Readiness of General Elementary Schools to Become Inclusive Elementary Schools: A Preliminary Study in Indonesia

Autor/inn/en	Rasmitadila; SuryantiTambunan, Anna Riana
Titel	Readiness of General Elementary Schools to Become Inclusive Elementary Schools: A Preliminary Study in Indonesia
Quelle	In: International Journal of Special Education, 33 (2018) 2, S.366-381 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Foreign Countries; General Education; Elementary Schools; Inclusion; Readiness; Educational Change; Interviews; Principals; Administrator Attitudes; Teacher Attitudes; Parent Attitudes; Program Implementation; Intention; Accessibility (for Disabled); Special Needs Students; Public Schools; Educational Facilities; Elementary School Teachers; Educational Cooperation; Partnerships in Education; Teacher Competencies; Special Education Teachers; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Allgemein bildendes Schulwesen; Allgemeinbildung; Elementary school; Grundschule; Volksschule; Inklusion; Bildungsreform; Interviewing; Interviewtechnik; Principal; Schulleiter; Lehrerverhalten; Elternverhalten; Accessibility; Zugänglichkeit; Sonderpädagogischer Förderbedarf; Public school; Öffentliche Schule; Bildungsstätte; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Education; cooperation; Kooperation; Hochschulpartnerschaft; Lehrkunst; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Indonesien
Abstract	A preliminary study was conducted to find out the readiness of general elementary schools (GES) to become inclusive elementary schools (IES) based on the criteria for the implementation of the government-specified inclusive schools. Data were collected through face-to-face interviews in 50 general elementary schools involving principals, teachers, parents and school committees. The results show that 60% of principals are ready to implement inclusive education programs because of government appointments, 92% of schools do not have inclusive school supporting facilities, 94% of schools have no special educators, 88% of schools have special needs students, 72% of schools have never received socialization inclusive education, 80% of schools do not yet have cooperation with institutions relevant to inclusive education, 82% of schools are not aware of the inclusive school administration procedures. The conclusion of this research is that GES is not yet ready to become an IES. The government has not maximized the implementation of inclusive schools and needs effective programs, such as, pioneering prospective schools through continuous assistance of inclusive elementary school candidates. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationalsped.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01