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Faculty of Psychology, universitas indonesia, depok, indonesia; b department of special needs Education and youth care, university of groningen, groningen, the netherlands Including students with special educational needs (SEN) in regular classrooms has become a global trend. International policies have continually strived for the inclusion of such students, starting with the Warnock report (1979) and followed by the Salamanca statement (UNESCO, 1994). Most recently, Article 24 of the UN Convention on the Rights of Persons with a Disability (United Nations, 2006) guarantees that all children, regardless of ability or disability, have a basic right to be educated alongside their typically developing peers in a local school. Thus, a large number of countries now provide a better education for students with SEN.Indonesia has also followed this international trend. Under inclusion policies like the National Education System Act No. 20/2003, each Compulsory Education Unit is obliged to educate students with SEN and provide them with adequate support. Along with nine years of compulsory basic education for children starting at the age of seven, the rights of all children to an education are now protected. As a result, a growing number of children with various types of special needs are now included in regular classrooms. Among the most common types of special needs encountered in Indonesian ABSTRACTResearch has consistently stressed that regular school teachers are important in determining the success of implementing inclusive education. It was also found that teachers' attitudes, their knowledge about special educational needs (SEN) and teaching strategies are prerequisites for implementing inclusive education successfully. This study examines the effects of an inservice teacher training programme on regular primary school teachers' attitudes and knowledge about SEN and about teaching strategies. A pre-and post-test control group design study was set up (N experimental group = 33, N control group = 34), comprising 11 public primary schools. The training programme consisted of 32 hours face-to-face training sessions, covering topics about attitudes and knowledge about SEN and about teaching strategies. In order to establish the effects of the training programme, attitudes and knowledge were measured at two moments: before and after the training programme was performed. The outcomes of ANCOVA revealed significant positive effects of the training programme on most dependent variables (attitudes, knowledge about SEN and about teaching strategies) with medium to large effect sizes. Implications for future research and practice are discussed.

Background: The implementation of inclusive education creates challenges for classroom teachers who have to meet the learning needs of students with and without special educational needs (SEN). Research has revealed that teachers' readiness and willingness to accommodate the learning needs of students with SEN was determined by their training. Though much research on teacher training and inclusive education has been conducted over two decades, less is known about the adequacy of such training in terms of components and effectiveness. Purpose: The purpose of this review is to present a focused analysis of: (1) studies that examined, in detail, the components of teacher training programmes for preservice or in-service teachers in regular primary schools in terms of content, length, etc., and (2) consideration of the effectiveness of these training programmes. Design and methods: The literature review was restricted to empirical studies published in international peer-reviewed journals after 1994 (i.e. since the Salamanca statement was signed) by using the electronic browser 'EBSCO host Complete'. After applying the keywords 'teacher' and 'educator', they were combined with the following terms: training, disabilities, inclusion, inclusive education, impairment, special educational needs, children with special needs and disorder. The search was deliberately restricted to papers where study participants were preservice or in-service teachers in regular primary schools, and ultimately yielded a small core of 13 studies for detailed review. The first research question was analysed in terms of the training programme's structure and content, covering aspects such as type of disability, topic, length, medium of course delivery and learning activities. For the second research question, the effectiveness of the quantitative studies was evaluated based on the Cohen's d effect size, whereas the qualitative studies were considered as effective based on the calculation of percentage of nonoverlapping data (PND). Conclusions: Analysis indicated that the majority of training programmes focused on attitude, knowledge and skills. The training programmes were also centred on what might be considered short-term practice and supplemented with field experiences. Although the training programmes appeared to have positive effects on teachers' attitudes, knowledge and skills, follow-up sessions and students' outcomes measures may increase training effectiveness.

This research was conducted to determine the initial literacy activities carried out by parents, family members, and caregivers at home. The research method used for this study is a systematic review that is implemented by capturing articles concerned in the research topic published between 2009–2019 through two electronic search engines, Science Direct and Sage Journals. Furthermore, article extractions were carried out to filter out articles that were relevant to the research question (n = 9) with five articles with mother-child participants, 1 article with caregiver-child participants, and three articles with mother or father-child participants. Data analysis in this study is done by narrative synthesis analysis. The results of this study show several activities, i.e., shared reading or book reading, grocery games, writing letters, spelling, drawing pictures, and writing spontaneously. The most popular activity is the shared reading or reading book, which has more impact on the type of book and parent involvement. Limitations and recommendations for future research are discussed in this paper.

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This study aimed to examine the effectiveness of Behavioral Skills Training (BST) program in improving personal safety skills for a Down syndrome adolescent with mild intellectual disability. Personal safety is defined as an ability to recognize touch appropriateness, including four self-protective skills, consisting of resisting, removing, telling others, and reporting about any inappropriate touch she/he experiences. The single-subject design was administered in three days. The results show that the program was effective to improved subject’s personal safety skills and reached 97 % of the maximum score. The subject was able to master the skills of recognizing, resisting, removing and telling others with 100% score, while on the reporting skill, the obtained score was 83%.  Rerunning the program, specifically with reporting skill as the target, has been recommended to improve reporting skill. Overall, to improve the effectiveness of the program, in situ training, training for trainers, and providing reinforcements are suggested.

Implementing inclusive education requires not only facilities and physical support but also human resources, in this case pre-service teachers. Pre-service teachers, who come from different educational backgrounds, are one of the most important components in implementing inclusive education due to their interactions with special needs children. This study aims to compare the attitudes of pre-service teachers toward inclusive education based on experiences of direct interaction, training, and teaching special needs children. Participants are college students in Jakarta majoring in Teacher Training, early childhood education, and special education. The attitudes of pre-service teachers toward inclusive education are measured by the Multidimensional Attitudes toward Inclusive Education instrument. The results of the independent-sample t-test indicated that there are significant mean score differences between the two groups-Early Childhood Education majors (M = 76.84, SD = 10.155) and Special Education majors (M = 86.26, SD = 9.275) with significance p <.005. Subsequent regression analysis demonstrated that training experience and experience teaching special needs children contributed differentially to pre-service teachers' attitudes toward inclusive education.