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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar INCLUSIVE EDUCATION
Khofidotur Rofiah
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Humanities Education Social Sciences Other

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Between Special and Regular Settings: The Teachers Attitude towards Inclusion Khofidotur Rofiah
INCLUSIVE EDUCATION Vol. 1 No. 1 (2022): Education for All
Publisher : International Inclusion Development and Cooperation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/inclusion.v1i1.3

Abstract

A large number of teachers have expressed concern about their ability to meet the educational needs of students with disabilities in general education classes. For the time being, there is little evidence to support the divergent opinions on inclusive education held by general and special education teachers. The purpose of this study is to investigate the attitude towards inclusive education held by general and special education teachers in Indonesia. Multidimensional Attitudes toward Inclusive Education Scales (MATIES) will be used to examine the attitudes about inclusive education. It consists of 18 items that are designed to test the emotive, cognitive, and behavioral elements of attitudes toward inclusion in an effective manner. Using Google Forms, the instruments were sent to participants through the internet survey platform. The T-Test and ANNOVA test was used to evaluate the data.
PERAN GURU TERHADAP PENGELOLAAN PEMBELAJARAN PADA PESERTA DIDIK DI SEKOLAH INKLUSIF Fitria Ningsih, Endang; Khofidotur Rofiah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.34702

Abstract

This study aims to understand the role of teachers in managing learning for students in inclusive schools with a focus on strategies and practices that support the needs of students with diversity. This study uses a qualitative approach with a case study method. Data were collected through in-depth interviews with teachers and analysis of school documents. The results of the study indicate that teachers play a crucial role in creating an inclusive and adaptive learning environment, as well as supporting the special needs of students. Teachers also play a role in developing individual learning plans and using diverse learning methods to meet students' needs. This study concludes that the role of teachers is crucial in managing learning for students in inclusive schools, and teachers need to have appropriate skills and knowledge to manage learning in inclusive schools. To develop skills in learning management, researchers convey the importance of training and support for teachers to improve their abilities in managing learning in inclusive schools. These findings contribute to the understanding of the role of teachers in improving the quality of inclusive education and provide recommendations for the development of more inclusive education policies and practices.
Co-Authors Fitria Ningsih, Endang