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All Journal Journal of ICSAR Journal of Education for Sustainability and Diversity
Evans, David
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Inclusive Education in Higher Education: The Perspective of Lecturer Ashar, Muhammad Nurul; Wijiastuti, Asri; Ainin, Ima Kurrotun; Evans, David
Journal of ICSAR Vol 7, No 2 (2023): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v7i22023p262

Abstract

This study examined lecturers' perspectives regarding the practice of inclusive education. The quantitative study design with survey was applied. Respondents were selected through purposive sampling technique. A total of 30 lecturers who teach students with disabilities from one university were selected to complete the online survey. The survey questions were developed based on the concept of inclusive education’s implementation that have gone through a validity and reliability testing. Data were analyzed using simple statistics by calculating the percentage. Findings on the curriculum show that the majority of lecturers support the adoption and flexibility on curriculum. Similarly, they support the regulation and management themes as well as the support system, albeit improvements are required. Meanwhile, on the collaboration theme, majority of them showed an optimistic responses. Findings from this should enforce the continuous improvement on inclusive education practice in higher education.
“Is Inclusive Education Inclusive Enough?”: Portraying Student with Disabilities’ Experiences on Immersive Learning Ashar, Muhammad Nurul; Evans, David; Murtadlo, Murtadlo; Pamuji, Pamuji; Beny, Acep Ovel Novari
Journal of Education for Sustainability and Diversity Vol. 3 No. 1 (2024)
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/jesd.v3i1.645

Abstract

Inclusive education holds the important role on developing students’ understanding and character on inclusivity during teaching students with disabilities. Thus, an appropriate teaching method should be assigned on this course. Immersive learning has previously been studied in improving the learning gain for many students, however its application in inclusive education course has rarely been done. This study portrayed the students with disabilities experience on studying inclusive education course with immersive learning. Their experiences were explored on two main aspects including the reception towards immersive learning, and the inclusivity of the immersive learning. Data were collected through test and close-ended questionnaire from nearly thirty students after the intervention. Responses from test were analyzed statistically with Wilcoxon test, while data from questionnaire were analyzed using the statistic descriptive. Results report that students perform a positive outcome after the intervention session with many feel that the lesson is more inclusive. Statistic also shows the difference on students score before and after the lesion. This happened either for students with disability or students without disability. This study may provide a new way of teaching for students with disability, yet further studies are still needed.
Co-Authors Ainin, Ima Kurrotun Ashar, Muhammad Nurul ASRI WIJIASTUTI Beny, Acep Ovel Novari Murtadlo Murtadlo Pamuji Pamuji, Pamuji