Winda Greatta Zakiah
ABSTRACT
The study aims to determine the level of readiness of the principals and educators consisting of class teachers and subjects teachers who will be called regular teachers as well as special guidance teachers in the implementation of inclusive education policy in the School of Inclusive education organizers. The research method uses survey research designs with data retrieval techniques using questionnaires. The research subject amounted to 57 people from 10 inclusive schools providers in Surakarta and Semarang. Analysis of data on this study used statistical descriptive analysis techniques. The validity of the instrument uses expert judgment and is declared valid with a reliability of 0.75. The results showed that: 1) The principal's readiness to implement an inclusive education policy is in a high category; 2) The readiness of regular teachers in implementing inclusive education policies are in the category of the medium; 3) The readiness of a special guidance teacher in the implementation of inclusive education policy is in a medium category; and 4) The average school principal's readiness score (81%) Higher than the average regular teacher score (66%) and special guidance teachers (73%).
- Anggriana, T., M. dan Trisnani., R. (2016). Kompetensi Guru Pendamping Siswa ABK di Sekolah Dasar. Journal Konseling GUSJIGANG, Vol.2 Nomor 2.Google Scholar
Cross Ref
- Bhargava, A. dan Pathy, M. (2011). Perception of Student Teachers About Teaching Competencies. Journal of Contemporary Research, 1 (1), pp 77.Google Scholar
- Damayanti, T., Hamdan Stephani., dan Khasanan, A. (2017). Kompetensi Guru Dalam Proses Pembelajaran Inklusi Pada Guru SD Negeri Kota Bandung. Journal of Psychological Research, Volume 3 (1).Google Scholar
- Direktorat Pembinaan Pendidikan Khusus. (2019). Panduan Pendampingan Penyelenggaraan Pedidikan Inklusif di SD, SMP, SMA/SMK. Jakarta: Direktorat Jendral Pendidikan Dasar dan Menengah, Kementerian Pendidikan dan Kebudayaan.Google Scholar
- Galaterou, J., dan Antoniou A. (2017). Teachers' Attitudes towards Inclusive Education: The Role of Job Stessors and Demographic Parameters. International Journal of Special Education, Vol.32, No.4.Google Scholar
- Garnida, D. (2015). Pengantar Pendidikan Inklusif. Bandung: Refika Aditama.Google Scholar
- Komariyah, S.N., Bagaskorowati., R., dan Lianty. (2019). Pemahaman Guru Terhadap Peserta Didik Berkebutuhan Khusus di Sekolah Dasar Inklusif Wiyalah Kepulauan Seribu. Jurnal Parameter, Valume 29, Nomor 2.Google Scholar
- Lundqvist, J dan Bodin Ulrika, L. (2018). Inclusive Classroom Profile (ICP): a cultural validation and investigation of its perceived usefulness in the context of the Swedish preschool. International Journal of Inclusive Education, Volume 22.Google Scholar
- NKRI. (2017). Undang-Undang Republik Indonesia Nomor 8 Tahun 2016 Tentang Penyangdang Disabilitas. Kementrian Riset, Teknologi, dan Pendidikan Tinggi.Google Scholar
- NKRI. (2009). Peraturan Menteri Pendidikan Nasional No.70 Tahun 2009 Tentang Pendidikan Inklusi.Google Scholar
- NKRI. (2003). Undang-Undang Nomor 20 tahun 2003 tentang Sistem Pendidikan Nasional.Google Scholar
- Pappas, M., Papoutsi C., dan Drigas Anthanasios. (2018). Policies, Practies, and Attitude toward Inclusive Education: The Case of Greece. Social Sciences, Vol.7, 90.Google ScholarCross Ref
- Putri., A., Angelia dan Ajisuksmo., C., R. (2019). Gambaran Kompetensi Pengajar di Yayasan Wahana Inklusif Indonesia. Jurnal Pendidikan Inklusi, Volume 2, Nomor 2.Google ScholarCross Ref
- Robinson, M. (2014). The Feeling Child: Laying the Foundations of Confidence and Resilience. New York: Routledge.Google ScholarCross Ref
- Savolainen, H., Malinen, O. Pekka., dan Schwab, S. (2020). Teacher Efficacy Predicts Teachers' Attitudes Towards Inclusion- a Longitudinal Cross-Lagged Analysis. International Journal of Inclusive Education, Vol.24 Issue 6.Google Scholar
- Schuelka, M. dan Engsig., T Thyrring. (2020). On the question of educational purpose: complex educational systems analysis for inclusion. International Journal of Inclusive Education, Vol. 24 Issue 6.Google ScholarCross Ref
- Schuelka, M. J. (2018). Implementing Inclusive Education. United Kingdom: University of Birmingham.Google Scholar
- Slameto. (2015). Belajar dan Faktor-Faktor yang Mempengaruhi. Jakarta: PT Rineka Cipta.Google Scholar
- Sutandi dan Sugiharsono. (2016). Pengaruh Kompetensi Guru, Motivasi Belajar, dan Lingkungan Keluarga Terhadap Hasil Belajar. Harmoni Sosial: Jurnal Pendidikan IPS, Vol.3 No.2.Google Scholar
- Tanang, H. dan Abu, B. (2014). Teacher Professionalism and Professional Development Practies in South Sulawesi Indonesia. Journal of Curriculum and Teaching, 3 (2), 25--42.Google ScholarCross Ref
- Wardah, E. Y. (2019). Peranan Guru Pembimbing Khusus Lulusan Non-Pendidikan Luar Biasa (PLB) Terhadap Pelayanan Anak Berkebutuhan Khusus di Sekolah Inklusi Kabupaten Lumajang. Jurnal Pendidikan Inklusi, Vol. 2, Nomor 2.Google ScholarCross Ref
- Weiner, H. (2003). Effective Inclusion (Professional Development in Context of the Classroom). Teaching Exceptional Children Journal, Vol 36, 12--18.Google ScholarCross Ref
Index Terms
- The Readiness of Principal and Educators in Implementing Inclusive Education Policies
Recommendations
Makerspaces for Inclusive Education
Universal Access in Human-Computer Interaction. Applications and PracticeAbstractAcademic makerspaces have been shown to foster creativity and innovation, as they provide conditions for novel thinking to challenging problems. The capability to foster rich discussions, robust ideas, and unique cross-discipline collaborations ...
Working Together to Provide Equitable CS K-12 Educator Professional Development at Scale: (Abstract Only)
SIGCSE '18: Proceedings of the 49th ACM Technical Symposium on Computer Science EducationThe demand for CS teacher professional development (PD) is increasing rapidly, but not all education stakeholders are equipped to identify CS PD needs, evaluate CS PD options, and track teacher and student outcomes. In this BOF, representatives of ...
AI Education from the Educator’s Perspective: Best Practices for an Inclusive AI Curriculum for Middle School
CHI EA '23: Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing SystemsArtificial Intelligence (AI) and its applications have a strong impact on people’s lives worldwide. Therefore, an increasing number of professionals and academics are focusing on the development of AI education programs for K-12. Part of these programs ...
Comments