• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文会议>International Conference on Diversity and Disability Inclusion in Muslim Societies >Teachers' Beliefs in Practicing Inclusive Education; Base Study of Elementary Schools in Banda Aceh
【24h】

Teachers' Beliefs in Practicing Inclusive Education; Base Study of Elementary Schools in Banda Aceh

机译：教师信仰练习包容性教育; Banda Aceh中小学的基础研究

获取原文
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The implementation of inclusive education in Aceh remains ineffective due to deficits in teachers' beliefs about the value of its practice in classrooms. The purpose of this research was to explore teachers' beliefs in practicing inclusive education and the factors influencing them in elementary schools. The participants in this study were 6 classroom teachers from 4 public elementary schools in Banda Aceh. The data gathered for this study was obtained from semi structured in-depth interviews. Teachers hold various kinds of beliefs about inclusive education based on their previous experience, knowledge, self-reflection and awareness, cultural and religious beliefs. They believed the values of inclusive education were in accordance with their faith. However, their conviction about the practice of inclusive education is low and is reflected in their unwillingness to teach in inclusive classrooms due to their lack of knowledge and skills. In addition to the low level of teachers' selfefficacy is the lack of external support from government at district and national level. The government did not set a curriculum for students with special needs. The teachers used the regular curriculum which obviously was not suitable. Moreover, special needs students, teacher training, and grants to support the implementation of inclusive practice were not distributed evenly. Most inclusive schools did not have appropriate facilities.
机译：由于教师信仰对课堂实践价值的信仰，亚科斯包容性教育的实施仍然无效。本研究的目的是探讨教师的信念，练习包容性教育以及影响小学的因素。这项研究中的参与者是来自班达·亚齐的4个公共小学的6个课堂教师。为该研究收集的数据是从半结构化的深入访谈获得的。教师根据以前的经验，知识，自我反思和意识，文化和宗教信仰举办了各种各样的信仰。他们相信包容性教育的价值观符合他们的信仰。然而，他们对包容性教育实践的信念很低，由于缺乏知识和技能，他们不愿意在包容性教室中教授。除了较低的教师的自私感之外，还缺乏政府在地区和国家层面的外部支持。政府没有为具有特殊需求的学生设立课程。教师使用常规课程，这显然是不合适的。此外，特殊需要学生，教师培训和支持支持包容性惯例的实施并没有均匀分发。最具包容性的学校没有适当的设施。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号