The Pre-Service Teachers’ Attitudes Towards Inclusive Education: An Empirical Study in Yogyakarta City, Indonesia

Ediyanto, None; Maulida, Restuti; Atika, Iva Nandya; Kawai, Norimune

doi:10.2478/dcse-2020-0007

Cited by 6 publications

(5 citation statements)

References 21 publications

(22 reference statements)

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“…Additionally, the classroom teachers also present minimum responsibility for students learning progress due to the minimum policies that support their learning process (Anggita Sakti, 2020;Lestariningrum, 2017;Mursita, 2015;Purnama et al, 2017). Therefore, many recent studies focus on examining the effects of teachers' behavior on inclusive education (Ediyanto et al, 2020;Navarro-Mateu et al, 2020;Supriyanto, 2019). conclusIon Aside from great supporting policies and practices of inclusive education, the success of inclusive education also relies Close examination and consideration are essential for a better future.…”

Section: Discussionmentioning

confidence: 99%

Influencing Factors of Inclusive Education for Students with Hearing Impairment

2023

pegegog

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The realization of equitable and quality education has long been the central challenge in education development. The presence of inclusive education is expected to enhance those two aspects of education. Further, it is also hoped to bring an equal education for all children, including children with special needs. In developed nations, inclusive education has been implemented widely, enabling children with special needs to have greater opportunities to enroll in local schools. This study aims to explore the influencing factors of inclusive education implementation for children with hearing impairment at the preschool level, as well as the implementation of inclusive education in general. This literature review gathered data from recently published scientific articles in peer-reviewed journals. Our results show that, aside from great inclusive education implementation and policies, the success of inclusive education relies heavily on the presence of inclusive culture. Moreover, this article describes the supporting theories, development of inclusive education, opportunities and challenges for inclusive education, and inclusive education for children with hearing impairment. Furthermore, the inclusive education system in Indonesia at the kindergarten level and for children with a hearing impairment needs to be studied.

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Section: Discussionmentioning

confidence: 99%

Influencing Factors of Inclusive Education for Students with Hearing Impairment

2023

pegegog

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“…A training program can realize an excellent inclusive education system. A good training program can improve teacher competence (Ediyanto, Maulida, Atika, & Kawai, 2020). In Indonesia, there is sustainable training organized by the Ministry of Education to improve teacher pedagogical and professional competence (Sumaryanta, Mardapi, Sugiman, & Herawan, 2018).…”

Section: Discussion: Teachersí Attitudes Towards Inclusive Education For Sustainable Developmentmentioning

confidence: 99%

Indonesian Teachers’ Attitudes Toward Inclusive Education

Ediyanto

Kawai

Hayashida

et al. 2021

Discourse and Communication for Sustainable Education

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Since the Bandung Declaration of 2004, Indonesia has become concerned with the development of inclusive education. Even though teachers’ attitudes toward inclusive education are important for successful implementation, there have been few research studies on them in Indonesia. The purpose of this study is to understand Indonesian teachers’ attitudes toward inclusive education. This study surveyed 243 Indonesian teachers using the Teacher Attitudes toward Inclusion Scale (TATIS) instrument. The findings showed that 79.4 % of Indonesian teachers held a moderate attitude toward inclusive education. In addition, the number of teachers who had a high (8.6 %) attitude toward inclusive education was less than those who held a low one (11.9 %). Moreover, there were no significant differences based on demographic data such as gender, age, province, school type, highest education, teaching experience in general education, and teaching experience in inclusive education. A significant difference was found only when the level of schools grouped the teachers: teachers who teach in secondary schools had more positive attitudes toward inclusive education than teachers who teach in primary schools. The positive attitude of teachers towards inclusive education can make them more capable of controlled learning environments. Meanwhile, to improve their attitude, a sustainable training program can be carried out. Sustainable training organized by the Ministry of Education to improve teacher pedagogical and professional competence must be in line with Education for Sustainable Development (EDS).

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“…Attitudes of pre-service teachers are an indicator of whether inclusive education practices are implemented successfully or not (Ediyanto, Atika, & Kawai, 2020). In a study examining the attitudes of pre-service teachers towards inclusive education, it was determined that taking inclusive courses had a positive effect on the views of pre-service teachers towards inclusive education (Orel, Zerey, & Töret, 2004).…”

Section: Introductionmentioning

confidence: 99%

“…Although the general attitudes of teacher candidates towards inclusion are positive, they have concerns about the inclusion of children with special needs, who show aggressive behavior towards children with normal development or who need communication technologies, in regular classes. In the study conducted by Ediyanto, Atika, and Kawai (2020), it was determined that teacher candidates' supportive attitudes and beliefs towards inclusive education were at the low-medium level. In the study, it was also determined that the thoughts towards inclusion did not differ according to the gender of the pre-service teachers and their experience of inclusion.…”

Section: Introductionmentioning

confidence: 99%

“…Since the characteristics of teachers and pre-service teachers in a country or region are important in terms of the quality and quality of education, many studies have been and continue to be made on this subject (Avramidis, Bayliss & Burden, 2000;Al-Zyoudi, 2006;Ugulu, 2013;Ugulu, Akkaya & Erkol, 2013;Ugulu, Sahin & Baslar, 2013;Erkol & Ugulu, 2014;Unal & Saban, 2014;Aydin et al, 2015;Ugulu, Yorek & Baslar, 2015;Yorek et al, 2016;Hind, Larkin & Dunn, 2019;Ugulu, 2019;Ediyanto, Atika & Kawai, 2020;Ugulu, 2020;Avsar-Tuncay & Kizilaslan, 2021;Tuysuz & Ugulu, 2021;Ugulu, 2021a, b). In this study, pre-service teachers' views on inclusive education were evaluated from a quantitative research perspective.…”

Section: Introductionmentioning

confidence: 99%

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Quantitative Evaluation of Prospective Teachers' Views on Inclusive Education

Türkoğuz

Baran

Gurbuz

et al. 2021

EJES

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In this study, pre-service teachers' views on inclusive education were evaluated from a quantitative research perspective. The survey model, one of the quantitative research designs, was used. The sample of the study consists of 482 prospective teachers studying at the same state university. The "Opinions Related to Mainstreaming Scale" was used to evaluate the views of pre-service teachers about inclusion. In the study, frequency and percentage values for each item were calculated for the data obtained from the study. In addition, Pearson correlation coefficient was calculated to determine whether there was a relationship between the sub-dimensions of the scale depending on the data collected. Although the results of the research are generally positive, the opinions of the pre-service teachers about inclusive education are inconsistent with each other, indicating that the knowledge and skill levels of the pre-service teachers about students with special needs are insufficient. It is important for a qualified inclusive education that teacher candidates who will start working in schools in the future develop positive attitudes towards inclusive education and have high levels of knowledge and skills. Article visualizations:<img src="/-counters-/edu_01/0961/a.php" alt="Hit counter" />

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The Pre-Service Teachers’ Attitudes Towards Inclusive Education: An Empirical Study in Yogyakarta City, Indonesia

Cited by 6 publications

References 21 publications

Influencing Factors of Inclusive Education for Students with Hearing Impairment

Influencing Factors of Inclusive Education for Students with Hearing Impairment

Indonesian Teachers’ Attitudes Toward Inclusive Education

Quantitative Evaluation of Prospective Teachers' Views on Inclusive Education

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