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首页> 外文会议>International Conference on Diversity and Disability Inclusion in Muslim Societies >Because Everybody is Special: The Profile of Madrasah with Inclusive Education in Indonesia
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Because Everybody is Special: The Profile of Madrasah with Inclusive Education in Indonesia

机译：因为每个人都特别：Madrasah的档案与印度尼西亚的包容性教育

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This study aims to gain a profile on madrasahs of inclusive education providers. This profile makes intelligible about the understanding an inclusive education among principals, and teachers; access to quality education provided to children with special needs; inclusive education has been implementing in madrasah, particularly in terms of adequate teacher competencies; facility and infrastructure; learning methods; the impact of such learning on students in general; and the efforts are being made by the principals to achieve the goal of inclusive education. This research was conducted in M.Ts.N 19 South Jakarta and MIT ArRoihan, Malang, East Java. It was a qualitative study with case study approach. Data were collected through interviews, observation, and documentary study. The result of this study revealed the profile of MIT Malang and M.Ts.N 19, Jakarta, Indonesia which were described in the capacity of the two vice principals of madrasah in managing and implementing inclusive education. The capacity of MIT and M.Ts.N actually is equivalent in terms of quality, compliance with education standards and accreditation. But MIT's cultural and experiential capacity are better-off and more experienced in conducting inclusive education, especially experience in dealing with special needs pupil. The experience and culture are enriched by theoretical insights used as a tool for reading the problem, developing procedures to handle the disabled children, choice of methods used, and resulting in the forms of document. Finally, the capacity of teachers at MIT is better than M.Ts.N, especially in the form of creativity, flexibility, and self-efficacy when handling inclusive education.
机译：本研究旨在获得包容性教育提供者的Madrasahs的简介。这一个人资料可理解校长，以及教师的理解。获得有特殊需求的儿童提供的素质教育;包容教育一直在玛德拉斯实施，特别是在适当的教师能力方面;设施和基础设施;学习方法;这种学习对学生的影响;校长正在努力实现包容性教育的目标。该研究是在M.Ts.n 19南雅加达和MIT Arroihan，Malang，East Java进行了开展。这是一个与案例研究方法的定性研究。通过访谈，观察和纪录片研究收集数据。本研究的结果揭示了MIT MALANG和M.TS.N 19，印度尼西亚雅加达的概况，该族雅加达曾在麦克萨拉的两名副主义在管理和实施包容性教育方面进行了描述。麻省理工学院和M.TS.N的能力实际上是等同于质量，遵守教育标准和认证。但麻省理工学院的文化和体验能力较为令人振奋，更有经验，在进行包容性教育方面，特别是在处理特殊需求学生的经验。通过作为阅读问题的工具的理论见解丰富了经验和文化，开发处理残疾儿童的程序，使用的方法选择，并导致文件的形式。最后，MIT教师的能力优于M.TS.N，特别是在处理包容性教育时的创造性，灵活性和自我效能的形式。

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