PERSEPSI GURU MADRASAH IBTIDAIYAH TERHADAP PENYELENGGARAAN PENDIDIKAN INKLUSI
DOI:
https://doi.org/10.30651/else.v8i1.20972Abstract
The implementation of inclusive education is the main highlight of the government's efforts to improve the quality of Indonesian education. His belief is that all students, without exception, should benefit from high-quality learning and enjoy full participation in the education system. This study aims to determine the perception of Madrasah Ibtidaiyah teachers towards the discourse on the implementation of inclusive education. This research is qualitative with an investigative approach. This study involved 13 existing Madrasah Ibtidaiyah teachers in one of Indonesia's westernmost provinces who were randomly selected. The results show that teachers are still confused with the definition of inclusive education, which causes disorientation in the implementation of inclusive education. As a result of such disorientation, (1) teachers are embarrassed to mention that there are children in their schools or classes; (2) the teacher's excessive anxiety in the implementation of learning in the classroom, such as bullying; (3) the teacher's incorrect orientation of learning outcomes; and (4) discrimination against children. To avoid disorientation in the implementation of inclusive education, it is very important to provide special training for madrasah teachers on topics such as designing lessons, determining learning models, developing learning media, the assessment process in inclusive classes, and the governance and management of inclusive education.
References
Ainscow, M. (2020). Promoting inclusion and equity in education: lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. https://doi.org/10.1080/20020317.2020.1729587
Alkhateeb, J. M., Hadidi, M. S., & Alkhateeb, A. J. (2016). Inclusion of children with developmental disabilities in Arab countries: A review of the research literature from 1990 to 2014. Research in Developmental Disabilities, 49–50, 60–75. https://doi.org/10.1016/j.ridd.2015.11.005
Asamoah, E., Ofori-Dua, K., Cudjoe, E., Abdullah, A., & Nyarko, J. A. (2018). Inclusive Education: Perception of Visually Impaired Students, Students Without Disability, and Teachers in Ghana. SAGE Open, 8(4). https://doi.org/10.1177/2158244018807791
Bibiana, R. I., Madrine, K., Eric, W., & Simon, T. (2020). Policy strategies for effective implementation of inclusive education in Kenya. International Journal of Educational Administration and Policy Studies, 12(1), 28–42. https://doi.org/10.5897/ijeaps2019.0622
Buli-Holmberg, J., & Jeyaprathaban, S. (2016). Effective practice in inclusive and special needs education. International Journal of Special Education, 31(1), 119–134.
Chakraborty, D. (2016). Inclusion in Education in the Context of West Bengal. Quality Assurance in School Education, December17-18, 2015, 109–120.
Demchenko, I., Maksymchuk, B., Bilan, V., Maksymchuk, I., & Kalynovska, I. (2021). Training Future Physical Education Teachers for Professional Activities under the Conditions of Inclusive Education. Brain. Broad Research in Artificial Intelligence and Neuroscience, 12(3), 191–213. https://doi.org/10.18662/brain/12.3/227
Engelbrecht, P., Nel, M., Smit, S., & Van Deventer, M. (2016). The idealism of education policies and the realities in schools: The implementation of inclusive education in South Africa. International Journal of Inclusive Education, 20(5), 520–535. https://doi.org/10.1080/13603116.2015.1095250
Filippello, P., Buzzai, C., Messina, G., Viviana, A., & Sorrenti, L. (2019). School Refusal in Students with Low Academic Performances and Specific Learning Disorder . The Role of Self-Esteem and Perceived Parental Psychological Control School Refusal in Students with Low Academic Performances. International Journal of Disability, Development and Education, 00(00), 1–16. https://doi.org/10.1080/1034912X.2019.1626006
Florian, L. (2019). On the necessary co-existence of special and inclusive education. International Journal of Inclusive Education, 23(7–8), 691–704. https://doi.org/10.1080/13603116.2019.1622801
Fyssa, A., Vlachou, A., & Avramidis, E. (2014). Early childhood teachers’ understanding of inclusive education and associated practices: reflections from Greece. International Journal of Early Years Education, 22(2), 223–237. https://doi.org/10.1080/09669760.2014.909309
Galaterou, J., & Antoniou, A. S. (2017). Teachers’ attitudes towards inclusive education: The role of job stressors and demographic parameters. International Journal of Special Education, 32(4), 643–658.
Hassanein, E. E. A., Adawi, T. R., & Johnson, E. S. (2021). Barriers to including children with disabilities in egyptian schools. Journal of International Special Needs Education, 24(1), 25–35. https://doi.org/10.9782/2331-4001-24.1.25
Haug, P. (2017). Understanding inclusive education: ideals and reality. Scandinavian Journal of Disability Research, 19(3), 206–217. https://doi.org/10.1080/15017419.2016.1224778
Hehir, T., Grindal, T., Freeman, B., Lamoreau, R., Borquaye, Y., & Burke, S. (2016). A summary of the evidence on inclusive education. Instituto Alana, 1–34. http://alana.org.br/wp-content/uploads/2016/12/A_Summary_of_the_evidence_on_inclusive_education.pdf
Hoover, W. A., & Tunmer, W. E. (2020). The Cognitive Foundations of Reading Acquisition. https://doi.org/10.1007/978-3-030-44195-1_4
Knight, T. (2000). Inclusive education and educational theory: Inclusive for what? Melbourne Studies in Education, 41(1), 17–43. https://doi.org/10.1080/17508480009556342
Loik, H. (2020). Prospects for the Development of Inclusive Education in Ukraine. Pedagogy of the Formation of a Creative Person in Higher and Secondary Schools, 3(72), 63. https://doi.org/10.32840/1992-5786.2020.72-1.11
Longobardi, C., Iotti, N. O., Jungert, T., & Settanni, M. (2018). Student-teacher relationships and bullying: The role of student social status. Journal of Adolescence, 63(December), 1–10. https://doi.org/10.1016/j.adolescence.2017.12.001
Melvin, G. A., Dudley, A. L., Gordon, M. S., Klimkeit, E., Gullone, E., Taffe, J., & Tonge, B. J. (2016). Augmenting Cognitive Behavior Therapy for School Refusal with Fluoxetine : A Randomized Controlled Trial Related papers Augmenting Cognitive Behavior Therapy for School Refusal. Child Psychiatry Hum Dev. https://doi.org/10.1007/s10578-016-0675-y
Mendoza, M., & Heymann, J. (2022). Implementation of Inclusive Education: A Systematic Review of Studies of Inclusive Education Interventions in Low- and Lower-Middle-Income Countries. International Journal of Disability, Development and Education, 00(00), 1–18. https://doi.org/10.1080/1034912X.2022.2095359
Messiou, K. (2017). Research in the field of inclusive education: Time for a rethink? International Journal of Inclusive Education, 21(2), 146–159.
Messiou, K., Ainscow, M., Echeita, G., Goldrick, S., Hope, M., Paes, I., Sandoval, M., Simon, C., & Vitorino, T. (2016). Learning from differences: a strategy for teacher development in respect to student diversity. School Effectiveness and School Improvement, 27(1), 45–61. https://doi.org/10.1080/09243453.2014.966726
Moriña, A. (2017). Inclusive education in higher education: challenges and opportunities. European Journal of Special Needs Education, 32(1), 3–17. https://doi.org/10.1080/08856257.2016.1254964
Munkhaugen, E. K., Gjevik, E., Pripp, A. H., Sponheim, E., & H.Diseth, T. (2017). School Refusal Behaviour: Are Children and Adolescents with Autism Spectrum Disorder at a Higher Risk? Research in Autism Spectrum Disorders, 41–42, 31–38. https://doi.org/10.1016/j.rasd.2017.07.001
Plows, V. (2015). Inclusive Education. In Central Board of Secondary Education (Vol. 54, Issue 0).
Priyadarshini, S. S., & Thangrajathi, S. (2017). Effect of Selected Variables on Regular School Teachers Attitude towards Inclusive Education. I-Manager’s Journal on Educational Psychology, 10(3), 28. https://doi.org/10.26634/jpsy.10.3.10381
Robinson, C. (2017). Translating human rights principles into classroom practices: inequities in educating about human rights. Curriculum Journal, 28(1), 123–136. https://doi.org/10.1080/09585176.2016.1195758
Saloviita, T. (2020). Attitudes of Teachers Towards Inclusive Education in Finland. Scandinavian Journal of Educational Research, 64(2), 270–282. https://doi.org/10.1080/00313831.2018.1541819
Save the Children. (2016). Inclusive Education : What, Why , and How a Handbook for Program Implementers. 1–68.
Sharma, U., Armstrong, A. C., Merumeru, L., Simi, J., & Yared, H. (2019). Addressing barriers to implementing inclusive education in the Pacific. International Journal of Inclusive Education, 23(1), 65–78. https://doi.org/10.1080/13603116.2018.1514751
Singh, A. (2021). Women Participation in Indian Politics : Struggle for Visibility. August.
Stepanova, G. A., Tashcheva, A. I., Stepanova, O. P., Menshikov, P. V., Kassymova, G. К., Arpentieva, M. R., & Tokar, O. V. (2018). No TitleThe problem of management and implementation of innovative models of network interaction in inclusive education of persons with disabilities. International Journal of Education and Information Technologies, 12(December), 156–162.
Twemlow, S. W., Fonagy, P., Sacco, F. C., & Brethour, J. R. (2006). Teachers who bully students: A hidden trauma. International Journal of Social Psychiatry, 52(3), 187–198. https://doi.org/10.1177/0020764006067234
Yoon, J., Sulkowski, M. L., & Bauman, S. A. (2016). Teachers’ Responses to Bullying Incidents: Effects of Teacher Characteristics and Contexts. Journal of School Violence, 15(1), 91–113. https://doi.org/10.1080/15388220.2014.963592
Zagona, A. L., Kurth, J. A., & MacFarland, S. Z. C. (2017). Teachers’ views of their preparation for inclusive education and collaboration. Teacher Education and Special Education, 40(3), 163–178. https://doi.org/10.1177/0888406417692969
Ainscow, M. (2020). Promoting inclusion and equity in education: lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. https://doi.org/10.1080/20020317.2020.1729587
Alkhateeb, J. M., Hadidi, M. S., & Alkhateeb, A. J. (2016). Inclusion of children with developmental disabilities in Arab countries: A review of the research literature from 1990 to 2014. Research in Developmental Disabilities, 49–50, 60–75. https://doi.org/10.1016/j.ridd.2015.11.005
Asamoah, E., Ofori-Dua, K., Cudjoe, E., Abdullah, A., & Nyarko, J. A. (2018). Inclusive Education: Perception of Visually Impaired Students, Students Without Disability, and Teachers in Ghana. SAGE Open, 8(4). https://doi.org/10.1177/2158244018807791
Bibiana, R. I., Madrine, K., Eric, W., & Simon, T. (2020). Policy strategies for effective implementation of inclusive education in Kenya. International Journal of Educational Administration and Policy Studies, 12(1), 28–42. https://doi.org/10.5897/ijeaps2019.0622
Buli-Holmberg, J., & Jeyaprathaban, S. (2016). Effective practice in inclusive and special needs education. International Journal of Special Education, 31(1), 119–134.
Chakraborty, D. (2016). Inclusion in Education in the Context of West Bengal. Quality Assurance in School Education, December17-18, 2015, 109–120.
Demchenko, I., Maksymchuk, B., Bilan, V., Maksymchuk, I., & Kalynovska, I. (2021). Training Future Physical Education Teachers for Professional Activities under the Conditions of Inclusive Education. Brain. Broad Research in Artificial Intelligence and Neuroscience, 12(3), 191–213. https://doi.org/10.18662/brain/12.3/227
Engelbrecht, P., Nel, M., Smit, S., & Van Deventer, M. (2016). The idealism of education policies and the realities in schools: The implementation of inclusive education in South Africa. International Journal of Inclusive Education, 20(5), 520–535. https://doi.org/10.1080/13603116.2015.1095250
Filippello, P., Buzzai, C., Messina, G., Viviana, A., & Sorrenti, L. (2019). School Refusal in Students with Low Academic Performances and Specific Learning Disorder . The Role of Self-Esteem and Perceived Parental Psychological Control School Refusal in Students with Low Academic Performances. International Journal of Disability, Development and Education, 00(00), 1–16. https://doi.org/10.1080/1034912X.2019.1626006
Florian, L. (2019). On the necessary co-existence of special and inclusive education. International Journal of Inclusive Education, 23(7–8), 691–704. https://doi.org/10.1080/13603116.2019.1622801
Fyssa, A., Vlachou, A., & Avramidis, E. (2014). Early childhood teachers’ understanding of inclusive education and associated practices: reflections from Greece. International Journal of Early Years Education, 22(2), 223–237. https://doi.org/10.1080/09669760.2014.909309
Galaterou, J., & Antoniou, A. S. (2017). Teachers’ attitudes towards inclusive education: The role of job stressors and demographic parameters. International Journal of Special Education, 32(4), 643–658.
Hassanein, E. E. A., Adawi, T. R., & Johnson, E. S. (2021). Barriers to including children with disabilities in egyptian schools. Journal of International Special Needs Education, 24(1), 25–35. https://doi.org/10.9782/2331-4001-24.1.25
Haug, P. (2017). Understanding inclusive education: ideals and reality. Scandinavian Journal of Disability Research, 19(3), 206–217. https://doi.org/10.1080/15017419.2016.1224778
Hehir, T., Grindal, T., Freeman, B., Lamoreau, R., Borquaye, Y., & Burke, S. (2016). A summary of the evidence on inclusive education. Instituto Alana, 1–34. http://alana.org.br/wp-content/uploads/2016/12/A_Summary_of_the_evidence_on_inclusive_education.pdf
Hoover, W. A., & Tunmer, W. E. (2020). The Cognitive Foundations of Reading Acquisition. https://doi.org/10.1007/978-3-030-44195-1_4
Knight, T. (2000). Inclusive education and educational theory: Inclusive for what? Melbourne Studies in Education, 41(1), 17–43. https://doi.org/10.1080/17508480009556342
Loik, H. (2020). Prospects for the Development of Inclusive Education in Ukraine. Pedagogy of the Formation of a Creative Person in Higher and Secondary Schools, 3(72), 63. https://doi.org/10.32840/1992-5786.2020.72-1.11
Longobardi, C., Iotti, N. O., Jungert, T., & Settanni, M. (2018). Student-teacher relationships and bullying: The role of student social status. Journal of Adolescence, 63(December), 1–10. https://doi.org/10.1016/j.adolescence.2017.12.001
Melvin, G. A., Dudley, A. L., Gordon, M. S., Klimkeit, E., Gullone, E., Taffe, J., & Tonge, B. J. (2016). Augmenting Cognitive Behavior Therapy for School Refusal with Fluoxetine : A Randomized Controlled Trial Related papers Augmenting Cognitive Behavior Therapy for School Refusal. Child Psychiatry Hum Dev. https://doi.org/10.1007/s10578-016-0675-y
Mendoza, M., & Heymann, J. (2022). Implementation of Inclusive Education: A Systematic Review of Studies of Inclusive Education Interventions in Low- and Lower-Middle-Income Countries. International Journal of Disability, Development and Education, 00(00), 1–18. https://doi.org/10.1080/1034912X.2022.2095359
Messiou, K. (2017). Research in the field of inclusive education: Time for a rethink? International Journal of Inclusive Education, 21(2), 146–159.
Messiou, K., Ainscow, M., Echeita, G., Goldrick, S., Hope, M., Paes, I., Sandoval, M., Simon, C., & Vitorino, T. (2016). Learning from differences: a strategy for teacher development in respect to student diversity. School Effectiveness and School Improvement, 27(1), 45–61. https://doi.org/10.1080/09243453.2014.966726
Moriña, A. (2017). Inclusive education in higher education: challenges and opportunities. European Journal of Special Needs Education, 32(1), 3–17. https://doi.org/10.1080/08856257.2016.1254964
Munkhaugen, E. K., Gjevik, E., Pripp, A. H., Sponheim, E., & H.Diseth, T. (2017). School Refusal Behaviour: Are Children and Adolescents with Autism Spectrum Disorder at a Higher Risk? Research in Autism Spectrum Disorders, 41–42, 31–38. https://doi.org/10.1016/j.rasd.2017.07.001
Plows, V. (2015). Inclusive Education. In Central Board of Secondary Education (Vol. 54, Issue 0).
Priyadarshini, S. S., & Thangrajathi, S. (2017). Effect of Selected Variables on Regular School Teachers Attitude towards Inclusive Education. I-Manager’s Journal on Educational Psychology, 10(3), 28. https://doi.org/10.26634/jpsy.10.3.10381
Robinson, C. (2017). Translating human rights principles into classroom practices: inequities in educating about human rights. Curriculum Journal, 28(1), 123–136. https://doi.org/10.1080/09585176.2016.1195758
Saloviita, T. (2020). Attitudes of Teachers Towards Inclusive Education in Finland. Scandinavian Journal of Educational Research, 64(2), 270–282. https://doi.org/10.1080/00313831.2018.1541819
Save the Children. (2016). Inclusive Education : What, Why , and How a Handbook for Program Implementers. 1–68.
Sharma, U., Armstrong, A. C., Merumeru, L., Simi, J., & Yared, H. (2019). Addressing barriers to implementing inclusive education in the Pacific. International Journal of Inclusive Education, 23(1), 65–78. https://doi.org/10.1080/13603116.2018.1514751
Singh, A. (2021). Women Participation in Indian Politics : Struggle for Visibility. August.
Stepanova, G. A., Tashcheva, A. I., Stepanova, O. P., Menshikov, P. V., Kassymova, G. К., Arpentieva, M. R., & Tokar, O. V. (2018). No TitleThe problem of management and implementation of innovative models of network interaction in inclusive education of persons with disabilities. International Journal of Education and Information Technologies, 12(December), 156–162.
Twemlow, S. W., Fonagy, P., Sacco, F. C., & Brethour, J. R. (2006). Teachers who bully students: A hidden trauma. International Journal of Social Psychiatry, 52(3), 187–198. https://doi.org/10.1177/0020764006067234
Yoon, J., Sulkowski, M. L., & Bauman, S. A. (2016). Teachers’ Responses to Bullying Incidents: Effects of Teacher Characteristics and Contexts. Journal of School Violence, 15(1), 91–113. https://doi.org/10.1080/15388220.2014.963592
Zagona, A. L., Kurth, J. A., & MacFarland, S. Z. C. (2017). Teachers’ views of their preparation for inclusive education and collaboration. Teacher Education and Special Education, 40(3), 163–178. https://doi.org/10.1177/0888406417692969
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