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首页> 外文会议>International Conference on Diversity and Disability Inclusion in Muslim Societies >Implementing Inclusive Education: What are Elementary Teacher Obstacles? Case Study in East Jakarta, Indonesia
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Implementing Inclusive Education: What are Elementary Teacher Obstacles? Case Study in East Jakarta, Indonesia

机译：实施包容性教育：基本教师障碍是什么？ 案例研究在印度尼西亚东雅加达

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摘要

Implementation of Inclusive Education (IE) has many obstacles for teachers in its implementation in East Jakarta. The objective of this research is to describe the difficulties experienced by elementary school teachers in regular schools to implement IE. This study involved 31 elementary school teachers in East Jakarta. Purpossive sampling method was used, while data analyze used Miles and Huberman technique to data reduction, data display, and verification. This study revealed the experience of teacher obstacles in teaching skills in inclusive classrooms which include: how to make inclusive lesson plan and individualized education program (IEP), implementation in inclusive learning activities, inclusive classroom management, suitable inclusive learning methods, use of instructional media, and evaluation in IE. In addition, teachers have several difficulties to manage, such as low parental involvement, children with special need's peers, and school facilities.
机译：包容性教育的实施（即）在东雅加达的实施中有许多障碍。 本研究的目的是描述小学教师在普通学校实施IE的困难。 这项研究涉及东雅加达的31名小学教师。 使用了Pupossive采样方法，而数据分析使用的数英里和休伯曼技术以数据减少，数据显示和验证。 本研究揭示了包容性教室教学技能教师障碍的经验，包括：如何制定包容性课程计划和个性化教育计划（IEP），在包容性学习活动中实施，包容性课堂管理，合适的包容性学习方法，使用教学媒体 和IE中的评估。 此外，教师有几个难以管理，如低级父母参与，特别需要同龄人的儿童和学校设施。

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