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Suhendri
Hiroshima University
Humanities Education Social Sciences

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Indonesian Teachers' Attitudes towards Gifted Students with Low SES from Malay Background Suhendri; Sri Maryanah; Ediyanto; Kawai Norimune
Indonesian Journal of Disability Studies Vol. 7 No. 1 (2020)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (460.276 KB) | DOI: 10.21776/ub.ijds.2019.007.01.14

Abstract

Defined as a child who has superior capabilities, especially in the area of intelligence, many gifted children in Indonesia are ignored, especially those who have poverty issues in a rural area like Malay. This is disappointing as some theorists believe that Malay people are the indigenous people of Indonesia. The failure to recognize giftedness is believed due to the teachers' attitude towards gifted students with low SES (social-economic status). This study is a comprehensive and systemic literature review that analyses and synthesizes comprehensive works of literature from various journals obtained from Proquest central and Sage, books published in Indonesian and globally, government documentation, trusted websites, combined with the prescribed textbooks for studying giftedness at Flinders University. This study focuses on the Malay teachers' attitudes towards gifted students with low SES. The main finding of the study confirms that most Malay teachers deny the existence of gifted children, especially with low SES although some of them still try to identify these kinds of students based on teacher observation and the students' achievements.
Implementation of Inclusive Education in Learning Process at Senior High School Malang City, Indonesia Ediyanto Ediyanto; Aris Setiawan; Irvan Budi Handaka; Nurul Hidayati Rofiah; Suhendri Suhendri
Indonesian Journal of Disability Studies Vol. 8 No. 1 (2021)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (186.115 KB) | DOI: 10.21776/ub.ijds.2021.008.01.14

Abstract

One of the Public Senior High Schools in Malang has been implementing an inclusive education system since 2009. This School has been trying to serve children with special needs hitherto. In one of the inclusive schools in Malang city, the number of students with special needs (the academic year 2017-2018) is recorded in the school document of 9 students with special needs and 37 students with special services (have health problems). However, it is indicated that the learning process in class is not suitable for the type of student needs in the class. This study aims to investigate the learning process in these inclusive schools. The current research is explained in a descriptive qualitative method. As a result, schools do not make curriculum modifications that are compatible with inclusive education. This school only has one special guidance teacher, and only he has attended a training program in inclusive education. In addition, there are indications that the teacher's attitude toward students with special needs is negative. The indication can be seen from the teacher's efforts in implementing learning. The teacher still uses a classical learning system that is not modified. Thus, it is necessary to improve services for students' diversity in schools, increase the number of special tutors, include them in inclusive education training programs, and make curriculum modifications that are appropriate for students with special needs. The teacher is also indicated to have a negative attitude towards students with special needs in the classroom.
The traditional way of professional development in inclusive education: Still effective or not? Suhendri Suhendri; Norimune Kawai
Journal of ICSAR Vol 6, No 2 (2022): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v6i22022p129

Abstract

Numerous studies suggest professional development to improve educators’ attitudes toward inclusive education. However, not all professional development seems to be effective in boosting participants’ attitudes. This current study is aimed to explore the effectiveness of professional development in inclusive education, especially for kindergarten principals in Indonesia. By conducting a 10-day professional development (n equals 60), the attitudes toward inclusive education of the participants were measured before and after the professional development using ITAIE (The Indonesian Teachers' Attitudes toward Inclusive Education). A paired T-Test was applied to find the differences in principals’ attitudes toward inclusive education before and after the professional development. The finding revealed no significant improvement in kindergarten principals’ attitudes toward inclusive education after joining the traditional way of professional development.
Co-Authors Aris Setiawan Ediyanto Ediyanto Irvan Budi Handaka Kawai Norimune Norimune Kawai Nurul Hidayati Rofiah Sri Maryanah