This paper reports on an interview study with eight secondary school teachers in Indonesia regarding their experiences of teaching with technology during the COVID-19 pandemic. Employing semistructured interview questions and geared under a qualitative research approach, the study probes explicitly into (1) the availability of technology access at home, (2) teachers’ difficulties in teaching online, (3) teachers’ ability to adapt during online teaching, and (4) teachers’ experiences of teaching with technology. Findings from the study suggest insights into the impact of forced changes in teaching that could have implications for the professionalization of teacher education in terms of digitalization. The interview analysis informs that the participating teachers negotiated efforts in online teaching during the COVID-19 pandemic using technology vis a vis with the challenges of an ever-changing era. Teachers were baffled with explaining lessons in details during the online teaching and knowing which students have understood or not. The study reveals that learning is mainly dependent on the Internet connection as many teachers suddenly lose their connection when they are teaching.

This study aims to develop a prototype of therapeutic language acts for the intervention in children with behavioral spectrum autism. This was a research and development studyemploying the R2D2 (Recursive, Reflective, Design, and Development) model. It consistedof product design, product validation, tryout, product revision, and mass production.The prototype of therapeutic language acts was collaboratively developed by involvingthe developer, expert team (a language expert and a clinical expert), and practitioner (atherapist). The data were collected through observations, field notes, and questionnaires.The results show that the developed prototype of therapeutic language acts satisfies thecriteria for accuracy, utility, and appropriateness. The conclusion is that the prototypeof therapeutic language acts for the intervention in children with behavioral spectrumautism satisfies the criteria for acceptability and can be used as a reference to deal withchildren with behavioral disorder autism.

While studies on English as a foreign language (EFL) students’ identity construction and classroom participation in English language learning have been widely explored, there is a paucity of research addressing how EFL students with physical disabilities develop their identities within classroom participation. To fill this lacuna, the present narrative study looks into how an Indonesian female English student with a physical disability developed her identity through classroom participation and how her identity changed over time. The data were garnered through in-depth interviews and analyzed following Braun and Clarke’s (2006) thematic analysis. The present study revealed that the participant negotiated her identity gradually in a complex classroom atmosphere through multiple stages: the orientation, the rising state, the shock, the adjustment, and identity development. In addition, the study also portrayed that the participant enacted continued and sustained identity changes for her self-survival amid imperfection into the escalation of competence geared from her site of struggle in the community of practice. Implications from the study’s findings are discussed at the end of this paper.

This study aims to describe types, functions, and strategies of therapeutic languageacts in clinical interventions on autistic children. It employed the qualitative approachusing the clinical pragmatic design. The findings are as follows. First, clinical therapeuticinterventions on autistic children use illocutionary acts in the forms of directive, assertive,and expressive acts. In general, they use simple utterance patterns. Second, therapeuticverbal acts have functions to command, invite, require, refuse, ask, agree, state, explain,compliment, thank God, and thank. Third, strategies of therapeutic language acts are inthe form of direct utterance strategies by means of calling, giving directions, and usingvisual objects or models.

This study documented illocutionary acts employed by Indonesian children who had autism spectrum disorder (ASD). Twelve children were recruited using a convenience sampling technique. The data were gathered through in-depth observation and clinical intervention settings. These data were then analyzed qualitatively. The findings of this study portrayed that the participants employed three illocutionary acts in their communication. They employed directive (D), expressive (E), assertive, and speech acts (A) or DEA. Interestingly, the participants did not produce commissive and declarative utterances. Instead, they used declaration (D), interrogative (I), and imperative (I) speech acts. Based on the findings, it can be asserted that in terms of communication skills, the participants generally deployed simple directive, assertive, and expressive (DEA) speech acts with a direct literal speech act strategy. This study also suggested that in language learning and clinical intervention, teachers or therapists should consider the individual condition and understand the autistic children's illocutionary speech acts.

Empirical evidence on practices of inclusive education has long saturated the literature to date. However, little attention is directed at portraying the enactment of inclusive education from policy-making perspectives during the COVID-19 pandemic. To fill such a void, this paper, situated within an Indonesian higher education context, reports on a case study that attempts to explore (1) gifted student's characteristics in the inclusive education, (2) the student's sustained participation in the program, and (3) the barriers encountered during the inclusive education implementation. Data in this study were generated through in-depth interviews with a single gifted student. The study's findings suggest that the participant experienced well-attained prior learning in the schooling sector in his senior high school and enacted agency in the university's learning through active participation in the teaching assistantship and internship programs for Merdeka Belajar Kampus Merdeka (MBKM) policy implementation. Despite these, undervaluing views from society is also seen in the interview. The study calls for stakeholders to construe gifted students' learning characteristics, accommodate the students' participation, and provide treatment on how society could appreciate such students' academic excellence regardless of their special needs. Future research should also continue this scholarship using ethnography design in different educational settings.

The present study focuses on the implement of online learning in special education and how Information and Telecommunications Technology being used to strengthen and support the achievement of learning and the learning goals at special needs junior high school students (SMPLB) Jambi. The research method used in this study is a case study where the researchers observe how the patterns and processes of online education in the learning of SMPLB students, distributing questionnaires on the use of ICT to the teachers, interviews with parents/guardians of the students, and interviews with special junior high school teacher Sri Soedewi Maschun Sofyan, S.H Jambi. The results of the research indicate that the students in special needs schools have difficulty in obtaining technology that suits with their needs in learning. The learning process cannot be carried out as expected because the teachers have difficulty in making technology-based learning materials for the students, especially for students with the deaf and the blind. Reading and writing skills are also very limited, and the student learning is very low because the online method greatly limits opportunities for direct interaction between the students and the teachers. The involvement of parental assistance is also very low because the parents do not understand how to aid with children in online learning.

Pre-service teachers are agents involved in several teaching training before involving in the professional community. The present study was designed to look at the enactment of Scenario Card-Lesson Study (SCLS), a previously developed learning media. A single pre-service teacher with disabilities was voluntarily involved in the project. Data were garnered through multiple video-recorded observations and checklist documentation. Findings suggest that the participant demonstrated contextual practices of classroom teaching using SCLS. Based on the themed-finding, the participant designed the lesson plan effectively, improved classroom teaching skills, and wrote the lesson study report well. In addition, based on our observation session, The participant also engaged fully in student-student discussion and teacher-student interactions. One tangible finding from this study is that the participant appeared autonomous in designing the teaching and learning plans. Suggestions for policymakers, stakeholders, and future researchers in pre-service teacher education are offered in this paper.