Educational challenges for children with special needs in inclusive primary schools

Abstract

There is no specific curriculum for inclusive students, and there is also no assessment guide for inclusive students. It causes students with special needs to have difficulty learning, and learning does not run optimally. This study aimed to analyze the learning completeness of ABK students in inclusive elementary schools and various challenges in managing inclusive schools. This type of research is qualitative. The method used in this study is a qualitative method with phenomenology. The design used in this study using Miles and Huberman. The subjects in this study amounted to 8 people. Methods of data collection using the method of observation, interviews, and triangulation. The research instrument is a questionnaire. The technique used to analyze the data is descriptive qualitative analysis. The data analysis method uses framing analysis. The research method used is the descriptive qualitative method with framing analysis. The results of this study are that first, the learning completeness of ABK students is still not optimal. Second is the unpreparedness of the teacher in teaching ABK students. Third, the limitations of special assistant teachers for inclusive students. Fourth, inadequate facilities and infrastructure for inclusive students. Fifth, there are differences in perceptions of ABK students between schools, the community and the government. The general conclusion is that students with special needs learning mastery will succeed if there is a common perception between inclusive schools, the environmental community and the local government.

Management of Inclusive Education: An Implementation

“…The findings in this research are that the implementation of inclusive education in Bandar Lampung City Junior High Schools has gone well, but there are still several things that have not been maximized, such as (1) a lack of adjustments related to the academic assessment of inclusive students. ( 2 These findings are different from the results of relevant research, which found that the implementation of inclusive education includes technical policies regarding inclusive education, significant changes in classes, and changes in school infrastructure (Chairunnisa & Rismita, 2022). To increase the self-confidence of children with special needs, they must provide communication opportunities, use teachers as motivators for children with special needs, and create interesting programs (Andriana & Evans, 2020).…”

“…In the figure, research related to the implementation of inclusive education was found in 14 (fourteen) studies conducted by foreign and domestic researchers, for example (Chairunnisa & Rismita, 2022); (Zakiah et al, 2021); (Andriana & Evans, 2020); (Ferreira, 2022); (Faozanudin & Sulistiani, 2023). Meanwhile, in Indonesia, there have been several studies regarding inclusive education, but there has been no research that discusses the implementation of inclusive education specifically and in depth.…”

Directions of ICT use in Ukrainian educational institutions in the educational process with children with special educational needs: A literature review

“…Depending on their functionality, assistive ICTs are divided into cognitive devices (alternative browsers, a switch to control gaming activities, text-to-speech software, digital audio books); mobility aids (such as a wheelchair or functional chair); and alternative communication aids (communication boards, electronic communication boards, hearing aids); means of monitoring the educational environment (monitor for displaying student engagement, motion detectors, eye tracking technology, hand or foot switches for transmitting information, special devices for entering information, including a keyless and programmable keyboard, voice and mood recognition tools). Furthermore, ICTs are divided into standard and assistive (Chairunnisa & Rismita, 2022). Standard ICT is used to format information and process it for further use in the learning process.…”

The Shifting of Special Education Orthodoxy in Implementing Inclusive Education Policies in Indonesia

“…On the other hand, many schools in Indonesia face difficulties and challenges in successfully implementing an inclusive education system (Rasmitadila et al, 2021). These difficulties and challenges include a lack of knowledge and skills about what inclusive education is and how to teach students with disabilities, an assumption that children with disabilities are considered difficult to work with in participating in the learning (Chairunnisa & Rismita, 2022), as well as the government's role which is still lacking in providing policy support, and infrastructure (Windarsih & Devianto, 2017).…”