Establishing the Governmental Policy to Promote Engagement within the Inclusive Education System in Indonesia

Autor/in	Warman
Titel	Establishing the Governmental Policy to Promote Engagement within the Inclusive Education System in Indonesia
Quelle	In: Journal of Social Studies Education Research, 12 (2021) 1, S.124-148 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-9108
Schlagwörter	Educational Policy; Curriculum Implementation; Special Education; Inclusion; Students with Disabilities; Children; Elementary School Teachers; Teacher Attitudes; Teacher Competencies; Inservice Teacher Education; Professional Development; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Child; Kind; Kinder; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Lehrkunst; Lehrerfortbildung; Ausland; Indonesien
Abstract	This research was aimed to examine teacher perception on Inclusive Education (IE) and its impact on IE design management. To analyze the data, this study used descriptive design and quantitative strategy. This study, involving 38 participants from elementary school, junior school and senior school, took place in Samarinda, Indonesia. Data of this study were collected using questionnaire to measure teacher' pedagogical competence and the effect of pedagogical competence on the IE management. Results show that the competence of teachers in pedagogical skills reaches an average of 71. Out of 38, IE teacher competence is divided into fair competence 22 (57.9%), good 8 (21.1%) and very good 8. (21.1%). There are 8 themes found in the design of IE teachers. Our evidence shows that teacher competence specifies themes on children with special needs (CWSN), CWSN categories, CWSN features, CWSN recognition, Modified CWSN curriculum, Individual development plan, CWSN coping method, and CWSN instruction assessment. The results of hypothesis testing indicate that pedagogical competence has a significant impact on holistic teaching competence in general, and pedagogical competence has a significant impact on IE management. In a policy level, management of IE varies from general education to CWSN, so teachers require trainings to adapt the influences. Implementing IE is also an alternative way for teachers who have already have teaching experience to gain a new understanding of the growth in education and training technologies. (As Provided).
Anmerkungen	Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01