No abstract

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 study aims to examine the relationship between parental involvement and social skills of students with SEN in inclusive elementary primary. It also examines student factors, namely gender, types of disability, and level of impairment that can affect student's social skills. Participants were 365 parents of students with Special Educational Need (SEN) in inclusive elementary school. Parental involvement was measured using the Family Involvement Questionnaire. Students' social skills assessed using the Social Skills Improvement System. This research uses quantitative method and correlational nonexperimental design. The results showed that parents' involvement was significantly related to the social skills of students with SEN. It means that the more parents are involved in the education, the higher the social skills of the children will have. In regards to demographic variables, only gender of children that can affect children's social skills.

Rancangan program ini disusun untuk membantu individu dengan visual impairment agar dapat secara optimal berfungsi dengan baik dalam menjalankan kehidupannya sehari-hari. Program terdiri dari 10 pertemuan yang dibagi menjadi dua, yaitu 5 pertemuan dalam pemberian passive music therapy berbasis cognitive behavior therapy (CBT) untuk meningkatkan self-acceptance, dan 5 pertemuan berikutnta dalam pemberian active music therapy berbasis cognitive behavior therapy (CBT) untuk mereduksi inattention.