Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
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This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of ICSAR
Ady Dharma, Dwitya Sobat
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Education

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Involvement of Children with Special Needs in Learning in Inclusive Schools Ady Dharma, Dwitya Sobat; Hermanto, Hermanto
Journal of ICSAR Vol 4, No 1 (2020): January
Publisher : Department of Special Education

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Abstract

Children with Special Needs who process in Inclusive Education Organizing Schools (SPPI) often seem left out not to develop their best potential, are shackled with labels, and marginalized socially and academically. This negative impression can be minimized by increasing the involvement of children with special needs in learning. However, many schools still do not know the level of involvement of children with special needs in SPPI. This study aims to determine the level of involvement of children with special needs in learning by using an intrinsic case study approach to nine children with special needs with a variety of mental retardation, autistic, slow learner, disabled and low vision in semester 1 of 2018/2019 academic year at an SPPI. This article describes the level of student involvement in terms of cognitive, emotional, and behavioral aspects. The results showed that the level of involvement of children with special needs varied greatly depending on cognitive abilities and the environment's role in creating creative learning.
Local knowledge in inclusive education: a systematic literature review Ady Dharma, Dwitya Sobat; Mumpuniarti, Mumpuniarti; Efianingrum, Ariefa; Syamsi, Ibnu
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.30218

Abstract

This article presents a comprehensive literature review on the role of local knowledge in inclusive education. Employing a systematic review methodology, the study involved goal setting, article selection through abstract and keyword analysis, thorough reading, data abstraction, and subsequent analysis using Publish or Perish 8, Mendeley, and VOSviewer. The review focused on articles published in Scopus-indexed journals between 2020 and 2023. Initial searches identified 259 articles, which were refined to 68 based on their relevance to the research questions. The analysis of these 68 articles revealed three principal findings: i) the diversity of local knowledge in the implementation of inclusive education; ii) global support for integrating local knowledge within inclusive education frameworks; and iii) strategies for incorporating local knowledge into educational practices. These findings underscore the potential of local knowledge to enhance inclusive education through culturally relevant and contextually sensitive approaches, fostering more holistic and responsive educational practices. The review emphasizes the necessity of adapting educational strategies to local contexts to better meet the needs of diverse student populations. It advocates for further research to explore local knowledge in greater depth, aiming to develop more effective and contextually appropriate strategies to improve inclusivity and responsiveness in education globally.
Co-Authors Ariefa Efianingrum Hermanto Hermanto Ibnu Syamsi Mumpuniarti Mumpuniarti