Implementing inclusion in disabling settings: the role of teachers’ attitudes and practices

Damianidou, Eleni; Phtiaka, Helen

doi:10.1080/13603116.2017.1415381

Cited by 32 publications

(18 citation statements)

References 26 publications

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“…In addition, teachers’ beliefs about their efficacy in dealing with students with perceived challenging behaviours, as well as their expectations regarding students’ competence, may affect their involvement with the students and the teaching strategies that are implemented (e.g. Ben‐Yehuda et al , ; Kumar & Hamer, ; Damianidou & Phtiaka, ; Kumar & Lauermann, ). Thus, both teachers’ knowledge of the SEN status and teachers’ perception regarding the difficulties and behaviour of students may have a negative effect on the student–teacher relationship.…”

Section: Quality Of Student–teacher Relationshipsmentioning

confidence: 99%

Student–teacher closeness and conflict in students with and without special educational needs

Freire

Pipa

Aguiar

et al. 2019

British Educational Res J

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Teachers play a key role in creating effective conditions for students to succeed in school. The quality of student-teacher relationships is consistently associated with social, emotional, behavioural and academic adjustment, and this is even more relevant for students with special educational needs (SEN), considering these students' emotional, social and learning vulnerabilities. This study aimed to examine the associations between students' externalising and internalising behaviour, social skills and academic performance, and teachers' perceptions of conflict and closeness in their relationships with students with and without SEN. Data regarding 360 students in Year 3, Year 5 and Year 7 (169 students with SEN) were collected. Teachers (n = 74) reported on the student-teacher relationship and students' social skills, behaviour problems and academic performance. Special education teachers (n = 38) provided information regarding the diagnosis and profile of functioning of students with SEN. Results showed that teachers' reports of students' social skills and externalising problems were the strongest predictors of closeness and conflict. Internalising problems and SEN status also predicted decreased closeness, despite smaller effects. Taken together, findings support the importance of professional development opportunities focusing on facilitating teachers' relationships with students with perceived challenging behaviour.

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Section: Quality Of Student–teacher Relationshipsmentioning

confidence: 99%

Student–teacher closeness and conflict in students with and without special educational needs

Freire

Pipa

Aguiar

et al. 2019

British Educational Res J

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“…Tindakan tersebut dapat digolongkan ke dalam tahap keempat. Peran guru dalam menangani anak yang bermasalah dengan teman sebanyanya mempunyai peran yang sentral (Damianidou & Phtiaka, 2018;H. Kim, 2009;Wilson et al, 2020).…”

Section: Hasil Dan Pembahasanunclassified

Peran Guru Dalam Menghadapi Bully Terhadap Anak Gagap Dari Teman Sebaya

et al. 2021

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Bullying merupakan tindakan yang dapat membahayakan seseorang. Bullying dapat terjadi pada jenjang Pendidikan Anak Usia Dini (PAUD) yang dapat dilakukan oleh teman sebaya. Penelitian ini bertujuan untuk mengetahui peran guru PAUD dalam menghadapi bullying pada anak gagap oleh teman sebaya. Penelitian menggunakan pendekatan fenomenologis. Pengumpulan data dilakukan dengan wawancara terstruktur. Partisipan ditentukan melalui purposive sampling, dengan melibatkan empat patisipan yang berprofesi sebagai guru pada jenjang PAUD dan memiliki pengalaman dalam menangani kasus bullying terhadap anak gagap yang dilakukan oleh teman sebaya. Hasil penelitian mengungkapkan bahwa peran guru PAUD dalam menghadapi bullying anak gagap dari teman sebaya diantaranya yaitu memantau aktivitas anak di sekolah, melakukan pengelolaan kelas, menjadi ‘pendengar’ segala cerita anak, menjadi teladan yang baik, pemberi nasihat, melakukan pemberian reward, konsultasi psikolog keluarga, dan mengadakan edukasi tentang anak berkebutuhan khusus.

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“…Anak berkebutuhan khusus yaitu anak dengan pengecualian yang menggambarkan fisik, mental, atau perilaku mereka berbeda dari yang biasa, lebih tinggi atau lebih rendah, sehingga pelayanan tambahan diperlukan untuk memenuhi kebutuhannya (Kristin, 2015) (Damianidou & Phtiaka, 2018). Individu yang bermasalah dalam berkomunikasi maka keterampilannya dapat diasah dengan menggunakan terapi perilaku dengan berbicara dalam berkomunikasi (Rafael, 2016) (Huang, 2007).…”

Section: Pendahuluanunclassified

Interaksi Sosial Anak Nonreguler di SLB Zinnia Jakarta

Harjani

2020

JECE

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The objective of this research is to describe study the social interaction of children with special needs such as autism spectrum disorders, down syndrome and mental retardation. This research is a qualitative research with a phenomenological method. The data analysis used is by the Miles and Huberman. Research data obtained from observations, interviews, and documentation. The research shows that: (1) Children's social interactions include communication, cooperation, and empathy have increased. Communication with peers is good even though it is limited, the child is able to work together in carrying out group assignments from his teacher (educator and therapist), as well as children learn empathy by giving some food that they brought to school with their friends; (2) Behavioral therapy learning model is used for education process; (3) The role of behavioral therapy learning model in the formation of social interactions of special needs children;(4) The role of parents, the environment home, school environment, and community environment in the formation of social interactions of non-regular children; (5) The success in this study is shown by changes in children’s behaviour in the home environment, school environment, and in the community environment.

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Implementing inclusion in disabling settings: the role of teachers’ attitudes and practices

Cited by 32 publications

References 26 publications

Student–teacher closeness and conflict in students with and without special educational needs

Student–teacher closeness and conflict in students with and without special educational needs

Peran Guru Dalam Menghadapi Bully Terhadap Anak Gagap Dari Teman Sebaya

Interaksi Sosial Anak Nonreguler di SLB Zinnia Jakarta

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