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Problematics of Inclusive Schools at the Elementary School Level
Abstract
The purpose of inclusive education is to give equal places for normal students and students with special needs to study and interact together.In Malang city, schools with the label of inclusion have been launched since 2001.Each year, some improvements are always made to them, but they still encounter a lot of problems in terms of teachers, students, and local society.The objective of this present research was to reveal any obstacles encountered by inclusive schools at the elementary school level, so it is expected that the researchers and the schools could cooperate together in solving the problems.A qualitative method was employed in this present research, in which the data were collected from the teachers in Malang city registered as inclusive schools at the Elementary Schools level.The method of data collection was made by administrating questionnaires with open questions to the teachers and doing direct observations.Questions were developed in line with the needs in the field.The questions were in the form of open and closed questions.The results showed some problems faced by the students with special needs, the regular students, and the teachers.Various problems should be solved, among of which are that there are lot of schools that have not been ready to become inclusive schools since they do not have any special assistant teachers, a curriculum which is appropriate with students with special needs, and a lack of cooperation with various parties in the society and the government dealing with the pioneering of inclusive schools at the elementary school level.
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“Anshory and Amelia (2020) also highlight the importance of teacher attitudes, noting that educators' supportive and understanding approach significantly enhances the learning experiences of students with diverse needs.”
From Inclusive Education: Navigating the Implementation and Challenges Among Public Elementary Teachers in Las Piñas City, Philippines (2025) · cites this paper as Anshory and Amelia (2020)
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Research works printed but not linked: 7
- JS. Agbenyega Deppeler J, Harvey D. Attitudes Towards Inclusive Education in Africa Scale (ATIAS): An Instrument to measure teachers' attitudes towards inclusive education for students with disabilities. Journal of Research and Development in Education. 2005.
- S. Malak, Inclusive Education in Bangladesh: Are Pre-service Teachers Ready to Accept Students with Special Educational Needs in Regular Classes? Journal of Instruction. 24 (1). 56-81, 2013.
- K. Gee, Looking closely into the instructional approaches: Honoring and challenging all Children and youth in inclusive schools. In W. Sailor, (Ed.), Whole-school success and inclusive education: Building partnerships for learning, achievement, and accountability, (pp. 123-144). New York: TeachersCollege Press, 2002.
- M. D. Myersin "Qualitative Research in Information Systems," MIS Quarterly (21:2), pp. 241-242, 1997.
- M.. Ainscow Developing inclusive education systems: what are the levers for change? Journal of Educational Change. 2005; 6:109-124.
- M.F. Giangreco, Teacher Assistant Supports in Inclusive Schools: Research, Practices and Alternatives. Australasian Journal of Special Education 37. Issue 2: 93-106. Doi:10.1017/jse.2013.1, 2013 · DOI
- Y. Leyser, R. Kirk Evaluating inclusion: An examination of parent views and factors influencing their perspectives. International Journal of Disability, Development and Education, 51(3), 27 1 -285. Retrieved September 21, 2007 from ERIC Digest database, 2004.
Cited by
Jimenez, J. A. (2025) · Journal of Interdisciplinary Perspectives · doi:10.69569/jip.2024.0434 · Cited by 5
Metadata
- Authors
- Ichsan Anshory, A., & Amelia, D. J.
- Venue
- Proceedings of the International Conference on Community Development (ICCD 2020)
- Publisher
- Atlantis Press
- Published
- 2020
- Cited by
- 0
- References
- 0
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- Ichsan Anshory, A., & Amelia, D. J. (2020). Problematics of Inclusive Schools at the Elementary School Level. Proceedings of the International Conference on Community Development (ICCD 2020). https://doi.org/10.2991/assehr.k.201017.072
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