The development of inclusive education management model: Practical guidelines for learning in inclusive school

Robiyansah, Iva Evry; Mudjito, Mudjito; Murtadlo, Murtadlo

doi:10.11591/edulearn.v14i1.13505

Cited by 14 publications

(15 citation statements)

References 25 publications

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“…Using known factors of teacher's views, the framework could be sketched out with the interactions among the construct of the ICT implementation in schools and the way out to overcome the hindrances by changing these pedagogical constructions. This framework extends beyond models which only consider teaching component [13], [16] or teacher education [19]- [21] and adheres to findings that indicated teachers' ICT capability is significantly linked to the usage of ICT in the practice of teaching [14].…”

Section: Resultsmentioning

confidence: 73%

“…The authors emphasize the importance of the model for improving students' cognitive domains and selflearning skills. An inclusive teaching model was proposed by studying the current problems and conditions [13]. The study revealed that students and learning itself is a problem and students and learning as well as management are most important factors to be considered when incorporating such models.…”

Section: State Of the Artmentioning

confidence: 99%

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Identification of a framework for implementing ICT in Sri Lankan secondary education system

Vidanagama

Karunathilake

2021

EduLearn

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This research work was focused on finding the affected indicators on the barriers to use Information and Communications Technology (ICT) in Sri Lankan Secondary Education System. It also explores a framework to implement ICT in schools overcoming these barriers. In particular, it examined the viewpoint of teachers and principals on the integration of ICT into the schools’ policy in the Western Province of Sri Lanka. Interviews were conducted for 60 secondary school principals and a questionnaire base survey was conducted for 500 teachers of several schools selected from the above pool. What materialized from the analysis showed that, infrastructure facilities, any policies related to the school, Planning and usage of ICT in teaching and learning, Current views held by principals as well as teachers regarding their ICT competencies, Teacher’s fluency of ICT, the perceived viewpoint of teachers and principals regarding the influence and subsequent function of ICT in education has an influence on the magnitude of ICT usage in schools. According to the analyzed data, a framework was designed to make readiness and maintain smooth Teaching Learning system in secondary schools. Finally, the research has collected feedback from involved parties during the implementation process to evaluate competency of the suggested framework.

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Section: Resultsmentioning

confidence: 73%

Section: State Of the Artmentioning

confidence: 99%

Identification of a framework for implementing ICT in Sri Lankan secondary education system

Vidanagama

Karunathilake

2021

EduLearn

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“…Starting from some of the research findings, it can be seen that inclusive education is a process of increasing the ability of the education system to reach all students so that it can be understood as the primary strategy for achieving education for all (Sartica, 2016;Tahir et al, 2019). Inclusive education is seen as a process of responding to the diverse needs of all children through increasing participation in learning, culture, and society and reducing exclusivity in and from education (Qodir et al, 2017;Robiyansah et al, 2020).…”

Section: Inclusive Education Assessmentmentioning

confidence: 99%

Inclusive Education Management in the Development of Cognitive Intelligence of Children

Baharun

Asiya

2021

AIJP

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Early childhood cognitive intelligence that has not been fully developed in inclusive schools needs serious attention, considering that this age is a crucial growth period and the golden age of children. This study aims to analyze and understand inclusive education management in children's cognitive intelligence in RA Al-Iman, and RA Tania. This research uses a qualitative approach with a case study. The data collection technique is done through interviews, observation, and documentation. The data analysis was carried out circularly, starting from the display power, data reduction, and concluding. The results showed that inclusive education in developing children's cognitive intelligence in both institutions was planned and systematic, starting from identifying the needs of inclusive education, designing inclusive education, implementing inclusive education that leads to cognitive intelligence, and assessing inclusive education. This research has implications for the importance of implementing an egalitarian education and refers to equal rights so that children can mingle, play, and get the same education without any differences.

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“…Additionally, benefiting the use of technology will help the engagement of blind students in inclusive context, integrating education and technology in learningteaching process can support effective and productive success in education [34] though the consideration of using ICT may be preferred by the students learning style and students online regulated learning [35]. The implementation of inclusive education should involve the all three stages, input, process and output [36] and should emphasize the framework of Universal Design Learning where all students are well accommodate and well accepted..…”

Section: Efl Teacher Value Roles and Challenges For Teaching Blind Studentmentioning

confidence: 99%

Inclusive education services for the blind: Values, roles, and challenges of university EFL teachers

Lintangsari

Emaliana

2020

IJERE

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Implementing inclusive education, the process of providing all learners with equal educational opportunities, is a major challenge for many educational systems worldwide, for it requires changes to values, system, and practices. In the teaching of English as a foreign language (EFL) in university, teachers are expected to be able to select, transform, or augment Universal Design for Learning (UDL), and Differentiated Instruction (DI) as a framework to guarantee accessibility of all learner types to the learning environment by employing specific educational design guidelines, to fit their leaners', notably for the blinds. Data on what has led EFL teachers to join the reform of the teaching instruction and how they tackle problems during implementation cannot be located. Thus, the aim of this qualitative study is to uncover reasons for EFL teachers to participate in and what they did to facilitate the instruction wide effort to practice inclusive education, as well as challenges encountered. Key findings included implementing university policy as prime reasons for practicing inclusive education, utilizing UDL and DI as the key to successful implementation for instructional teaching, and inadequate resources and teacher training as the main challenges. Recommendations consists of providing disability-specific pre- and in- service training programs for teachers and making arrangements of sufficient educational materials and assessment based on UDL and DI towards EFL instructions.

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The development of inclusive education management model: Practical guidelines for learning in inclusive school

Cited by 14 publications

References 25 publications

Identification of a framework for implementing ICT in Sri Lankan secondary education system

Identification of a framework for implementing ICT in Sri Lankan secondary education system

Inclusive Education Management in the Development of Cognitive Intelligence of Children

Inclusive education services for the blind: Values, roles, and challenges of university EFL teachers

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