Index for Inclusion in Instructional Practice at Elementary Schools

Juang Sunanto

Abstract

The purpose of this study was to measure index of inclusion of the inclusive classrooms in elementary schools and to examine the teachers’ attitude, perception, and concerns toward the inclusion of children with special needs in the regular education classrooms. This study used concurrent mixed methods. The participants were 10 elementary school teachers deliberately selected from schools identified as actively implementing inclusive education programs. The inclusion index was measured through an observation and the teachers’ attitude, perception, and concerns toward the inclusion of children with special needs were collected through a focus group discussion. The results revealed that index of inclusion in inclusive classrooms at elementary schools had not been optimal yet with average of inclusion index amounting to 38.58 of ideal index 48. Teachers have a positive attitude towards inclusion of children with special needs in regular classrooms. In addition, teachers have perception that inclusive education is the same as education for persons with disabilities or special education. Some of the teachers’ primary concerns were implementing different teaching methods, choosing instructional content to meet the needs of all students, and helping from specialist teacher to handle students with special needs during instructional practice in the classroom.

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Paper Citation


in Harvard Style

Sunanto J. (2017). Index for Inclusion in Instructional Practice at Elementary Schools.In 1st International Conference on Educational Sciences - Volume 2: ICES, ISBN 978-989-758-314-8, pages 508-512. DOI: 10.5220/0007053410571061


in Bibtex Style

@conference{ices17,
author={Juang Sunanto},
title={Index for Inclusion in Instructional Practice at Elementary Schools},
booktitle={1st International Conference on Educational Sciences - Volume 2: ICES,},
year={2017},
pages={508-512},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0007053410571061},
isbn={978-989-758-314-8},
}


in EndNote Style

TY - CONF

JO - 1st International Conference on Educational Sciences - Volume 2: ICES,
TI - Index for Inclusion in Instructional Practice at Elementary Schools
SN - 978-989-758-314-8
AU - Sunanto J.
PY - 2017
SP - 508
EP - 512
DO - 10.5220/0007053410571061