Inclusive Education in Higher Education: Baseline Study at Universitas Negeri Malang

Junaidi, Ahsan Romadlon; Dewantoro, Dimas Arif; Shanti, Pravisi; Rahmita, Gama

doi:10.17977/um005v6i22022p196

Cited by 8 publications

(8 citation statements)

References 13 publications

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“…What teachers and parents need to do is work together so that parents can follow the extent of their child's development in school. Based on research by Blue-Banning et al (in Heward, 2013) that effective cooperation between schools and parents is characterized by family involvement to achieve common goals, namely for optimal development of children.…”

Section: Resultsmentioning

confidence: 99%

Collaboration in Education Services for Children with Special Needs Inclusive School

Jaya,

Maulidina,

Kasirah

et al. 2023

Journal of ICSAR

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Based on the observations and explanations of special guidance teachers in schools, inclusive education providers that the form of collaboration between teachers and stakeholders is still diverse. In general, this study aims to find out and obtain information about the implementation of collaboration between teachers and stakeholders in education services for children with special needs in schools providing inclusive education in Sukabumi. This research is a quantitative research. Data collection techniques are carried out by distributing questionnaires and recording initial data in the form of records that are understood by researchers without reducing the actual data. The results of the study can be concluded that collaboration in several aspects is still lacking such as teacher collaboration with SLB, teacher collaboration with related experts, lack of teacher collaboration with resource centers, teachers are also still lacking collaboration in carrying out learning activities. Meanwhile, there are several aspects that have begun to develop well, including teacher collaboration with parents, as well as teacher collaboration with special guidance teachers in inclusive schools, although not yet dehydrated, maximum results are expected to be a reference in building good collaboration between teachers and related stakeholders in creating effective learning in inclusive education. This study illustrates that inclusive education in its implementation process requires support from teachers and related stakeholders in order to run optimally.

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Section: Resultsmentioning

confidence: 99%

Collaboration in Education Services for Children with Special Needs Inclusive School

Jaya,

Maulidina,

Kasirah

et al. 2023

Journal of ICSAR

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“…Direct interaction with socialization agents is most common in microsystems. An individual is not seen as a passive recipient of experience in this setting but even participates in awakening the setting in this microsystem (Boulanger, 2019;Junaidi, 2020). Students interact and communicate most often in this system because the microsystem is the closest environment to students.…”

Section: Discussionmentioning

confidence: 99%

Driving Factors of Inclusive Education for Primary School in Indonesia

2024

Pegegog

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The implementation of inclusive education especially for special needs students in primary school during teaching in the classroom must strive for non-discrimination, recognition from all parties to all participants of learning, provide facilities and a safe environment for each child. The design of this study is a combination of sequential explanatory method that uses questionnaire and interview survey method. The selected study design places more weight on quantitative than qualitative data. The results indicate a positive relationship between inclusive education with school administrator, teachers, students, friends at home, school friends, relatives, parents of regular children, neighbors, special guidance teachers, and parents of children with special needs This finding indicates the influence of inclusive education developed based on the theory of Ecology. Based on the theory, four systems influence positively the development of students, namely microsystems (the environment in which individuals live), mesosystems (interactions between factors in microsystems), ecosystems (the environment in which individuals live), and macrosystems (the role of culture in the implementation of inclusive education). These four environmental systems have implications for implementing inclusive education, especially during the teaching and learning process in schools.

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“…Literature review. A number of domestic and foreign scholars study the issue of inclusive education in general and in higher education institutions in particular: Gokul Yenduri [1], Vasiliki Ioannidi [2], Junaidi, Ahsan [3], Palamarchuk E.A. [4], Bortun K.O.…”

Section: анотація стаття присвячена аналізу потенціалу технологій шту...mentioning

confidence: 99%

Аналіз Технологій Штучного Інтелекту Щодо Оптимізації Інклюзивних Практик У Вищій Освіті

КОТЕНКО,

ЖИРОВА

2023

info-tech

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Стаття присвячена аналізу потенціалу технологій штучного інтелекту (ШІ) щодо оптимізації інклюзивних практик у вищій освіті. Штучний інтелект відкриває нові можливості для адаптації навчального процесу до індивідуальних особливостей кожного студента, що є особливо важливим для осіб з особливими освітніми потребами. У статті розглядаються ключові аспекти використання сучасних технологій ШІ в освітньому процесі, включаючи системи адаптивного навчання, голосові асистенти та текстові аналізатори, технології розпізнавання обличчя та жестів. Проаналізовано як глобальні тенденції, так і конкретний досвід України в імплементації ШІ для підтримки інклюзивності в освіті. Зокрема, акцентується увага на тому, як технології ШІ можуть допомогти в розвитку освітнього середовища для осіб із порушеннями зору, слуху, розладами аутистичного спектру, СДУГ та іншими особливостями. У підсумку, стаття наголошує на необхідності подальшого дослідження та розвитку інноваційних підходів до впровадження технологій штучного інтелекту в освітній процес з метою створення інклюзивного, доступного та ефективного освітнього середовища. Стаття сприяє формуванню нового погляду на можливості інтеграції інклюзивних практик та штучного інтелекту в контексті вищої освіти.

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Inclusive Education in Higher Education: Baseline Study at Universitas Negeri Malang

Cited by 8 publications

References 13 publications

Collaboration in Education Services for Children with Special Needs Inclusive School

Collaboration in Education Services for Children with Special Needs Inclusive School

Driving Factors of Inclusive Education for Primary School in Indonesia

Аналіз Технологій Штучного Інтелекту Щодо Оптимізації Інклюзивних Практик У Вищій Освіті

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