Educational Partners’ Perception Towards Inclusive Education

Main Article Content

Martin Iryayo
Devi Anggriyani
Lucky Herawati

Abstract

This study aims at investigating the perceptions of educational partners towards managing and implementing inclusive education, ensuring whether special need students can be wholly admitted and facilitated, and probing on the integration and management of students with physical, moral, and mental problems. The strategy used is centered on a case study with qualitative approach. The researchers applied a semi-structured interview and analyzed the data using content analysis with descriptive-interpretation-pattern coding model. For choosing the participants, quota sampling technique was applied whereby four participants were chosen from every school to represent the sections. The population is made up of all students, teachers, staff, and parents from SMA Yogyakarta, SMA Wates, and SMK Imogiri. Based on the interviews, all the subjects confirmed that inclusive education in the respective schools is critical. Besides, the perceptions of all subjects towards management and implementation of inclusive education does not prove its satisfactory level.

[Penelitian bertujuan melihat persepsi orang tua, siswa, guru, dan staf terhadap pengelolaan dan penerapan pendidikan inklusif, memastikan apakah siswa berkebutuhan khusus dapat diterima dan difasilitasi oleh sekolah, dan meyakinkan cara untuk mengintegrasikan dan mengelola siswa dengan masalah fisik, moral, dan mental. Penelitian ini adalah studi kasus dengan pendekatan kualitatif. Peneliti menggunakan wawancara semi-struktural dan menganalisis data dengan analisis konten. Untuk memilih peserta, teknik kuota sampling diterapkan di mana empat peserta dipilih dari setiap sekolah untuk mewakili yang lain. Populasi terdiri dari semua siswa, guru, staf, dan orang tua dari SMA Yogyakarta, SMA Wates, dan SMK Imogiri. Berdasarkan wawancara, semua subjek menegaskan bahwa pendidikan inklusif di sekolah masing-masing masih belum mapan. Selain itu, persepsi semua yang diwawancarai terhadap manajemen dan pelaksanaan pendidikan inklusif tidak benar-benar mengkonfirmasi tingkat pendidikan inklusif yang memuaskan.]

Downloads

Download data is not yet available.
Abstract Viewed = 1436 times
PDF downloaded = 790 times


Article Details

How to Cite
Iryayo, M., Anggriyani, D., & Herawati, L. (2018). Educational Partners’ Perception Towards Inclusive Education. INKLUSI, 5(1), 25–44. https://doi.org/10.14421/ijds.050102
Section
Articles

References

Ainscow, M., & Miles, S. (2008). Making Education for All inclusive: where next? PROSPECTS, 38(1), 15–34. https://doi.org/10.1007/s11125-008-9055-0

Angeline M Barrett, Rita Chawla-Duggan, John Lowe, & Eugenia Ukpo. (2006). The Concept of Quality In Education: A Review of the “International” Literature on the Concept of Quality In Education. United Kingdoom England: Edqual RPC.

Armstrong, A., Armstrong, D., & Spandagou, I. (2010). Inclusive Education: International Policy & Practice. London. Retrieved from http://sk.sagepub.com/books/inclusive-education

Cohen, C. P. (1990). The Role of Nongovernmental Organizations in the Drafting of the Convention on the Rights of the Child. Human Rights Quarterly, 12(1), 137–147. https://doi.org/10.2307/762172

Evans, J., & Lunt, I. (2002). Inclusive Education: Are There Limits? European Journal of Special Needs Education, 17(1), 1–14. https://doi.org/10.1080/08856250110098980

Florian, L., & Linklater, H. (2010). Preparing Teachers for Inclusive Education: Using Inclusive Pedagogy to Enhance Teaching and Learning for All. Cambridge Journal of Education, 40(4), 369–386.

Fordham, P. (1992). Education for All: An Expanded Vision. World Conference on Education for All (Jomtien, Thailand, March 5-9, 1990). Monograph II. Roundtable Themes II. Unesco Press, 7, place de Fontenoy, 75700 Paris, France.

Goltsman, S. (2007). The Inclusive City: Design Solutions for Buildings, Neighborhoods, And Urban Spaces. (D. Iacofano, Ed.) (First Impression edition). Berkeley, Calif: Mig Communications.

Haggis, S. M. (1991). Education for All: Purpose and Context. World Conference on Education for All (Jomtien, Thailand, March 5-9, 1990). Monograph I. Roundtable Themes I. Unesco Press, 7, place de Fontenoy, 75700 Paris, France.

Hegarty, S., Meijer, C. and, & Pijl, S. J. (1995). Inclusive Education: A Global Agenda (1 edition). London: Routledge.

Humphrey, J. (1975). The International Bill of Rights: Scope and Implementation. William & Mary Law Review, 17(3), 527.

Lindsay, G. (2007). Educational Psychology and the Effectiveness of Inclusive Education/Mainstreaming. British Journal of Educational Psychology, 77(1), 1–24. https://doi.org/10.1348/000709906X156881

Lipsky, D. K., & Gartner, A. (1997). Inclusion and School Reform: Transforming America’s Classrooms. Baltimore, Md u.a. Brookes: Paul H Brookes Pub Co.

Malcolm Skilbeck. (2000). Education World Forum. In Warren Mellor (Ed.), Global Education For All 2000 Assessment Synthesis. Dakar, Senegal: UNESCO.

Ministry of Education and Science Spain, & United Nations Educational, Scientific and Cultural Organization. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. In The Salamanca Statement and Framework for action on special needs education. Salamanca, Spain: UNESCO.

Peraturan Menteri Pendidikan Nasional. Nomor 70 Tahun 2009 Tentang Pendidikan Inklusif Bagi Peserta Didik Yang Memiliki Kelainan dan Memiliki Potensi Kecerdasan dan/atau Bakat Istimewa., Pub. L. No. Nomor 70 (2009).

Peters, S. J. (2003). Inclusive Education : Achieving Education for All by Including Those with Disabilities and Special Education Needs (No. 26690) (pp. 1–133). The World Bank. Retrieved from http://documents.worldbank.org/curated/en/614161468325299263/Inclusive-education-achieving-education-for-all-by-including-those-with-disabilities-and-special-education-needs

Peters, S. J. (2007). “Education for All?”: A Historical Analysis of International Inclusive Education Policy and Individuals With Disabilities. Journal of Disability Policy Studies, 18(2), 98–108. https://doi.org/10.1177/10442073070180020601