scholarly journals Pendidikan Dasar Inklusif di Kabupaten Pati: Harapan dan Kenyataan

INKLUSI ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. 151
Author(s):  
Sulthon Sulthon
Keyword(s):  
Elementary Education ◽  
Students With Disabilities ◽  
Basic Education ◽  
School Principals ◽  
Physical Disabilities ◽  
Reduction Techniques ◽  
Special Support ◽  
Inclusive Learning ◽  
Using Data ◽  
Slow Learning

This study examines the implementation of inclusive elementary education in Pati district. Data collection was carried out through interviews and observations of eight students with disabilities who attended inclusive elementary schools in Pati Regency, 6 teachers, and 3 school principals. Data analysis was performed using data reduction techniques, data presentation, and conclusion drawing. The results of the study indicate that the implementation of inclusive basic education in Pati Regency is not under idealized conditions because in its implementation the school still limits students with disabilities who are accepted. Schools only accept those who have non-physical disabilities (intellectual disability, slow learning, and sensory disabilities). School considerations are: 1) easy in learning services; 2) worry if parents of non-disabled students refuse and move their children to another school; 3) there are obstacles in learning services because they do not have special support teachers and the lack of inclusive learning facilities and infrastructure.[Makalah ini meneliti pelaksanaan pendidikan dasar inklusif di kabupaten Pati. Pengumpulan data dilakukan melalui wawancara dan observasi terhadap delapan siswa difabel yang bersekolah di SD inklusif di Kabupaten Pati, 6 guru, dan 3 kepala sekolah. Analisis data dilakukan dengan menggunakan teknik reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pelaksanaan pendidikan dasar inklusif di Kabupaten Pati belum sesuai dengan kondisi yang diidealkan karena dalam pelaksanaannya sekolah masih membatasi siswa difabel yang diterima. Sekolah hanya menerima mereka yang mengalami disabilitas non-fisik saja (disabilitas intelektual, lambat belajar, dan disabilitas sensorik). Pertimbangan sekolah adalah: 1) mudah dalam layanan pembelajaran; 2) merasa khawatir jika orang tua siswa non-difabel menolak dan memindahkan anaknya ke sekolah lain; 3) adanya kendala dalam layanan pembelajaran karena tidak memiliki guru pembimbing khusus, dan kurangnya sarana dan prasarana pembelajaran inklusif.]

scholarly journals Koordinasi Pengawas dan Kepala Madrasah dalam Meningkatkan Prestasi Kerja Guru MIN 1 Aceh Tenggara

2021 ◽  
Vol 1 (2) ◽  
pp. 168-179
Author(s):  
Sabaruddin Ahmad
Keyword(s):  
Data Collection ◽  
Work Performance ◽  
Basic Education ◽  
Teacher Performance ◽  
Qualitative Approach ◽  
Analytic Method ◽  
Data Presentation ◽  
Reduction Techniques ◽  
Using Data

This paper aims to analyze the implementation and obstacles in coordination between supervisors and madrasah principals in improving the work performance of MIN 1 Aceh Tenggara teachers. The focus of this research discussion is the form of coordination, implementation, and coordination barriers between supervisors and principals of the madrasah. This research uses a qualitative approach with a descriptive-analytic method. Data collection was carried out by interviewing the participants of the MIN 1 Aceh Tenggara Teachers, and observation and documentation techniques. Furthermore, the data were analyzed using data reduction techniques, data presentation, and drawing conclusions. The validity of the data was tested by means of triangulation, both methods and sources. The results of this study indicate that (1) the form of coordination between supervisors and principals of madrasah is in the form of an annual program of activities on teacher performance; (2) The coordination includes observation and class visits, supervision meetings and teacher training; and (3) obstacles in coordination, namely competition for the quality of madrasah ibtidaiyah with basic education institutions at the same level (SD-IT, SD, and other similar institutions).

scholarly journals Aksesibilitas Pembelajaran Kimia di Sekolah Menengah Atas

INKLUSI ◽  
2020 ◽  
Vol 7 (2) ◽  
pp. 321
Author(s):  
Sinta Ristiyanti
Keyword(s):  
High School ◽  
Learning Environment ◽  
Students With Disabilities ◽  
Data Reduction ◽  
Chemistry Teachers ◽  
Reduction Techniques ◽  
Chemistry Learning ◽  
Depth Interview ◽  
Using Data ◽  
Learning Chemistry

This study aims to assess the accessibility of chemistry learning in high school from the perspective of students with disabilities. The research involved three student participants and students with disabilities, as well as chemistry teachers as participants. Data is collected by a non-structured in-depth interview. The data obtained were then processed using data reduction techniques, data exposure, and concluding. The results showed that students with disabilities have a reasonably good perspective on learning chemistry in high school. According to students with disabilities, studying chemistry in high school is easy if the learning environment is supportive and learning is accessible. Research also shows that some aspects of chemistry learning in high school are accessible.[Penelitian ini bertujuan menilai aksesibilitas pembelajaran kimia di SMA menurut perspektif siswa difabel. Penelitian melibatkan tiga peserta siswa dan mahasiswa difabel, serta guru kimia sebagai partisipan. Data diperoleh dengan wawancara mendalam yang tidak terstruktur. Data yang diperoleh kemudian diolah dengan menggunakan teknik reduksi data, pemaparan data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa peserta didik dan mahasiswa difabel memiliki perspektif yang cukup baik terhadap pembelajaran kimia di SMA. Menurut para difabel, belajar kimia di SMA itu mudah apabila lingkungan belajarnya mendukung dan adanya pemenuhan aksesibilitas dalam pembelajaran. Penelitian juga menunjukkan bahwa sebagian aspek pembelajaran kimia di SMA sudah aksesibel.]

scholarly journals Difficulties Encountered By Support Agents In Special Education With Physically Disabled Students

2018 ◽  
Vol 6 (5) ◽  
pp. 164-178
Author(s):  
Fabiola Hermes Chesani ◽  
Dionei Alves Dos Santos ◽  
Claudete Santos Demetrio ◽  
João Pedro Euriques Batista ◽  
João Pedro Euriques Batista ◽  
...  
Keyword(s):  
Special Education ◽  
Elementary Education ◽  
Students With Disabilities ◽  
Physical Disabilities ◽  
Structured Interview ◽  
Quality Of Education ◽  
School Network ◽  
Exploratory Data ◽  
Education Support

The aim of this study was to analyze the difficulties encountered by support agents in special education with students with disabilities. The methodology was qualitative and exploratory. Data were collected through a semi-structured interview and analyzed through thematic content analysis. The participants of the research were 12 support agents in special education in elementary education who carry out their activities with students with physical disabilities in a municipal school network. In relation to the difficulties encountered by special education support agents, the following categories emerged: Training of human resources; Material and technological resources; Infrastructure and Accessibility; Teamwork and Inclusion only in theory. It was concluded that there is a shortage of resources in this scenario, and may influence the quality of education offered to students with disabilities.

scholarly journals Technological Platforms for Inclusive Practice at University: A Qualitative Analysis from the Perspective of Spanish Faculty Members

2021 ◽  
Vol 13 (9) ◽  
pp. 4755
Author(s):  
Víctor H. Perera ◽  
Anabel Moriña ◽  
Nieves Sánchez-Díaz ◽  
Yolanda Spinola-Elias
Keyword(s):  
Students With Disabilities ◽  
Virtual Environments ◽  
Faculty Members ◽  
University Teaching ◽  
Structured Interviews ◽  
Face To Face ◽  
Good Account ◽  
Inclusive Learning ◽  
Spanish Public Universities ◽  
Technological Platforms

Currently, the development of new virtual environments as a complementary tool to face-to-face teaching and the increased presence of students with disabilities at university classrooms are changing the landscape of university teaching. This article analyses the actions of faculty members who carry out inclusive practices in the context of technological platforms. The research was based on the assumptions of the qualitative paradigm, using individual semi-structured interviews with 119 faculty members from 10 Spanish public universities. The results show the reasons for inclusive learning with technological platforms, the use that faculty members make of these platforms in their inclusive educational practices, and the influence of these on the learning of students, especially students with disabilities. The conclusions give a good account of the conditions that determine the pedagogical use that faculty members make of virtual environments to facilitate the inclusion of students.

Sufficiency of Teachers’ Access to Resources and Supports for Students With Disabilities

2021 ◽  
pp. 088840642110462
Author(s):  
Samantha A. Gesel ◽  
Lindsay Foreman-Murray ◽  
Allison F. Gilmour
Keyword(s):  
Students With Disabilities ◽  
General Educators ◽  
Release Time ◽  
Service Delivery Model ◽  
Teachers Experiences ◽  
High Incidence ◽  
Nationally Representative ◽  
Using Data ◽  
High Incidence Disabilities ◽  
And Training

Students with disabilities are served by both special and general educators, yet teachers often feel unprepared to meet the needs of these students in their classrooms. Using data from a nationally representative survey, we examined the sufficiency of teachers’ access to supports available for meeting the needs of students with high-incidence disabilities, their access to development opportunities, and the sources teachers used to access interventions. We explored differences in teachers’ experiences by grade band, service delivery model, and teacher preparation model. We found teachers of students with disabilities rated the sufficiency of access to supports between somewhat insufficient and somewhat sufficient, with the lowest ratings for planning/release time and training and information. Teachers reported greater rates of access to collaboration than professional development. Colleagues were sources for resources related to academic interventions and administrators were sources for nonacademic intervention resources. There were few significant differences in these results by teacher characteristics.

Accountability in the financial management practices of school principals

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Agrippa Madoda Dwangu ◽  
Vimbi Petrus Mahlangu
Keyword(s):  
Financial Management ◽  
Management Practices ◽  
Basic Education ◽  
School Principals ◽  
School Principal ◽  
Department Of Education ◽  
Eastern Cape ◽  
Structured Interviews ◽  
Content Type ◽  
The Status

PurposeThe purpose of this article is to investigate the effectiveness of accountability mechanisms employed in financial management practices of school principals in the Eastern Cape Provincial Department of Education. The strengths and weaknesses of the systems and mechanisms of the processes to hold school principals accountable are explored in detail in this study. The argument that this article seeks to advance is that accountability of the school principal to the school governing body (SGB) does not yield the best results in terms of efficiency. It creates a loose arrangement in terms of which the school principal takes part in financial mismanagement in schools.Design/methodology/approachData collection was made through semi-structured interviews whose purpose was to draw experiences from SGBs, particularly the finance committees who are in fact the sub-committees of the SGBs; as well as literature review. The finance committee is made up of the chairperson of the SGB, the secretary of the SGB, the treasurer of the SGB, and the financial officer who is a clerk responsible for the keeping and the management of financial records of the school. The process started with semi-structured interviews, then transcribing, coding, developing themes, making meaning of the themes and subsequently developing a principle.FindingsMechanisms employed by schools and the Department of Education to hold principals accountable for their financial management practices fail to make them fully accountable and effectively face the consequences of acts on their part that are illegal and unlawful. The mechanisms need a great deal of overhauling. The argument that this article seeks to advance is that this account of the school principal to the SGB does not yield the best results in terms of efficiency. It creates a loose arrangement in terms of which the school principal easily gets away with a crime when financial mismanagement occurs in the school.Research limitations/implicationsParticipants could possibly not be comfortable and willing, to tell the truth as it is. Participants might have the fear that telling the truth could land them in trouble with the law. Whilst participants were assured by the researchers of their anonymity and the confidentiality of the information given by them, there was no guarantee that the fear of being exposed would subdue completely. There was also a possibility that some participants would not be willing to say the truth as it is for fear of being victimised by other participants for exposing the status quo in their schools.Practical implicationsThe findings and recommendations from this study may be used by the Department of Basic Education as a source of information for policymakers and stakeholders to understand the effectiveness of their mechanisms to ensure the accountability of school principals on issues of financial management. On the basis of this study, policymakers will then be able to revisit their policies for the purpose of strengthening them. The principal is therefore responsible for the day-to-day administration and management of school funds because of this mandatory delegation. However, when things go wrong, it is the SGB that is held liable.Social implicationsSchool principals hold dual accountability in terms of which they are accountable to the employer only in so far as their professional responsibilities are concerned on financial management in the first instance. They are by no means accounting officers in schools. In the second instance, they are fully accountable to the SGB for issues relating to financial management. Section 16A of SASA lists the functions and responsibilities for which the principal as an employee of the Department of Basic Education, and in his official capacity as contemplated in Sections 23(1) and 24(1) (j) of the same Act, is accountable to the head of department (HOD).Originality/valueThe study provides a theoretical and empirical contribution to the existing literature on the effectiveness of the mechanisms employed to ensure the accountability of school principals in their financial management practices in schools. It offers practical recommendations putting in place mechanisms that effectively hold school principals wholly accountable for their financial management practices in schools. Most of the time, it is easy for the principal to get away with a crime even in instances where he or she is called upon to account for alleged financial mismanagement.

Students with disability perspectives towards inclusive education at the College of Basic Education in Kuwait: Barriers and challenges: اتجاهات الطلبة ذوي الإعاقة تجاه الدمج التعليمي في كلية التربية الأساسية في دولة الكويت: العوائق والتحديات

2021 ◽  
Vol 5 (41) ◽  
pp. 218-200
Author(s):  
Nouf Salem Alenezi, Bader Jassim Alqallaf, Hamed Jassim Alsa Nouf Salem Alenezi, Bader Jassim Alqallaf, Hamed Jassim Alsa
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Basic Education ◽  
Structured Interviews ◽  
Visual Disability ◽  
Social Barriers ◽  
Data Coding ◽  
Inclusive Practice ◽  
College Of Basic Education ◽  
Barriers And Challenges

This research is a qualitative interpretive case study focuses on the perspectives of (6) students with physical and visual disability who study at college of basic education in Kuwait. It sought to elicit the “voice” of students with disabilities, seeking to identify their experiences of inclusive practice and any barriers to participation. The researchers conducted semi structured interviews. It was processed and analysed through data coding, categorising and emergence of themes. Participants of the current study showed a willingness towards the concept of inclusion with some concerns, which include the cultural, structural, and social barriers of implementing inclusive education. The results of this study emphasise the importance of increasing the knowledge of inclusion and how to deal with students with disability. Overall, recommendations include a need for training courses for the faculty members at the College of Basic Education in the field of disability and inclusion.

scholarly journals Criteria for evaluating the competencies of the school counselor at the basic education stage from the point of view of school principals in the state of Khartoum: معايير تقويم كفايات المرشد المدرسي بمرحلة تعليم الاساس من وجهة نظر مدراء المدارس بولاية الخرطوم

2017 ◽  
Vol 1 (3) ◽  
Author(s):  
Ikhlas Hassan Sayyid Echriya ◽  
Reham Anwar Mohammed Hassan
Keyword(s):  
School Counselor ◽  
Basic Education ◽  
School Principals ◽  
Pearson Correlation ◽  
Statistical Significance ◽  
Correlation Equation ◽  
Significance Test ◽  
Point Of View ◽  
The Stability ◽  
Extension Process

The aim of this study was to investigate the criteria of evaluating the competencies of the school counselor in the basic education stage, from the point of view of the school principals in Khartoum State, to achieve the objectives of the study. The researchers prepared a questionnaire that was applied during the academic year 2014-2015 to a random sample of 20 managers in basic education Khartoum, a maritime locality, the questionnaire contains six criteria for evaluating the school's competencies: planning the extension process, implementing the extension process, designing the extension programs, effective communication skills, using the technique in the extension process, In order to ascertain the stability and validity of the questionnaire, by means of the Alpha Kronbach equation and to verify the persistence of the questionnaire by Pearson correlation equation for the questionnaire items in the overall degree of the questionnaire, the sincerity of the arbitrators was measured by presenting it to a number of curriculum experts and pedagogic and educational psychologists in different Sudanese universities. Statistical packages of social sciences (SPSS), and statistical methods used to analyze repetitive data: percentages, arithmetical averages, standard deviations, mono variance, applied statistical significance test (T) The results of the study were reached by a number of recommendations, the most important of which are the need to develop an integrated methodology and a clear job description. For the role of the educational guide, and the process of educational guidance of schools based on the academic procedures of higher education, the need to contribute sections of educational psychology in the quality models and procedures to control and follow up the implementation of strategic plans for the tasks of the school guide and evaluate, The number of educational counselors for the number of learners and the creation of the guiding environment.

scholarly journals Literacy Culture Development through Class Library at SDIT Salsabila 2 Klaseman Ngaglik Sleman

2019 ◽  
Vol 11 (2) ◽  
pp. 183-203
Author(s):  
Ahmad Safi'i
Keyword(s):  
Life Skills ◽  
Human Life ◽  
School Library ◽  
Field Research ◽  
Class Library ◽  
Reduction Techniques ◽  
The Government ◽  
Using Data ◽  
The Stability ◽  
Culture Development

Life skills are proven to be able to improve human civilization.  Improving literacy culture is one way to develop human life skills.  The National Literacy Movement/ Gerakan Literasi Nasional (GLN) initiated by the government is an effort to realize it.  SDIT Salsabila 2 Klaseman has a Class Literacy Movement/ Gerakan Literasi Kelas (GLK) program.  The limited space available is not a reason to discourage GLK.  This type of research was case study field research.  The institution studied was SDIT Salsabila 2 Klaseman.  The subjects consisted teachers, principals, students and parents.  Data was obtained by observation, interviews and documentation steps.  Analysis was performed by using data reduction techniques, data display, triangulation, and conclusion drawing/verification.  The data showed that the main purpose of GLK was to intensify the culture of school literacy, library revitalization, and maintain the stability of school library functions.  The technical implementation is by creating a class library in each class, fostering a sense of belonging to the class library, supplying books from the school library to the class library, providing educational playgrounds in the area of the class library, giving rewards for students who are diligent in reading, achievements are informed in public, and explore the student guardian support. The problems that arise are the lack of teacher exemplariness, lack of consistency, supply of books from school libraries is still small, and the system of re-education has not been orderly.

scholarly journals The role of principal academic supervision in improving the professionalism of teachers of state junior high schools

2021 ◽  
Vol 6 (2) ◽  
pp. 478
Author(s):  
Joko Winarno ◽  
Happy Fitria ◽  
Yessi Fitriani
Keyword(s):  
Junior High School ◽  
Professional Competence ◽  
Junior High ◽  
Teacher Professionalism ◽  
Reduction Techniques ◽  
Role Of Principal ◽  
Qualitative Descriptive ◽  
Using Data ◽  
Role Of The Principal

This study aims to describe the role of the principal in the implementation of academic supervision, the results and obstacles of academic supervision in improving the professionalism of teachers of SMP Negeri in MuaraTelang, Banyuasin District. This research uses qualitative research with a qualitative descriptive approach. The location of this research is SMP Negeri in MuaraTelangBanyuasin District. Data collection was carried out using observation, interviews and documentation. Data analysis using data reduction techniques, data presentation and drawing conclusions. Checking the validity of the findings is done by observing persistence, triangulation and reference adequacy. The results of this study explain the positive and significant role of principal academic supervision in improving the professionalism of teachers of SMP Negeri in MuaraTelang District, Banyuasin. Through discussion of the implementation of academic supervision, the results of academic supervision, and the inhibiting factors for academic supervision of school principals. The results of the supervision carried out by the principal of the State Junior High School in MuaraTelangBanyuasin District were able to improve teacher professionalism in pedagogic competence, personality competence, professional competence and social competence.

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