Interpreting and Treating Autism in Javanese Indonesia: Listening to Folk Perspectives on Developmental Difference and Inclusion

Tucker, Annie

doi:10.14325/mississippi/9781496804259.003.0006

Cited by 3 publications

(3 citation statements)

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“…However, children’s access to special schools has been seen as depending on the policy of individual school principals (Aprilia, 2017). The social stigmatization of children with IDs contributed to a situation in which many children with IDs did not have access to special school education (Tucker, 2013). The number of inclusive schools in Indonesia has grown since 2003, and they offer education for all pupils, including those who might previously have been excluded from education.…”

Section: Introductionmentioning

confidence: 99%

Indonesian teachers’ epistemological beliefs and inclusive education

Sheehy

Budiyanto

Kaye

et al. 2017

J Intellect Disabil

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Abstract.A growing number of children with intellectual disabilities attend inclusive schools in Indonesia. Previous research has suggested that teachers' type of school and experience influences their beliefs about inclusive education. This research collected questionnaire data from 267 Indonesian teachers and compared the responses from those working in inclusive, special and regular schools regarding their epistemological and pedagogical beliefs. The results showed that teachers in inclusive schools expressed stronger social constructivist beliefs than those in other schools. However, it was teachers' epistemological beliefs, rather than their type of school or experience, which were the significant predictor of their beliefs about inclusive education. The findings suggest that international epistemological research needs to have a more nuanced view of constructivist models of learning to better understand and inform how inclusive pedagogy is being enacted in different contexts.Introduction.

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Section: Introductionmentioning

confidence: 99%

Indonesian teachers’ epistemological beliefs and inclusive education

Sheehy

Budiyanto

Kaye

et al. 2017

J Intellect Disabil

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“…Sumber lain mengatakan ada 638.000 anak dengan GSA. Adanya perbedaan angka mengenai anak dengan GSA ini disebabkan oleh minimnya ketersediaan data yang ada (Tucker, 2013;Biro Pusat Statistik,1989;Budiyanto, 2020).…”

Section: Pendahuluanunclassified

Konseling Orang Tua Terhadap Kualitas Hidup Anak Dengan Gangguan Spektrum Autisme (Gsa)

Sasmita,

Susilawati,

Damayanti

et al. 2024

Dharmakarya

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Autisme merupakan salah satu gangguan yang disebut Gangguan Spektrum Autisme (GSA). GSA sendiri adalah suatu gangguan pada perkembangan sistem saraf pusat yang sifatnya heterogen dan diturunkan secara polygenik atau melibatkan banyak gen yang berbeda. Gangguan ini akan terus ada seumur hidup penderita, umumnya penderita akan didiagnosis pada usia sekitar 2 tahun, sehingga banyak dari penderita yang memerlukan “bantuan” sepanjang hidupnya. Dalam menghadapi kondisi dan perilaku anak dengan GSA, orang tua, guru, pengasuh membutuhkan banyak waktu, upaya dan kesabaran. Konseling dapat bergerak di bidang mana saja, baik di sekolah maupun di masyarakat yang lebih luas, termasuk lingkungan keluarga. Kerjasama antara keluarga dan sekolah dalam membantu anak autisme mengoptimalkan kemampuannya sangatlah penting.

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“…Several factors contribute to this inertia, including a ubiquitous stigmatisation of disabled children (Handoyo et al, 2022) and their teachers (Budiyanto et al, 2020). This fuels a reluctance to admit disabled children even to schools identified as being inclusive (Tucker, 2013), a fear that disabled children and their needs will hold back other children (Anggia and Harun, 2019), and a perceived lack of paedagogical resources and training (Diana et al, 2020). These factors help create a paradox in which ".. kindergartens do not train or buy resources because they have no pupils with special educational needs.…”

Section: Introductionmentioning

confidence: 99%

Towards inclusive practice in Indonesian kindergartens: Evaluating the impact of Sign Supported Big Books

Sheehy

Budiyanto²,

Widayati³

et al. 2023

Journal of Early Childhood Research

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Indonesia is committed to creating an inclusive education system. Kindergartens have a key role to play in this endeavour. However, there are specific challenges that need to be addressed if this potential is to be fulfilled. It has been suggested that the use of keyword signs within Sign Supported Big Books (SSBB) as part of everyday story time activities might offer one way to begin to address some of these challenges. This research used a questionnaire method to evaluate the uptake and impact of SSBBs from 214 kindergartens across Indonesia. Analysis of teachers’ responses revealed the inclusive affordances of the approach. For the majority of teachers: the books were in regular use in their classrooms, teachers and children enjoyed using them, SSBBs made learning fun, the approach impacted positively on teachers’ classroom practice and they reported that it had benefits for children, including those with special educational needs. These results indicate that SSBBs can make a positive contribution towards creating an inclusive kindergarten pedagogy. Suggestions for further developments of the SSBB approach and future research are discussed.

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Interpreting and Treating Autism in Javanese Indonesia: Listening to Folk Perspectives on Developmental Difference and Inclusion

Cited by 3 publications

References 0 publications

Indonesian teachers’ epistemological beliefs and inclusive education

Indonesian teachers’ epistemological beliefs and inclusive education

Konseling Orang Tua Terhadap Kualitas Hidup Anak Dengan Gangguan Spektrum Autisme (Gsa)

Towards inclusive practice in Indonesian kindergartens: Evaluating the impact of Sign Supported Big Books

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