and challenges of inclusion. Research has shown inclusion has positive impacts on both the academic achievement and social development of students with special needs. Studies also indicate inclusion does not negatively impact students without special needs. While some students may initially feel uncomfortable around students with disabilities, inclusion fosters understanding and respect among all students. Overall, the document argues inclusion aligns with Canada's values of equality and is beneficial for students of all abilities.
The document discusses a framework for creating inclusive cultures in education. It outlines three key things stakeholders can do: 1) Set parameters for inclusion by defining terms and roles; 2) Build capacity through teacher training and evidence-based practices; and 3) Identify and remove barriers like attitudes, lack of funding or policies, and rigid curricula. Creating inclusive cultures requires involvement from governments, communities, and all education stakeholders through collaborative efforts like these.
This document discusses inclusion and widening participation in higher education. It notes that terms like access, equity, and diversity are commonly used in discourses around inclusion in higher education. However, the meanings of these terms are fluid and tensions exist between economic forces pushing higher education and its role in society. The document also discusses the challenges of inclusion and making higher education institutions more inclusive through both structural changes and individual pedagogical decisions.
This study was designed to examine the contribution of placement school experiences to prospective teachers’ multicultural competence development in Ethiopia. The major sources of data were prospective teachers of the three randomly selected Teacher Education Institutes who took their placement school experiences at the respective secondary schools. Two hundred and forty prospective teachers were selected from five hundred and seventy three prospective teachers of the 2011/2012 academic year cohort using a proportional random sampling technique to fill in the questionnaire. Fifteen prospective teachers were also selected for interview using purposive sampling technique. Data were collected through questionnaire and interview. The data collected through the questionnaire were analyzed using percentage and one sample t-test. Interview data were reported in words following themes made vis-à-vis the research questions of this study. The findings of the study pointed out that collaboration among prospective teachers, staffs of placement schools, and students’ parents have brought the required multicultural knowledge, attitude, and skill to prospective teachers. However, the findings noted that learner-centered knowledge construction philosophy is at its infant stage at the placement schools. In light of these findings, relevant recommendations have been made in the paper.
1. This study examines the challenges of implementing inclusive education at the Daraga North Central School in the Philippines. Teachers have struggled with inclusion due to a lack of special education training and difficulties meeting the diverse needs of students with disabilities in regular classrooms.
2. The objectives are to understand teachers' views on inclusion, identify the specific challenges they face, and explore solutions to improve inclusion at the school. It is assumed teachers and students experience challenges and the school faces difficulties in supporting inclusive education.
3. Insights from this study aim to help better prepare teachers and develop guidance to create a more inclusive environment for students of all abilities at Daraga North Central School.
This document summarizes a journal article about educational administrators' views on inclusive education as a reform initiative in Turkey. The key points are:
1) The administrators had varying understandings of educational change but saw inclusive education as an opportunity to improve education, though difficult to implement within Turkey's competitive system.
2) Inclusive education calls for reforming school structures to accommodate diverse learners, but traditional schools resist change.
3) For educational change to be successful, it requires a holistic approach, utilizing existing resources and seeing diversity as an opportunity rather than a problem.
please based on the first section of the paper and edit this sec.docxcherry686017
please based on the first section of the paper and edit this second section to fit the influence of the paper. here is the criteria that the paper will be graded
Section intro
Topic sentences
Evidence
Transitions (in and within paragraph)
So whats
Surface Features
Grammar
Spelling
Commas
Word use
APA
so, please feel free to add to the second section from the references or add what you see is appropriate to add even from different articles.
First section:
A democratic education means an education free from any discrimination based on class, physical fitness, mental fitness, and race. Danforth (2001) explored the extent to which Deweyan perspective on democracy has been adopted in matters of special education. He explored several cases where this democratic perspective has been used to make decisions. The result of this conclusion is that the Deweyan perspective on democracy has influenced so many decisions that have been made concerning special needs education. This study explores the Deweyan perspective in relation to special education. This study shows how much democracy has been adopted in special education. On other hand, Stone et al (2016) analyzed Dewey’s philosophy and the part it plays in special education. Dewey’s philosophy encourages inclusivity which is a very important factor in special education. Inclusivity in children with special needs makes them feel appreciated as members of the larger community. This study outlines the aspects of equality and democracy in education. In this literature this study shows that disability is how we define it in order to achieve democracy in education, and how democracy in special education can be achieved.
When discussing the educational system, researchers seek justice within the schools as a part of representing the democratic values in education. In this study, Minton and Sullivan (2013) aimed at exploring the system of justice in schools to determine how much transformational leadership was applied especially in regard to students with special needs. With a sample of respondents from 26 schools and through surveys and interviewing methods, they embarked on their research. The result of this research was that the adoption of transformative leadership depended on the behavior and nature of the leaders in the school. This study is addressed in this paper because it shows to what extent transformative leadership has included students with special needs. This paper could represent the roots of how we reform the educational system in Saudi Arabia, and trying to connect this study to shape the educational vision 2030 of Saudi Arabia.
In Einarsdittir et al (2015) study they explored how the Nordic policies concerning early childhood education supported the creation of important values such as democracy, caring, and competence in children. According to Einarsdittir et al (2015) it is through education that children learn values to assist them in life. The policies in Nordic ECECs shape values .
Government in Finland see schools and teachers as key to promoting sustainable development and educating future generations on its importance. Teachers are responsible for developing curricula that integrate these themes and work with agencies on initiatives. Sustainable development is written into standards and teacher training, and schools take a whole-school approach, collaborating with families and businesses. Finland trusts and supports teachers greatly, requiring advanced degrees and giving freedom in curriculum. Both Finland and Scotland emphasize education for sustainable development through interdisciplinary, whole-school means adapted to each local context.
M.Ed Teacher Education's Topic-Explain concept of teacher education and discu...fatima roshan
The document discusses the objectives of teacher education in India as outlined by the National Curriculum Framework (NCF) 2009. It begins with an introduction to the current state of teacher education and challenges in India. The 11 key objectives outlined by the NCF 2009 are: 1) enable inclusive education, 2) develop perspectives for equitable development, 3) understand the role of community knowledge, 4) integrate ICT, 5) professionalize teacher education, 6) prepare teacher educators, 7) facilitate research and innovation, 8) support open/distance learning, 9) promote health/physical education, 10) promote vocational education, and 11) develop a comprehensive vision of teachers and teacher education. The objectives aim to address issues like teacher
1.1.pptx inclusive education for med and bedDevarajuBn
The document discusses definitions, concepts, and the need for inclusive education. It defines inclusive education as providing services and support for students with disabilities in age-appropriate general education classrooms. It notes the debate around mainstreaming versus full inclusion. The need for inclusive education is that research shows students perform better academically and socially in inclusive environments, and it helps create an accepting society. The document then provides a brief history of education for students with diverse needs in India, including the establishment of early special schools and initiatives to promote inclusive education through integrated programs and national policies.
The study was to examine the implementation of child-friendly school (CFS) in a public elementary school. This study employed a single case study method, as Public Elementary School ofRagunan 01 is the unit of research analysis. The school has been declared as a child-friendly school since 2015. The quantitative data generated, however, were only used to see the percentage of the characteristics of CFS model. Thus, the data were gathered through observation, questionnaires and interviews to obtain more comprehensive empirical data. The questionnaire was distributed to all teachers and 15 class coordinators of students’ parents to obtain data about the implementation of CFS. Interviews were conducted with several important multi-stakeholders identified. The results showed that thirteen characteristics of the CFS had been implemented well with a percentage value above 95%. It indicates that this school has been able to realize the CFS model following its principles. Besides, the school has met the requirement of the six essential components of CFS adapted according to Indonesian educational contexts. It indicates that the implementation of CFS is in accordance with the concept of UNICEF but with some differences.
The document summarizes a textbook called "Rural Property Valuation" published by the Appraisal Institute. It discusses how the textbook provides essential guidance for appraising rural properties, covering topics unique to valuing agricultural land, ranches, timberland, and other rural uses. The textbook is said to be an important resource for students and practitioners to understand rural markets and issues. It contains 19 chapters covering key appraisal topics from a rural perspective, and provides up-to-date information on valuation of rural properties in the United States.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Factors affecting undergraduate students’ motivation at a university in Tra VinhAJHSSR Journal
ABSTRACT: Motivation plays an important role in foreign language learning process. This study aimed to
investigate student’s motivation patterns towards English language learning at a University in Tra Vinh, and factors
affecting their motivation change toward English language learning of non-English-major students in the semester.
The researcher used semi-structured interview at the first phase of choosing the participants and writing reflection
through the instrument called “My English Learning Motivation History” adapted from Sawyer (2007) to collect
qualitative data within 15 weeks. The participants consisted of nine first year non-English-major students who learning
General English at pre-intermediate level. They were chosen and divided into three groups of three members each
(high motivation group; average motivation group; and low motivation group). The results of the present study
identified six visual motivation patterns of three groups of students with different motivation fluctuation, through the
use of cluster analysis. The study also indicated a diversity of factors affecting students’ motivation involving internal
factors as influencing factors (cognitive, psychology, and emotion) and external factors as social factors (instructor,
peers, family, and learning environment) during English language learning in a period of 15 weeks. The findings of
the study helped teacher understand relationship of motivation change and its influential factors. Furthermore, the
findings also inspired next research about motivation development in learning English process.
KEY WORDS: language learning motivation, motivation change, motivation patterns, influential factors, students’
motivation.
STUDY ON THE DEVELOPMENT STRATEGY OF HUZHOU TOURISMAJHSSR Journal
ABSTRACT: Huzhou has rich tourism resources, as early as a considerable development since the reform and
opening up, especially in recent years, Huzhou tourism has ushered in a new period of development
opportunities. At present, Huzhou tourism has become one of the most characteristic tourist cities on the East
China tourism line. With the development of Huzhou City, the tourism industry has been further improved, and
the tourism degree of the whole city has further increased the transformation and upgrading of the tourism
industry. However, the development of tourism in Huzhou City still lags far behind the tourism development of
major cities in East China. This round of research mainly analyzes the current development of tourism in
Huzhou City, on the basis of analyzing the specific situation, pointed out that the current development of
Huzhou tourism problems, and then analyzes these problems one by one, and put forward some specific
solutions, so as to promote the further rapid development of tourism in Huzhou City.
KEYWORDS:Huzhou; Travel; Development
UR BHatti Academy dedicated to providing the finest IT courses training in the world. Under the guidance of experienced trainer Usman Rasheed Bhatti, we have established ourselves as a professional online training firm offering unparalleled courses in Pakistan. Our academy is a trailblazer in Dijkot, being the first institute to officially provide training to all students at their preferred schedules, led by real-world industry professionals and Google certified staff.
The Impact of Work Stress and Digital Literacy on Employee Performance at PT ...AJHSSR Journal
ABSTRACT :This research aims to analyze the correlation between employee work stress and digital literacy
with employee performance at PT Telkom Akses Area Cirebon, both concurrently and partially. Employing a
quantitative approach, the study's objectives are descriptive and causal, adopting a positivist paradigm with a
deductive approach to theory development and a survey research strategy. Findings reveal that work stress
negatively and significantly impacts employee performance, while digital literacy positively and significantly
affects it. Simultaneously, work stress and digital literacy have a positive and significant influence on employee
performance. It is anticipated that company management will devise workload management strategies to
alleviate work stress and assess the implementation of more efficient digital technology to enhance employee
performance.
KEYWORDS -digital literacy, employee performance,job stress, multiple regression analysis, workload
management
1. American Journal of Multidisciplinary Research & Development (AJMRD)
Volume 2, Issue 10 (October- 2020), PP 26-37
ISSN: 2360-821X
www.ajmrd.com
Multidisciplinary Journal www.ajmrd.com Page | 26
Research Paper Open Access
Shifting Uniformity to be Diversity through Inclusive Education
Practices
Imam Yuwono, Utomo
ABSTRACT: The policy of freedom of learning proposed by the Indonesian Minister of Education and
Culture is exciting to follow at the school level. The practice of inclusive education that has been running in
Indonesia is a form of free learning. It is suspected to be a friendly educational paradigm, accessible to all
students with a variety of conditions, including individual student educational needs (SEN). The friendliness of
inclusive practices lies not only in the inclusion of NES in public schools. But rather the shift in "uniformity
towards respecting diversity." This study aims to reveal friendly education practices, which are characterized by
respecting the diversity of students. The study was carried out using a lethal study then analyzed
comprehensively, referring to expert opinions in books, journals, and other scientific articles. The results of the
literature review reveal components of educational activities that are practiced in schools in order to appreciate
the diversity of students, then shift school policies that are still uniformed, namely (1) Student recruitment refers
to the principle of education for all (2) Preparing inclusive education teachers (3) Accommodation curriculum to
meet the needs of students (4) Teaching and learning in inclusive classes (5), inclusive leadership. Therefore, it
was observed that inclusive practices in schools became an alternative to shift the form of uniformity into an
appreciation of diversity.
Keyword: Inclusive Education, Uniformity, Diversity
I. INTRODUCTION
The freedom of learning set by the Minister of Education and Culture is a new student admission
system, nationalized examination system, simplification of learning administration. The concept of freedom of
learning progressivism gives students the freedom to develop their talents and interests. This opinion supports
that through the freedom of learning, a person will be more advanced and qualified, which will then have a
positive impact on the nation. In order to achieve learning independence, many countries change the
educational paradigm, by motivating schools to be autonomous, they think about diversity and equality. Like for
example, in Australia, there are those who call independent state schools. In England, there are academy
schools; in America, there are names of charter schools. In Chile, there are names of voucher reform schools. In
Spain, there are names of concert schools. In Sweden it is called a free school, a partnership school exists in
New Zealand. (Ainscow, 2016) countries such as those listed above make a breakthrough in changing the
progress of education, by means of equalizing education that is more inclusive, than market forces that are the
mainstay. This opinion states that justice in education is achieved when justice occurs to the personal, ethnic, or
family, social or gender background, and does not experience obstacles in accessing education. Schools are
required to be able to learn from a difference. The school's commitment to be able to find the right method to
respond to student diversity. Including the challenge of being able to create inclusive classroom conditions, can
be accessed by all children from various differences. In various countries, inclusive education services are a way
to provide services for students with special
Educational needs (SEN). However, international regulations suggest that inclusive edu educational
umbrella to accommodate a diversity of learners. In this case (Messiou & Ainscow, 2015) suggested the
importance of schools to be able to eliminate social inequalities in schools with the utmost effort to respect
individual differences, racial and ethnic differences, diversity of adherents of religion, gender and differences in
students' abilities. Regarding the implementation of inclusive education in schools (An et al., 2018), it is
suggested that policymakers should not merely emphasize educational equality, but rather regulate the
implementation of inclusive practices in public schools. Thus everyone's right to get quality learning in public
schools is fulfilled, including SEN students. In order for inclusive practices in schools to work properly, it is
necessary to meet the required resources such as teacher resources, open administrative staff, accessible
facilities and infrastructure, and support of all school residents. Many people think that an inclusive school is a
school to accommodate SEN students entering public schools. Those who are far from special schools can be
2. American Journal of Multidisciplinary Research & Development (AJMRD)
Volume 2, Issue 10 (October- 2020), PP 26-
ISSN: 2360-821X
www.ajmrd.com
Multidisciplinary Journal www.ajmrd.com Page | 27
accommodated in the nearest public school. The ultimate goal of inclusive practice in schools is that all children
from different conditions, take the opportunity to mutually respect and respect their rights. Suggestions (Hardy
& Woodcock, 2015) schools should adopt the following inclusive principles: (1) inclusion is a process in which
educational authorities are developing a culture to respect the rights of all students without exception. (2)
through appropriate education and support, the potential of children to develop properly (3) schools should
make various efforts to minimize barriers to learning and student participation in learning.
The report (Kim, 2014) education policy in Korea states that all citizens have the right to learn according to
their abilities. The policy in this country regulates equal education for all people. Then elementary school is
compulsory and free. The Government will supervise the implementation of this equality education. In fact,
there are clear regulations governing that all people are entitled to education services without discrimination.
Although they differed in their religion, social status, and financial control. (Sudarto, 2017) recommends that the
Government, as the education policymaker at the central level, should carry out a change in the centralistic
education policy towards autonomous education. Centralistic education has a tendency to uniform national
education policies. Autonomous education will provide space and flexibility for schools to adopt education
policies to the diverse needs of learners. This opinion suggests that the role of Government is very important to
make the quality of education stand out so that it is in line with the needs of the students. The results of research
on the condition of inclusive education in Indonesia, such as (Fuadi, 2015) there are still schools that reject the
presence of SEN children in public schools, the main reasons being the lack of teacher resources, supporting
facilities and infrastructure and the refusal attitude of school leaders. The presence of SEN students is
considered to disrupt the practice of uniformity that has been practiced so far: (Taufan & Mazhud, 2016).
Inclusive practices in schools are still run half measures. The policies adopted by the school use the old-
fashioned way, not adjusting the conditions of diverse children, including SEN students. Finally, the practice of
inclusion is important. SEN students have not received optimal services according to their needs. Constraints
encountered were lack of teacher knowledge and lack of training in how to deal with NES students.
The research report indicates that schools have not comprehensively changed school policies to adapt
to diverse student conditions. Inclusive practice is still classroom-based, prioritizing regular students in general.
Or in other words, still uniform policies to all students, this is where the weakness respects the diversity of
students. Strengthened by the findings (Suryati & Haryanto, 2016) that the lack of training provided by the
Government about inclusive education practice services causes many teachers to complain about friendly
learning techniques for all learners not running optimally.Research conducted (Sebrina & Sukirman, 2019) of
public schools implementing inclusive education still complains much about curriculum development in order to
provide accommodation to diverse students in inclusive classes. Schools use the National curriculum without
any modification. The teacher does not have the ability to carry out activities to modify the curriculum. As a
result, SEN students and regular students who have the low ability cannot achieve curriculum targets. For SEN
students, the curriculum needs to be modified in such a way that it can be accessed by SEN with low cognitive
abilities. The curriculum was developed, referring to individual differences in children. These findings indicate
that schools are still not ready to accommodate the curriculum. The school develops a National curriculum
regardless of individual student differences in class. Reports (Yuwono & Pasani, 2018) inclusive schools have
been given decree letters as organizers, as well as many schools receiving NES, but unfortunately, this has not
been matched by changes in the school system to adjust the conditions of children. Infrastructure management,
the financing system has not been focused on supporting diversity in schools. Still, according to (Yuwono et al.,
2017), teachers in inclusive schools still experience obstacles in conducting counseling and assessment of SEN.
The results of the study above show the current condition of inclusive education provider schools in Indonesia.
Government policies on the importance of inclusive education to promote friendly learning, and provide the
right for all children to have access to adequate education are not yet optimal at the school level implementing
inclusive education. Educational policy by generalizing or the term uniformity is still very strong in culture in
schools. That is why in this article, we will reveal how inclusive education practices, which respect the safety of
students. Education Policy can be accessed by all students in schools with different conditions of learning needs.
The sources of the theory will be taken from expert opinions, research results, and other scientificreports.
II. METHODOLOGY
This research is a qualitative descriptive study using the literature method or literature study. This
method makes it possible to collect as much data as possible from literature reference sources. A literature study
is carried out to obtain as many references as possible to support the research. Literature collection is carried out
by collecting primary literature sources in the form of research results to answer research questions, including:
(1) How to recruit students in inclusive education (2) How to prepare teachers in inclusive education practices
3. American Journal of Multidisciplinary Research & Development (AJMRD)
Volume 2, Issue 10 (October- 2020), PP 26-37
ISSN: 2360-821X
www.ajmrd.com
Multidisciplinary Journal www.ajmrd.com Page | 28
(3) How to accommodate curriculum to meet student needs (4) How is active learning in inclusive classrooms
(5) How is inclusive leadership. Qualitative data analysis integrates data collection activities, data reduction,
data presentation, and research results (Rijali, 2018). Data analysis in this study was carried out simultaneously
with data collection and developed according to the quantity and variety of literature found.
III. RESULTS AND DISCUSSION
Recruitment of Prospective Students, Referring to The Principle of Education for All.
Recalling the international agreement, at the conference in the title of Unesco, in Jomtien Thailand, which is
famous for the slogan EFA (Education For ALL) or in Indonesia, is often referred to as inclusive education or
education for all. The conference agreed on the importance of recognizing the existence of vulnerable and
marginalized students from educational services in the world. This agreement views the vision of education as
far broader than the concept of schooling. Related to inclusive education1 (Ainscow & Sandill, 2010) suggested
that in inclusive practice, it should start with (1) cultural changes and school policies to accept the presence of
students with a variety of conditions, including vulnerable groups, (2) implementing school policies and habits
for responding to the diversity (3) school curriculum policies, staff, and the community jointly participate in
welcoming the presence of diverse students. This opinion underlines the importance of changing the attitude of
schools to accept the presence of students from a variety of conditions. All members of the school participated
in welcoming the presence of students in various conditions.The international community recognizes that
education is a basic right of all children, including SEN. (Miles & Singal, 2010) inclusive education is holistic in
the usual predictions, but it turns out to make schools accessible to all students. The philosophy of inclusive
education, according to the report (Peters et al., 2005) that every individual has the right to get access to quality
education together with friends at school in general. Schools should support this by preparing curriculum
flexibility, adequate teacher resources, and school communities who are accepting differences. The principles
that need to be met by schools of inclusive practice according to (Ainscow & Miles, 2008) (1) learners who
come to school have diverse needs and abilities, so there are no fundamentally different students (2) public
schools should be responsible responsibility for an education system that is responsive to all students (3) the
intended responsiveness policy includes curriculum, learning methods, school environment and teacher
resources that are ready with the diversity of students. (4) public schools can create an inclusive learning
environment, respecting the rights of all school residents and can be enjoyed by the community.One of the
efforts of the Indonesian government to provide educational services that are fair, democratic, and accessible to
all students, is by implementing a Zoning system. (PDSPK Kemendikbud, 2018b) With the zoning system, all
public schools are prepared to provide quality educational services evenly for citizens in a certain area or region
so that the "best children" do not need to look for the "best schools" locate, far from where they live.
One of the goals of this zoning system is that students, including NES students, can get quality
education in the environment closest to where children live. The government is responsible for equalizing the
quality and fairness of education in every area closest to children's homes. Through the zoning system, it is
expected to reduce the perception of parents and the community towards "labeling" schools that maintain the
"status quo," which results in the quality of education services being uneven and fair. Although there are still
many problems with the zoning system, reports (Wahyuni, 2019a) of the zonation system that the government
has brought up have caused problems that need to be resolved. (Wahyuni, 2019b) the zoning system still makes
the pros and cons of the community; for example, prioritizing the distance of students' homes from schools, the
existing regulations are unclear about the way to implement them, lack of coordination with related parties. The
zoning system offered, according to the authors, is an inclusive policy, and is a form of respect for the right of
all people to get access to education. Children, in general, including SEN, can get quality education in their
immediate neighborhood.
Recruitment of Prospective Students, Referring to The Principle of Education For All.
Recalling the international agreement, at the conference in the title of Unesco, in Jomtien Thailand,
which is famous for the slogan EFA (Education For ALL) or in Indonesia, is often referred to as inclusive
education or education for all. The conference agreed on the importance of recognizing the existence of
vulnerable and marginalized students from educational services in the world. This agreement views the vision of
education as far broader than the concept of schooling. Related to inclusive education (Ainscow & Sandill,
2010) suggested that in inclusive practice, it should start with (1) cultural changes and school policies to accept
the presence of students with a variety of conditions, including vulnerable groups, (2) implementing school
policies and habits for responding to the diversity (3) school curriculum policies, staff, and the community
jointly participate in welcoming the presence of diverse students. This opinion underlines the importance of
4. Shifting Uniformity to be Diversity through Inclusive Education Practices
Multidisciplinary Journal www.ajmrd.com Page | 29
changing the attitude of schools to accept the presence of students from a variety of conditions. All members of
the school participated in welcoming the presence of students in various conditions.
The international community recognizes that education is a basic right of all children, including SEN.
(Miles & Singal, 2010) inclusive education is holistic in the usual predictions, but it turns out to make schools
accessible to all students. The philosophy of inclusive education, according to the report (Peters et al., 2005) that
every individual has the right to get access to quality education together with friends at school in general.
Schools should support this by preparing curriculum flexibility, adequate teacher resources, and school
communities who are accepting differences. The principles that need to be met by schools of inclusive practice
according to (Ainscow & Miles, 2008) (1) learners who come to school have diverse needs and abilities, so
there are no fundamentally different students (2) public schools should be responsible responsibility for an
education system that is responsive to all students (3) the intended responsiveness policy includes curriculum,
learning methods, school environment and teacher resources that are ready with the diversity of students. (4)
public schools can create an inclusive learning environment, respecting the rights of all school residents and can
be enjoyed by the community.
One of the efforts of the Indonesian government to provide educational services that are fair,
democratic, and accessible to all students, is by implementing a Zoning system. (PDSPK Kemendikbud, 2018b)
With the zoning system, all public schools are prepared to provide quality educational services evenly for
citizens in a certain area or region so that the "best children" do not need to look for the "best schools" located
far from where they live. One of the goals of this zoning system is that students, including NES students, can get
quality education in the environment closest to where children live. The government is responsible for
equalizing the quality and fairness of education in every area closest to children's homes. Through the zoning
system, it is expected to reduce the perception of parents and the community towards "labeling" schools that
maintain the "status quo," which results in the quality of education services being uneven and fair. Although
there are still many problems with the zoning system, reports (Wahyuni, 2019a) of the zonation system that the
government has brought up have caused problems that need to be resolved. (Wahyuni, 2019b) the zoning system
still makes the pros and cons of the community; for example, prioritizing the distance of students' homes from
schools, the existing regulations are unclear about the way to implement them, lack of coordination with related
parties. The zoning system offered, according to the authors, is an inclusive policy, and is a form of respect for
the right of all people to get access to education. Children, in general, including SEN, can get quality education
in their immediate neighborhood.
Preparing Teachers for Inclusive Education
Many studies on teacher attitudes, rejecting inclusive education, the entry of SEN students in public
schools are not accompanied by adequate teacher ability to provide their education services. Suggestions
(Florian & Beaton, 2018) there are several principles for preparing inclusive teachers, including (1) Joint
agencies, teachers are required to learn from each other with students, in principle teachers cannot solve learning
problems by doing it alone. Teachers are helpless without students (2) Trust so that students receive an appeal to
cooperate; teachers should have confidence that each student will be meaningful to himself, they will explore
various experiences of his life. Students need to be understood that teachers make students learn. Trust becomes
a shared commitment and responsibility for transformability to achieve future goals. It is not an individual
responsibility between students and teachers (3) For everyone, and the teacher works not only for certain
students but works for everyone's success and service. This means the teacher operates the principle of
providing services without discrimination.
Teacher Education
Major changes in teacher education should be focused on education that is more democratic and
equitable for school consumers. What happens in developing countries is that free education starts, so this policy
will require the provision of trained teachers to deal with diverse students2 (Black-Hawkins & Florian, 2012).
Inclusive education was originally intended for SEN students in public schools, but in fact, it has penetrated into
a broad definition of meaningful learning for all children in school. It will certainly change the paradigm of
teacher education to adjust to the changes that occur in inclusive schools. In preparing teachers for inclusion,
many things have been done3 (Spratt & Florian, 2015) Teacher printing institutions, especially in terms of
perceptions of learning in inclusive classes, which are totally different from special learning in special classes.
Inclusive classes have a variety of students; they learn together in a class. Therefore how teacher education must
be designed to overcome these challenges. Ensuring that the philosophy of inclusion is accepted by teacher-
printing institutions, teacher education must be redesigned, in accordance with the WSA (Whole School
Approach) school approach that directs the inclusive movement in schools, by developing a holistic teaching
5. American Journal of Multidisciplinary Research & Development (AJMRD)
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approach to the WFA (Whole Faculty Approach) that can support innovative learning in inclusive practice
schools. As long as the teacher is still doing
separate learning between SEN and regular students, the philosophy of inclusive schooling will not work.4
(Alquati Bisol et al., 2015) when the universities and colleges printing teachers are exclusive, then there is a
doubt that teachers who are born cannot develop the curriculum, and provide good learning in inclusive classes.
(Florian & Spratt, 2013) suggested supporting inclusive schools so that in the future, teacher education must be
prepared to face potential challenges in inclusive classes, not just to be given a rhetorical and homogeneous
curriculum, which eventually returns to the habit of providing teacher training, which is only focused on
discipline certain science. Preparing for teachers who are inclusive, requires a collaborative and open approach
from several parties to have a dialogue about new ideas needed by a teacher5 (Hadfield & Ainscow, 2018). The
inclusive curriculum needs to be promoted to all disciplines, which are then expected to help overcome various
problems in inclusive classes with diverse students. Special education should be used as an infusion of all fields
of curriculum, and diversity can be accepted as the norm for designing teachers, so they can work in front of the
class professionally. 6(Watkins & Donnelly, 2014) The preparation of teachers in the future must also be in
collaboration with schools to ensure that teacher training is carried out true to the real needs of teachers in
classrooms where students are heterogeneous.
6. Shifting Uniformity to be Diversity through Inclusive Education Practices
Multidisciplinary Journal www.ajmrd.com Page | 31
Preparing Teachers for Inclusive Education
Many studies on teacher attitudes, rejecting inclusive education, the entry of SEN students in public
schools are not accompanied by adequate teacher ability to provide their education services. Suggestions
7(Florian & Beaton, 2018) there are several principles for preparing inclusive teachers, including (1) Joint
agencies, teachers are required to learn from each other with students, in principle teachers cannot solve learning
problems by doing it alone. Teachers are helpless without students (2) Trust so that students receive an appeal to
cooperate; teachers should have confidence that each student will be meaningful to himself, they will explore
various experiences of his life. Students need to be understood that teachers make students learn. Trust becomes
a shared commitment and responsibility for transformability to achieve future goals. It is not an individual
responsibility between students and teachers (3) For everyone; the teacher works not only for certain students
but works for everyone's success and service. This means the teacher operates the principle of providing services
without discrimination.
Teacher Education
Major changes in teacher education should be focused on education that is more democratic and
equitable for school consumers. What happens in developing countries is that free education starts, so this policy
will require the provision of trained teachers to deal with diverse students 8(Black-Hawkins & Florian, 2012).
Inclusive education was originally intended for SEN students in public schools, but in fact, it has penetrated into
a broad definition of meaningful learning for all children in school. It will certainly change the paradigm of
teacher education to adjust to the changes that occur in inclusive schools. In preparing teachers for inclusion,
many things have been done 9(Spratt & Florian, 2015) Teacher printing institutions, especially in terms of
perceptions of learning in inclusive classes, which are totally different from special learning in special classes.
Inclusive classes have a variety of students; they learn together in a class. Therefore how teacher education must
be designed to overcome these challenges. Ensuring that the philosophy of inclusion is accepted by teacher-
printing institutions, teacher education must be redesigned, in accordance with the WSA (Whole School
Approach) school approach that directs the inclusive movement in schools, by developing a holistic teaching
approach to the WFA (Whole Faculty Approach) that can support innovative learning in inclusive practice
schools. As long as the teacher is still doing separate learning between SEN and regular students, the philosophy
of inclusive schooling will not work.10 (Alquati Bisol et al., 2015) when the universities and colleges printing
teachers are exclusive, then there is a doubt that teachers who are born cannot develop the curriculum, and
provide good learning in inclusive classes.
(Florian & Spratt, 2013) suggested supporting inclusive schools so that in the future, teacher education
must be prepared to face potential challenges in inclusive classes, not just to be given a rhetorical and
homogeneous curriculum, which eventually returns to the habit of providing teacher training, which is only
focused on discipline certain science. Preparing for teachers who are inclusive, requires a collaborative and open
approach from several parties to have a dialogue about new ideas needed by a teacher (Hadfield & Ainscow,
2018). The inclusive curriculum needs to be promoted to all disciplines, which are then expected to help
overcome various problems in inclusive classes with diverse students. Special education should be used as an
infusion of all fields of curriculum, and diversity can be accepted as the norm for designing teachers, so they can
work in front of the class professionally. (Watkins & Donnelly, 2014) The preparation of teachers in the future
must also be in collaboration with schools to ensure that teacher training is carried out true to the real needs of
teachers in classrooms where students are heterogeneous.
Improving The Ability of Teachers to Teach Inclusive Classes
In various countries, many stakeholders, both the Government and private organizations join hands to
support inclusive education. Support is carried out by providing training to teachers and school managers.
Report (Forlin, 2010) Preschool and elementary school education teachers in Vietnam receive training on
special and inclusive education. MOET, in collaboration with Catholic Relief Services, undertakes innovative
development to support inclusion. They developed a training curriculum for pre-teachers in inclusive practice
schools. The aim is to guarantee the quality of training that is fair to both teachers and prospective teachers who
are in the LPTK. This activity is intended that all teachers receive basic knowledge of inclusive education.
Curriculum Accommodation to Meet The Needs of All Students
The curriculum component developed in inclusive schools is different from curriculum development in
schools in general. The practice of inclusive education ensures the curriculum is accessible to all students.
Curriculum accommodation to suit the needs of diverse students in inclusive schools according to (Mara &
7. American Journal of Multidisciplinary Research & Development (AJMRD)
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Mara, 2012) can be done through the following strategies: (1) Deepening learning content that is important for
students to know. This content is intended for students who are less focused, or SEN students (2)
Identification of general curriculum content that is difficult for SEN students to understand (3) Find common
curriculum elements that prevent SEN students from accessing learning (4) Use teaching methods that enable
students SEN can access learning content according to their needs. (Wahyuno et al., 2014) inclusive education
in East Java using the National curriculum. Related to curriculum modification policies in order to answer the
learning needs of NES in inclusive classes. Modifications to the curriculum are carried out for SEN, who have
the below-average ability. However, from the observations of almost all SEN in regular classes, it is difficult to
accept subject matter according to the contents of the National curriculum. It turns out that the National
Curriculum does not contain many special programs for SEN children. Research conducted (Salim, 2010)
inclusive schools develop the National curriculum on the basis of established standards. In addition, schools
develop individual-based learning programs or IEP (Individualized Education Programs) referring to the special
education curriculum. The research suggests the importance of inclusive education provider schools to modify
the curriculum to adjust students' abilities. This report states that teachers at inclusive schools have begun
curriculum modification activities by making lesson plans and individual learning based on modified curriculum
and noting the progress of students' learning abilities. This study also reports that modification of the national
curriculum for SEN students in public schools by reducing basic competencies by around 20% for mild NES
and 40% for medium-level NES. The curriculum in inclusive schools is flexible according to the needs and
abilities of students because a rigid curriculum will tend to cause problems in inclusive classes. Adaptation of
the curriculum should adjust students' abilities cognitively, then students who cannot adjust the curriculum
cognitively can be developed in other aspects, for example, social or physical. (Soeratman, 2016) Related to the
curriculum (Mintz & Wyse, 2015) states that the curriculum is inclusive is one of all the rights of students to
access and carry out full participation in an education that can be anticipated or recognized and taken into
account. Therefore inclusive education provider schools must design a curriculum that takes into account
cultural, social, physical, and student limitations. This is done so that there is a guarantee that all students get the
equality of learning and learning. Related to curriculum design in inclusive practice schools (Lawrie et al.,
2017) suggest that all students must get curriculum access to get quality learning. This means that they don't
want to stand out as different, but they want to be recognized as individuals.
Improving The Ability Of Teachers To Teach Inclusive Classes
In various countries, many stakeholders, both the Government and private organizations, join hands to
support inclusive education. Support is carried out by providing training to teachers and school managers.
Report (Forlin, 2010) Preschool and elementary school education teachers in Vietnam receive training on
special and inclusive education. MOET, in collaboration with Catholic Relief Services, undertakes innovative
development to support inclusion. They developed a training curriculum for pre-teachers in inclusive practice
schools. The aim is to guarantee the quality of training that is fair to both teachers and prospective teachers who
are in the LPTK. This activity is intended that all teachers receive basic knowledge of inclusive education.
Curriculum Accommodation to Meet The Needs of All Students
The curriculum component developed in inclusive schools is different from curriculum development in
schools in general. The practice of inclusive education ensures the curriculum is accessible to all students.
Curriculum accommodation to suit the needs of diverse students in inclusive schools according to (Mara &
Mara, 2012) can be done through the following strategies: (1) Deepening learning content that is important for
students to know. This content is intended for students who are less focused, or SEN students (2) Identification
of general curriculum content that is difficult for SEN students to understand (3) Find common curriculum
elements that prevent SEN students from accessing learning (4) Use teaching methods that enable students SEN
can access learning content according to their needs. (Wahyuno et al., 2014) inclusive education in East Java
using the National curriculum. Related to curriculum modification policies in order to answer the learning needs
of NES in inclusive classes. Modifications to the curriculum are carried out for SEN, who have the below-
average ability. However, from the observations of almost all SEN in regular classes, it is difficult to accept
subject matter according to the contents of the National curriculum. It turns out that the National Curriculum
does not contain many special programs for SEN children. Research conducted (Salim, 2010) inclusive schools
develop the National curriculum on the basis of established standards. In addition, schools develop individual-
based learning programs or IEP (Individualized Education Programs) referring to the special education
curriculum. The research suggests the importance of inclusive education provider schools to modify the
curriculum to adjust students' abilities. This report states that teachers at inclusive schools have begun
curriculum modification activities by making lesson plans and individual learning based on modified curriculum
and noting the progress of students' learning abilities. This study also reports that modification of the national
8. Shifting Uniformity to be Diversity through Inclusive Education Practices
Multidisciplinary Journal www.ajmrd.com Page | 33
curriculum for SEN students in public schools by reducing basic competencies by around 20% for mild NES
and 40% for medium-level NES. The curriculum in inclusive schools is flexible according to the needs and
abilities of students because a rigid curriculum will tend to cause problems in inclusive classes. Adaptation of
the curriculum should adjust students' abilities cognitively, then students who cannot adjust the curriculum
cognitively can be developed in other aspects, for example, social or physical. (Soeratman, 2016) Related to the
curriculum (Mintz & Wyse, 2015) states that the curriculum is inclusive is one of all the rights of students to
access and carry out full participation in an education that can be anticipated or recognized and taken into
account. Therefore inclusive education provider schools must design a curriculum that takes into account
cultural,
social, physical, and student limitations. This is done so that there is a guarantee that all students get the equality
of learning and learning. Related to curriculum design in inclusive practice schools (Lawrie et al., 2017) suggest
that all students must get curriculum access to get quality learning. This means that they don't want to stand out
as different, but they want to be recognized as individuals.
Inclusive Curriculum Principles
An inclusive education curriculum was developed to broaden the scope of inclusive practice, which
recognizes that effective practice for one group can and must be effective for all. Therefore the curriculum is
designed in such a way as to promote equality and diversity. The principles of inclusive curriculum according to
(Morgan & Houghton, 2011) (1) Anticipatory, this is proactive to consider the right of all students to participate
in all activities. The anticipatory approach is useful for reducing reactive responses that might arise when
inclusive issues have not been considered at the design stage (2) Flexible, this is an attitude that is open, flexible
enough, and responsive to changes in student development. This possibility requires time adjustment, readiness
to study together. (3) Responsible, this will encourage all school members and students to be responsible for the
progress they have achieved towards equality goals and things that have been agreed upon together. (4)
Collaborative, this is based on collaboration between students, teachers, school leaders, and other stakeholders
to enrich curriculum content, this is important so that all involved can provide positive feedback (5)
Transparent, this will create clarity from the curriculum design that was put together. And it will be beneficial
for all, especially will reduce unnecessary misunderstanding. (6) Equality will provide certainty that the
procedures used by certain students are the same as those of other students. Decisions made will uphold justice,
openness, and transparency.
According to (Tedesco et al., 2014), finally, the inclusive practice curriculum continues to face
challenges and can ensure that students take a role in their learning. For this reason, we need to acknowledge
that we are actually different from each other. This recognition is needed, on the one hand, more specific
education so that all students achieve optimal development. On the other hand, education must also develop
aspects, social, emotional, and cognitive. Here demands that school personnel provide services so that all people
get the rights as individuals. Curriculum policies must change, shifting forms of uniformity by respecting forms
of diversity.
Teaching and Learning in Inclusive Classes
Learning and teaching in inclusive classes are defined as an approach to offering culture to
accommodate the interests of all and ensuring teaching practices using diverse learning strategies (Corbett,
2001) inclusive learning practices are developed in collaboration and participation of learners. In inclusive
schools, teachers should realize that teachers must put aside theories of teaching and learning in general, and
look more at the diversity of students, to choose learning designs that are more responsive. (Florian & Spratt,
2013) argue that inclusive teaching is responsive to the needs and progress of students. This opinion suggests
that inclusive teachers do not deny individual differences between students. These differences should not be a
source of problems but should be framed as instructional designs that require the expertise of the teacher to
solve them. Related to this (Black-Hawkins & Florian, 2012) suggested that to achieve high-quality learning in
inclusive classrooms, the teacher should frame the teaching and learning process, as a task to develop a large
community and rich in learning opportunities that are different and available adequately for all person. This will
ensure that all students from a variety of diversity will get the same opportunity to participate in class. (Loreman
& Loreman, 2017) teachers will successfully carry out learning activities in inclusive classes when they have
sufficient confidence, knowledge, and skills to design more flexible learning. (Sapon Shevin, 2013) the
importance of collaboration of general teachers and special teachers to reduce differences in general students
with SEN. Even what is happening in Ireland National curriculum emphasizes the importance of collaboration
in making learning plans according to the needs of the SEN. The literature shows that for students with SEN,
teacher collaboration can maximize access to broader teaching choices and better academic outcomes (Hadfield
& Ainscow, 2018) Equally important, participatory nature will encourage greater interaction with peers,
increasing self-confidence and self-esteem as well as reducing behavioral problems (Murawski & Hughes,
2009) For teachers, collaboration with coworkers intrinsically strengthens their capacity for inclusion, both
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encouraging and facilitating the learning process, as well as professional development through continuous
access from sharing knowledge and expertise (An et al ., 2018) Meanwhile (Florian & Spratt, 2013) the
principles of learning in inclusive class namely: difference must be seen as an essential aspect of human
development, for this reason, it is important to create an accessible learning environment for everyone. The
importance of creating learning that is rich in the community provides opportunities for all children to
participate in learning, believes that all children will have their own learning progress.
Inclusive leadership
(Devecchi & Nevin, 2010) Defining inclusive leadership is a leader who has the knowledge and ability
to listen and take into account the views of their students in school in making a decision. This condition can be
achieved when (1) students are fully involved with school organizations (2) gives students the right to evaluate
school activities (3) school leaders listen to the voices of students at school (Randel et al., 2018) Inclusive
leaders is a leader who has the openness and provides accessibility in interactions with the people they lead.
(Mitchell, 2016) inclusive leaders are defined as leaders who value uniqueness, where group members feel they
are valued because they are unique due to leader behavior. (Hargreaves & Ainscow, 2015) suggest that one of
the tasks of an inclusive leader is to foster the meaning of diversity, so as not to isolate individuals for some
reason they are marginalized. The inclusive leader in this case, will build a new bridge that connects the school
with the community. (Hollander, 2013) inclusive leaders are interpreted as an appreciation of value and
uniqueness.
As a leader will overcome differences in teams across disciplines, so that group members feel more
comfortable talking. Inclusive leaders perceive that employees not only keep promises offering value by
retaining diverse employees, but they interact with employees by avoiding discrimination (Hantula, 2009)
Through inclusive leadership, group members become part of the group and will maintain a sense of
individuality (uniqueness) while they contribute to the group's process and results. According to (Bryman 2007),
leadership is said to be effective when it has fulfilled the basic needs of group members. They feel valued
because of its uniqueness. Because ownership and appreciation of this uniqueness is a basic human right.
Inclusive leaders have the potential to benefit diverse workgroups, while also being effective for more
homogeneous work (Devecchi & Nevin, 2010) describing the characteristics of inclusive leaders, including
recognizing the value of uniqueness, encouraging diversity, helping group members contribute fully, support
individuals as group members, ensure fairness and equality, involve group members in decision making.
According to him, the behavior of inclusive leaders includes: supporting group members and ensuring all group
members get justice, providing opportunities for joint decision making on relevant issues, creating.
(Nishii & Mayer, 2009) Inclusive leaders make requests to all group members to participate and contribute to
joint decision making. Decisions made can be accounted for as a group. An inclusive leader can show value for
uniqueness. Although the literature on inclusion tends to emphasize a sense of belonging more than uniqueness,
leader behavior shows the value for uniqueness (for example, what one brings into a workgroup that is not
owned by others, including identity and perspective) is equally important. Related to this (Nishii & Paluch,
2018) proposed that leaders need to do the following: (1) encourage diverse contributions to workgroups (2)
help group members fully offer their unique talents and perspectives to improve group work is the main
behavior showing value for uniqueness. Showing value for uniqueness provides group members not only with
opportunities to be independent but also with a sense of self-esteem that is otherwise lacking when only
encouraging perceptions of ownership (Mor Barak, 2015) Encouraging diverse contributions is important to
create a feeling that uniqueness is valued. According to him, an inclusive leader will be able to support
perspective and orientation, not on the norm, but contribute to performance. Inclusive leaders carefully support
diversity while constructively managing conflicts that might arise. In addition, inclusive leaders can encourage
diverse contributions by creating an environment that gives recognition, gives a warm welcome, and receives
from all forms of diversity. This opinion shows that an inclusive leader should create a friendly environment by
creating a positive relationship with members. More importantly, you can give recognition to individuals to be
willing and able to distribute.
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IV. DISCUSSION
In this era, a lot of changes are happening so quickly in the realm of education, along with the
development of information technology that is developing. Governments, communities, and schools need to
respond to changes that occur and adapt to these changes. The big challenge facing the world of education today
is whether education has become the choice of everyone, to get the right as an individual to obtain quality
learning and benefit their lives. Creating a friendly, fair, democratic educational environment is a shared
responsibility. Giving maximum autonomy to the school becomes a necessity. Central government education
regulations that are "in uniform" need to be changed immediately by providing opportunities for schools to
innovate in providing educational services with diverse students. The exclusive component of educational
activities must now be developed to be inclusive. In this article, inclusive education is the answer, to make
educational policies that are "uninformed", to education that respects a "diversity".
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