The challenges of Indonesian science teachers in teaching students with special educational needs in inclusive school

2020 ◽  
Author(s):  
Ediyanto ◽  
Suhendri ◽  
Nurul Hidayati Rofiah
Keyword(s):  
Science Teachers ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Inclusive School

scholarly journals Educational Opportunities of Natural Science Motivation for Students with Special Educational Needs: the Viewpoint of Natural Science Teachers

Pedagogika ◽  
2019 ◽  
Vol 136 (4) ◽  
pp. 141-152
Author(s):  
Agata Augustinovič
Keyword(s):  
General Education ◽  
Science Teachers ◽  
Natural Science ◽  
Educational Needs ◽  
Point Of View ◽  
Learning Motivation ◽  
Learning Needs ◽  
Special Educational Needs ◽  
Nature Study ◽  
Ethics Code

The article discusses how (in what ways) natural science educations teachers motivate students with special educational needs in order to encourage students’ motivation to learn. Researches reveal that students with learning needs have experienced a variety of learning difficulties, which often causes the loss of their learning motivation and even willingness to attend school. In nowadays school, which aim is to ensure proper education for each pupil, the teacher has to pay special attention to developing pupils’ learning motivation. The article presents a study aimed at finding out how to effectively educate children with special educational needs in general education schools. In the survey participated 146 teachers of nature study, who have experience in working with students with special educational needs. The results of the study revealed that teachers rely on the provisions of the Teachers’ Ethics Code to encourage students to work independently and persistently. This is a very new insight, as the Teachers’ Ethics Code was approved only on 11 June 2018 by order No. V-561 of the Minister of Education and Science. From the teachers’ point of view, for students with special educational needs to increase learning motivation teachers use interesting innovation teaching methods, practical work, use of ICT, creation of educational environments, oral and written honors, gratitude. Also, they use fair evaluation, better marks for progress, even if it is small, adopted tasks, create the conditions for success, pursuit to raise interest, attention, encouragement, communication, cooperation.

scholarly journals ¿CÓMO PERCIBEN LA DIVERSIDAD LOS FUTUROS MAESTROS DE EDUCACIÓN INFANTIL?

2016 ◽  
Vol 3 (1) ◽  
pp. 99
Author(s):  
Yésica Teijeiro Boo ◽  
María J. Fluza Asorey
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Research Process ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Santiago De Compostela ◽  
Childhood Education ◽  
Special Needs Education ◽  
Inclusive School ◽  
School Concept

Abstract:HOW DO FUTURE TEACHERS OF EARLY CHILDHOOD EDUCATION PERCEIVE THE DIVERSITY?This work reports a research process that is being developed with students of the course “Inclusive School and Special Needs Education”, taught in the 2nd year of the Early Childhood Education Degree in the Lugo branch of the University of Santiago de Compostela. This project aims to study the knowledge and preconceptions that these students have about Inclusion and Special Educational Needs (SEN), and their beliefs regarding different disabilities. Despite not having definitive data, the present results show the need to work in the training of teachers in order to banish false beliefs about diversity and thus ensure that the inclusive school concept is a reality in the hands of future professionals in education.Keywords: Inclusive School, Diversity, Special Educational Needs, Early Childhood Education Degree.Resumen:El presente trabajo da cuenta de una investigación en proceso que se está desarrollando con alumnado de la materia de Escuela Inclusiva y Necesidades Educativas Especiales que se imparte en el 2º curso del Grado de Maestro y Maestra de Educación Infantil, en el campus de Lugo de la Universidad de Santiago de Compostela. Con este proyecto se pretende estudiar los conocimientos y las ideas previas que este alumnado tiene acerca de la Inclusión y las Necesidades Educativas Especiales (NEE), además de sus creencias en relación a las diferentes discapacidades. A pesar de no contar con los datos definitivos, los resultados actuales muestran la necesidad de trabajar en la formación de los maestros con el fin de desterrar falsas creencias con respecto a la diversidad y así garantizar que el concepto escuela inclusiva sea una realidad en manos de los futuros profesionales de la educación.Palabras clave: Escuela Inclusiva, Diversidad, Necesidades Educativas Especiales, Grado en Educación Infantil.

Inclusive school environment and mechanisms for the emergence of segregation barriers in school

2020 ◽  
pp. 1-9
Author(s):  
Nina Cebotaru
Keyword(s):  
Inclusive Education ◽  
School Environment ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Right To Education ◽  
Ongoing Debate ◽  
The World ◽  
Inclusive School ◽  
Educational Structures ◽  
Educational Inclusion

Both internationally and nationally there is an ongoing debate on the benefits of including children with special educational needs in the educational structures alongside their peers. School integration of children with special educational needs creates discussions, disputes, but it is a tendency throughout the world. Inclusive education encompasses this discussion and, in addition, the orientation towards quality and efficiency of the entire educational system, formal and non-formal. Some parents, specialists and even people with disabilities argue that a person who is prevented from participating with his or her peers in general schools is denied the fundamental right to education. Others, on the contrary, assert that by integrating into the general schools many children with special needs are not assured of meeting their needs. Therefore, these different opinions and circumstances have influenced the purpose of the present paper; that consists in the deeper study of awareness and practices in the field of educational inclusion of children with special educational needs (SEN) at school and community level.

scholarly journals Working With Students With Special Educational Needs: Views and Experiences of Geography Teachers

Dela ◽  
2016 ◽  
pp. 89-122
Author(s):  
Tatjana Resnik Planinc ◽  
Karmen Kolnik
Keyword(s):  
Special Needs ◽  
Educational Needs ◽  
Special Educational Needs ◽  
School Teachers ◽  
Ability To Work ◽  
The Past ◽  
Teaching Standards ◽  
Rapid Changes ◽  
Inclusive School ◽  
Excessive Number

In recent times characterised by rapid changes in knowledge, technology and also in values systems, children and adolescents with special educational needs have taken on a different place and role in the world compared to the past. Along with these changes, when it comes to people with special educational needs the ideas of integration, normalisation and, more recently, of inclusion have emerged and borne fruit. Through a qualitative pilot study we aimed to determine how geography teachers who teach in primary and secondary schools in Slovenia evaluate their own ability to work with students with special educational needs and garner their previous experience doing so. Geography teachers are aware of the importance of their tasks and accept them with full responsibility although they are critical about their own competencies. Among the main shortcomings of the current work in the inclusive school teachers mention an excessive number of pupils with special needs since the involvement of more than two pupils with different special needs can have a significant impact on their ability to achieve high quality teaching standards.

scholarly journals SUBSTANSI KOMPONEN KOMPETENSI GURU SEKOLAH INKLUSIF BAGI ANAK BERKELAINAN/BERKEBUTUHAN PENDIDIKAN KHUSUS

2013 ◽  
Vol 16 (2) ◽  
pp. 533-552
Author(s):  
Sari Rudiyati
Keyword(s):  
Focus Group ◽  
Research And Development ◽  
Focus Group Discussion ◽  
Group Discussion ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Exceptional Children ◽  
Cronbach Alpha ◽  
Inclusive Schools ◽  
Inclusive School

Penelitian ini bertujuan untuk menghasilkan: (1) substansi komponen kompetensi guru sekolah inklusif bagi anak berkelainan/berkebutuhan pendidikan khusus; dan (2) buku panduan dan instrumen asesmen kom-petensi guru sekolah inklusif bagi anak berkelainan/berkebutuhan pendi-dikan khusus. Penelitian ini merupakan penelitian pengembangan de-ngan menggunakan prosedur research and development yang dikem-bangkan oleh Borg dan Gall (1983: 771-787).Teknik pengumpulan data penelitian ini adalah: (a) Teknik Delphi, (b) Focus Group Discussion, (c) angket/kuesio-ner, (d) wawancara, (e) portofolio guru, (f) observasi, dan (g) Studi doku-mentasi. Analisis instrumen menggunakan Explanatory Factors Analysis dan Cronbach Alpha serta analisis data mengggunakan teknik deskriptif. Temu-an hasil penelitian menunjukkan bahwa substansi komponen kompetensi guru sekolah inklusif bagi anak berkelainan meliputi kompetensi guru, kompetensi pedagogik, kompetensi sosial dan profesional. Produk peneliti-an yang berupa buku panduan dan instrumen dinilai mudah digunakan untuk melakukan asesmen kompetensi guru sekolah inklusif. Secara umum opini yang diberikan Kepala Sekolah Dasar Inklusif menunjukkan bahwa keberadaan model yang dikembangkan ini, dapat membantu pihak sekolah dalam hal penyediaan instrumen asesmen kompetensi guru sekolah inklusif bagi anak berkelainan/berkebutuhan pendidikan khusus.Kata kunci: Substansi komponen kompetensi guru, sekolah inklusif, anak berkelainan/berkebutuhan pendidikan khusus______________________________________________________________ SUBSTANTIAL COMPONENTS OF TEACHER’S COMPETENCE OF INCLUSIVE SCHOOL FOR EXEPTIONAL CHILDREN/CHILDREN WITH SPECIAL EDUCATIONAL NEEDSAbstract The purposes of this research were to: (1) formulate substantial com-petence components of teachers of inclusive schools for exceptional child-ren/children with special educational needs; and (2) develop a guide book and some competence assessment instruments of teachers of inclusive schools for exceptional children/children with special educational needs. The research was a developmental research study which used research and development procedures developed by Borg and Gall (1983: 771-787).The data gathering technique in this research included: (a) the Delphi techni-que, (b) focus group discussion, (c) questionnaire, (d) interview, (e) teach-ers’ portfolios (f) observation, and (g) document study. The instrument analyses applied The Exploratory Factor Analyses and Cronbach Alpha, while the data analyses used a descriptive technique. The result of the re-search showed that the substantial components of teachers competence for inclusive schools for exceptional children/children with special educational needs included: teachers’ competence, pedagogic competence, social com-petence, and professional competence. The research product in a form of a guiding book and instruments was seen as easy to use for assessing the competence of inclusive school teachers. Generally, the principals of the inclusive schools stated that the existence of the developed model would be able to assist the school in providing assess-ment instrument for assessing the competence of teachers of inclusive schools for exceptional children/children with special educational needs.Keywords: Substantial competence components, inclusive schools, exceptional children/children with educational needs

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