This study aimed to determine the effect of disability friendly education training on teachers' understanding by applying disability-friendly education training modules. The research design adopted the pre-posttest method given to the same group before and after training on imparting disability friendly education. Classroom teachers in inclusive schools under the Ministry of Religion in Surakarta were the subjects of this research. The validity of the instrument was tested by using content validity on the feasibility or relevance of the contents of the test instrument through rational analysis by expert judgment. The results showed that the paired sample T-Test score was -17.736 with significant level at 0.000, which means <0.05. It suggests that there is a significant difference in the score of the average teacher's understanding of disabilityfriendly education before and after training, and the difference is statistically significant too. It can therefore be concluded that disability friendly educational training is effective to improve teachers' understanding in public schools. Contribution/Originality:The primary contribution of this research is to find out whether training modules can prove effective in developing understanding among teachers of public school about persons with disabilities.This study is unique in proving that training intervention can make schools become disability-friendly schools for persons with disabilities. INTRODUCTIONPersons with disabilities have special needs, academically, socially and emotionally. In Indonesia, persons with disabilities are categorized into having physical, mental, intellectual and sensory disabilities (Pandji and Wardani, 2013;Pratiwi and Murtaningsih, 2013;Salim, 2017). Persons with disabilities need special education services, both in special schools (special schools) and in public schools (inclusive / integrated schools).Inclusion schools are a form of education that unites persons with disabilities with normal children in order for them to learn together (Daroni et al., 2018). Inclusion has a philosophy to bring students, families, educators and community members together to form a social institution based on acceptance, and mutual recognition (Salend, 2011;Faradina, 2016). Inclusion schools must accommodate all children regardless of their physical, intellectual, social emotional, linguistic or other conditions (Tarmansyah, 2007;Charema, 2010). Effective Inclusive Education is based on principle of sensitivity and accepts advantages and challenges and individual differences (Salend, 2011;
Children with disabilities are commonly defined by a child that requires special needs in their everyday life aspects. They may have extensive needs in education, social, healthcare, and psychological health. Children with disabilities have the rights to be educated in various placements, from special school to inclusive school alongside their normal peers. An inclusive school being called learning-friendly when all of the elements of Learning-Friendly school environment that are already been established are addressed. Every member of inclusive school should acknowledge those elements, including the teacher. The aim of this research is to evaluate the teachers’ knowledge and understanding about learning-friendly education among inclusive school under the purview of The Indonesian Ministry of Religious Affair. This study was using a quantitative research method. The data collection technique used is a rating scale with 18-item questions. The result of this research found that most of the teachers (89%) showed a moderate to low level of knowledge and understanding about learning-friendly inclusive education for children with disabilities. While another 11% of teachers had a good knowledge about the concept of friendly education for children with disabilities. Overall, teacher’s knowledge and understanding are in moderate to low level. Furthermore, there is a need to improve teachers’ knowledge and understanding about friendly-education for children with disabilities in inclusive school.
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