INCLUSIVE EDUCATION IN ELEMANTARY SCHOOL: AN EVALUATIVE STUDIES ON EDUCATIONAL INCLUSION IN WEST JAKARTA

This study aimed to evaluate the implementation of the policy of inclusive education programs. Research using qualitative, evaluative and descriptive models based on Stake. The results showed that the input (antecedents) states that the implementation of inclusive education programs at both schools is not optimal in accordance with the guidelines for the implementation of inclusive education. Process (transcations) First, the lesson plan, due to the lack of identification and assessment at the time of admission of learners new learners, then it affects the planning of lessons to children with special needs. Second, the learning process, children with special needs that exist in every class together to learn with children in general. Third, assessment or evaluation of learning, not demanding graduation competency to children with special needs. The results (outcomes) First, the academic assessment for children with special needs are not prosecuted together with children in general. Second, the social skills of children with special needs children in general, peers. Based on the results of this research can be concluded that the implementation of policies on inclusive education program still needs improvement efforts both on the evaluation of the input (antecedents), process (transcations) and results (outcomes)

YOUNG LEARNERS WITH ATTENTION DEFICIT HYPERACTIVE DISORDER (ADHD: STRATEGY TO TEACH ENGLISH VOCABULARY

This paper aims at analyzing teacher’s strategies in teaching vocabulary to students with ADHD as well as its implementation, the ADHD student’s responses, challenges faced by the teacher, and alternative ways to overcome it proposed by the teacher. Interview, observation, and document analysis were used to obtain the required data,. This study revealed that four strategies; attending to form, learning the meaning of word, making strong memory connection, and extending students’ vocabulary beyond the text book which were used by the teacher to teach English vocabulary to ADHD students were delivered in a chronological order. Then, seven kinds of responses; choral response, open-ended response, confusion work oriented, laughter, using native language, silence, and using L2 showed by ADHD student in the teaching learning process when the teacher used those strategies. The challenges which were faced and alternative ways which were offered by the teacher relate to symptoms of ADHD student especially his attention.  

The dynamics of inclusive education in further education and training in South Africa: a case study of two technical and vocational education and training colleges in Pietermaritzburg.

Doctoral Degree. University of KwaZulu-Natal, Pietermaritzburg.This research investigated the dynamics of inclusive education in higher education institutions and how inclusive education is understood and practiced in Technical and Vocational Education and Training College (TVET) (DoE, 2013:45). Two bodies were appointed to go and investigate then make recommendations on how support services of special needs learners can be transformed in South Africa. Based on the report given, the ministry declared in Education White Paper 6 designed in 2001 that “Through this White Paper, the government showed its determination to create special needs education as a non-racial and integrated component of our education system. Let us work together to nurture our people with disabilities so that they also experience the full excitement and the joy of learning, and to provide them, and our nation, with a solid foundation for lifelong learning and development”. During literature review in chapter two a gap was identified that in higher education institution there is still a lack of inclusion of learners with special education needs. Therefore, qualitative case study research was conducted to fully understand the dynamics of this challenges. Several reasons were highlighted when qualitative semi-structured interviews were conducted in chapter four. Purposive and convenience sample was selected from the population of five TVET colleges at Umgungundlovu district. This sample was selected from the two TVET colleges around Pietermaritburg. Interviews were conducted in the participants’ own natural settings using semistructured interviews which generated qualitative. In addition, focus group were held with members of the senior management team and individual interviews with lecturers and facilitators. The main reasons highlighted by the participants giving answers to the research questions were (i) unavailability of policy guiding higher education institutions on inclusive education (ii) Limited understanding of EWP 6 (iii) Inadequate teacher development (lack of support from district officials (lack of collaboration with other stakeholders and (the way how innovations were diffusion). Literature confirmed this that the implementation of inclusive is still at its infancy and still remains fragmented because there is a lack of designed national policy on disability that gives guidance to higher education on how to implement inclusive education. Currently the inclusion of learners with special education needs is discussed in many countries but in South Africa, a limited number of these learners is accommodated with many challenges. To date learners with special education needs suffer exclusionary practices from higher education institutions as they are perceived from the basis of the medical model whereby disability is the main focus rather than the social model which is the education system itself (Kochung, 2011:145; DoE, 2013 & Hornby, 2012). Two theoretical frameworks were adopted in relation to this study and are fully discussed in chapter three. The philosophy of inclusion by Danford and Rhodes (1997) was promoted to enable deconstruction of disability on learners with disabilities and allow them to access education that is not discriminating together with the learners without disabilitieswithout disabilities. The diffusion of innovation as contended by Rogers (2003) is when ideas in this case innovations (inclusive education) are diffused, communicated or disseminated through advocacy using certain channels. This advocacy happens over a period of time as all education institutions and members of the society needs to be trained and work shopped on inclusive education. Ecological systems theory as a framework by Bronfenbrenner (1979) promotes that for inclusive education to be well understood and effectively implemented by higher education institutions professional links or collaboration among different stakeholders is important. The way how these stakeholders are to collaborate in developing the child holistically is discussed in chapter two and three of this study. Using the ecological systems theory would increase participation of these learners in cultures, communities of colleges and curricular activities. This interdependence on systems theory in relation to this study involves community members where the child belongs, policymakers to influence education for all learners irrespective of their disabilities, principals as agents of change to influence implementation, parents as primary educators, learners as the main focus, teachers for implementation, administrative staff for admissions, district officials to render support and monitoring, funders and educational leader for assistances and support , all of whom are not only affected by change, but can play an active role in the process when working together as a team developing schools into inclusive organisations (Swart & Pettipher, 2007 & Donald, Lazarus & Lolwana, 2002). Before conducting the interviews, ethics were considered, and confidentiality was re-assured to all the participants. They were informed about all the processes. They voluntarily signed the consent form. Chapter four describes the process for data collection as defined above. Voluminous amounts of data were collected from the two groups. Data was reduced during analysis using coding to formulate themes highlighted in chapter five during data presentation. A true reflection on how TVET Colleges understand and practice inclusive education was given. Responses from the participants addressed the following three research questions: 1. What do TVET Colleges understand about inclusive education? 2. How is inclusive education practiced in TVET Colleges? 3. What can be done to make TVET Colleges inclusive? Chapter 7 presents recommendations based on the findings presented in chapter 6 that are highlighted above. These recommendations focused on what can be done to make TVET Colleges inclusive

The Concept of State Responsibility in Fulfilling the Rights of Persons with Disabilities in the Manpower Sector in Indonesia

This study aims to analyze the implementation of state responsibilities in fulfilling the rights of persons with disabilities in the field of employment in Indonesia and the supporting and inhibiting factors of the state in fulfilling the rights of persons with disabilities in the field of employment. The method used in this research is normative legal research, with legal studies using legal systematics, research that will synchronize regulations, and make comparisons with applicable laws and use legal history. The study results found that the state fulfills the rights of persons with disabilities in the field of employment by providing protection and fulfillment of the rights of persons with disabilities. Supporting factors for social movements in voicing the fulfillment of the rights of persons with disabilities, which are accommodated by the Indonesian Association of Persons with Disabilities, are supporting factors for the fulfillment of facilities for persons with disabilities in public spaces. The inhibiting factor is that the fulfillment of the rights of people with other disabilities is still lacking; it is proven that facilities for people with disabilities often make the facilities that have been built at several points ineffective and ineffective. The concept of state responsibility in fulfilling the rights of persons with disabilities in the field of employment in Indonesia to obtain work and a decent living for humanity is a constitutional right guaranteed in the 1945 Constitution of the Republic of Indonesia

Monitor Newsletter October 10, 1994

Official Publication of Bowling Green State University for Faculty and Staffhttps://scholarworks.bgsu.edu/monitor/1340/thumbnail.jp

Time to stop polishing the brass on the Titanic: moving beyond ‘quick-and-dirty’ teacher education for inclusion, towards sustainable theories of change

Interest in inclusive education in the global south has grown significantly since the adoption of the Salamanca Statement in 1994. Increasingly, those who fund and provide education want to be seen taking action on inclusion generally and disability inclusion specifically. However, the much-welcomed enthusiasm to respond to global commitments is not always matched with the necessary expertise and commitment to longer-term action and change. The growth in inclusive education policies and pilot projects in the last decade is hard to miss, but changes resulting from these interventions are often less apparent. Why is that? Drawing on the Enabling Education Network’s 22 years of experience as a global inclusive education network and consultancy provider, we present alternative pathways for change in teacher education for inclusion. We stress that change in teaching practice remains limited not because inclusive education is a fundamentally flawed concept, but because too much focus is given to ‘quick-and-dirty’ trainings that quickly yield donorpleasing statistics and publicity-attracting case studies, but fail to elicit sufficiently extensive and sustainable change to education systems and cultures

Disability Awareness Course Outline using the Torrence Incubation Model (TIM)

Developing an Undergraduate Course Outline on Disability Awareness This project guides the reader through the process of creating an undergraduate course exploring disability history and the need for inclusion in society. The Torrance Incubation Model (TIM) was used to create the course outline which includes the course description, outcomes, competencies, assessment of student learning, and a topical outline. This project is twofold, and may be used as a stepping stones for training Direct Support Professionals by intertwining New York State’s Core Competencies within the course content and objectives

Portraits of school inclusion: a qualitative study of the experiences of students labelled with severe learning disabilities

This thesis explores the educational experiences of eight disabled students in one city in the North of England. It interrogates and updates current research and literature in relation to barriers to inclusion in mainstream schools, deriving from pressures such as the standards agenda (Alexander, 2010)and resulting in disabled students transferring into special educational provision (Tomlinson, 1982; Pijl et al., 1999). These students, labelled with a Severe Learning Disability (SLD), all started their education in mainstream schools but now attend a special school referred to as Special Secondary; they have a unique perspective on barriers having experienced them first-hand. It is one of the first to use a Portrait Methodology approach (Lawrence-Lightfoot, 1983; Bottery et al., 2009)with disabled students in England, contributing new participative methods to the methodology’s development. This study, underpinned by a conceptual framework joining the social model of disability with student voice, explores barriers to presence, participation and achievement (Ainscow, 2005:119), finding that special educational teachers and mainstream TAs played a more significant role in the social engagement of disabled students than agency or peers; although mainstream TA support allocation seemed linked to risk rather than educational need. One student had not been assessed for special educational needs (SEN) in mainstream; indicating that other unassessed disabled students might also be present there. It indicates that the low value of disabled students implicit within the normative standards of the English mainstream educational system (Slee, 2019)has evolved into an exclusionary discourse (following Harwood & McMahon, 2014)experienced by disabled students across their mainstream education. Choosing an inclusionary position requires educators to intervene through a commitment to professional love (Page, 2017; 2018) and ethical subversion (Morris, 2021).These findings problematize the mainstreaming of disabled students while normative standards persist