Inclusive Practices: Levels of Teacher Collaboration in Regular Schools

Agus Pratomo Andi Widodo; Achmad Hufad; Sunardi Sunardi; Enny Hardi; Adinda Safitri

doi:10.17977/um005v7i22023p346

Inclusive Practices: Levels of Teacher Collaboration in Regular Schools

Agus Pratomo Andi Widodo, Achmad Hufad, Sunardi Sunardi, Enny Hardi, Adinda Safitri

Abstract

This research aims to analyze the collaborative learning in inclusive schools from the perspective of teachers and its implementation. Collaborative learning will be a challenge if there are children with special needs and regular students learning together in inclusive class. This research used quantitative research method with descriptive approach. This research was conducted in 10 inclusive schools involving 20 teachers (10 special teachers and 10 regular teachers). The results showed the acceptance of the existence of children with special needs by regular teachers related to the collaboration process in inclusive schools. The collaboration levels that occurred were 50% very good (level 1), 30% good (level 2) and 20% poor (level 3). Collaborative learning will succeed when the regular teachers accept the existence of children with special needs.

Keywords

collaboration; regular teacher; special teacher.

Full Text:

PDF

References

Ainscow, M. (2016). Diversity and Equity: A Global Education Challenge. New Zealand Journal of Educational Studies, 51(2), 143–155. https://doi.org/10.1007/s40841-016-0056-x

Ainscow, M., & Miles, S. (2008). Making education for all inclusive: Where next? Prospects. https://doi.org/10.1007/s11125-008-9055-0

Ainscow, M., & West, M. (2006). Improving Urban Schools: Leadership and Collaboration. Education in an Urbanised Society. In Open University Press. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED493232&site=ehost-live

Amka, A., Mirnawati, M., & Damastuti, E. (2023). Analysis of the Influence of Culture, Policy, and Practice Index on the Quality of Inclusive School Education in South Kalimantan. Journal of ICSAR, 7(1), 44-50. http://dx.doi.org/10.17977/um005v7i12023p44

Armstrong, D. (2017). Wicked problems in special and inclusive education. Journal of Research in Special Educational Needs, 17(4), 229–236. https://doi.org/10.1111/1471-3802.12402

Armstrong, F. (2007). Inclusive education. In Key Issues for Teaching Assistants: Working in Diverse and Inclusive Classrooms (pp. 7–18). https://doi.org/10.4324/9780203933480

Armstrong, F. (2010). Inclusive education: School cultures, teaching and learning. In Teaching and Learning in Diverse and Inclusive Classrooms: Key Issues for New Teachers (pp. 7–18). https://doi.org/10.4324/9780203840917

Arocena, R., Göransson, B., Sutz, J., Arocena, R., Göransson, B., & Sutz, J. (2018). Academic Roles, Evaluation, and Development. In Developmental Universities in Inclusive Innovation Systems (pp. 181–224). https://doi.org/10.1007/978-3-319-64152-2_8

Austin, V. L. (2001). Teachers’ beliefs about co-teaching. Remedial and Special Education, 22(4), 245–255. https://doi.org/10.1177/074193250102200408

Bešić, E., Paleczek, L., Krammer, M., & Gasteiger-Klicpera, B. (2017). Inclusive practices at the teacher and class level: the experts’ view. European Journal of Special Needs Education, 32(3), 329–345. https://doi.org/10.1080/08856257.2016.1240339

Brokamp, B. (2017). The “Index for Inclusion.” In Special Educational Needs and Inclusive Practices (pp. 79–96). https://doi.org/10.1007/978-94-6300-857-0_5

Chitiyo, J., & Brinda, W. (2018). Teacher Preparedness in the use of Co-teaching in Inclusive Classrooms. Support for Learning, 33(1), 38–51. https://doi.org/10.1111/1467-9604.12190

Crevecoeur, Y. C., Sorenson, S. E., Mayorga, V., & Gonzalez, A. P. (2014). Universal Design for Learning in K-12 educational settings: A review of group comparison and single-subject intervention studies. The Journal of Special Education Apprenticeship, 3(2), 1–23. Retrieved from http://scholarworks.lib.csusb.edu/josea%5Cnhttp://scholarworks.lib.csusb.edu/josea/vol3/iss2/1

Ediyanto, E., Ramadhani, R., Fitrasari, B., Kenila, E., Sunandar, A., Hastuti, W., & Suhendri, S. (2023). The Problems in the Implementation of Inclusive Education in Primary Schools. Journal of ICSAR, 7(1), 1-9. http://dx.doi.org/10.17977/um005v7i12023p1

Embury, D. C., & Dinnesen, M. S. (2012). Co-teaching in inclusive classrooms using structured collaborative planning. Kentucky Journal of Excellence in College Teaching and Learning, 10(2012), 36–52. Retrieved from http://encompass.eku.edu/kjectl/vol10/iss2012/3

Fallon, D. (2010). A golden age for teacher ed. Phi Delta Kappan, 92(2), 33–35. https://doi.org/10.1177/003172171009200208

Fennick, E. (2001). Coteaching An Inclusive Curriculum for Transition. TEACHING Exceptional Children, 33(6), 60–66. https://doi.org/10.1177/004005990103300608

Gauvain, M., & Perez, S. M. (2008). Mother-child planning and child compliance. Child Development, 79(3), 761–775. https://doi.org/10.1111/j.1467-8624.2008.01156.x

Hussin, M. K. A. Bin, & Hamdan, A. R. Bin. (2016). Challenges of Co-teaching in Malaysian Inclusive Classroom: Administrators’, Teachers’ and Parents’ Overview. Procedia - Social and Behavioral Sciences, 217, 477–486. https://doi.org/10.1016/j.sbspro.2016.02.019

Junaidi, A., Dewantoro, D., Shanti, P., & Rahmita, G. (2022). Inclusive Education in Higher Education: Baseline Study at Universitas Negeri Malang. Journal of ICSAR, 6(2), 196-204. http://dx.doi.org/10.17977/um005v6i22022p196

Kalonde, G. (2019). Inclusive Education in Science Education. https://doi.org/10.4018/978-1-5225-9438-3.ch013

Lewis, A., & Norwich, B. (2007). Special teaching for special children? Pedagogies for inclusion. Educational and Child Psychology, 24(3), 54–67.

Lin, P. Y., & Lin, Y. C. (2019). Understanding how teachers practise inclusive classroom assessment. Studies in Educational Evaluation, 63, 113–121. https://doi.org/10.1016/j.stueduc.2019.08.002

Litchfield, M. (2002). Think big. Chronicle of Higher Education, Vol. 48.

McKague, K., Siddiquee, M., McKague, K., & Siddiquee, M. (2014). Monitoring, Evaluation, and Learning. In Making Markets More Inclusive (pp. 177–192). https://doi.org/10.1057/9781137373755_13

Mogonea, F. (2019). The Roles And Competencies Of A Teacher In An Inclusive Class. 498–507. https://doi.org/10.15405/epsbs.2019.08.03.59

Morgado, B., Cortés-Vega, M. a. D., López-Gavira, R., Álvarez, E., & Moriña, A. (2016). INCLUSIVE EDUCATION IN HIGHER EDUCATION? Journal of Research in Special Educational Needs, 16, 639–642. https://doi.org/10.1111/1471-3802.12323

Navarro, S. B., Zervas, P., Gesa, R. F., & Sampson, D. G. (2016). Developing teachers’ competences for designing inclusive learning experiences. Educational Technology and Society, 19(1), 17–27.

Nixon, J. (2015). Learning to think together. Teaching in Higher Education, 20(4), 362–372. https://doi.org/10.1080/13562517.2015.1022057

Pintrich, P. R. (2004). Learning to Think: Disciplinary Perspectives. The Journal of Higher Education, 75(4), 476–480. https://doi.org/10.1080/00221546.2004.11772270

Pratt, S. M., Imbody, S. M., Wolf, L. D., & Patterson, A. L. (2017). Co-planning in Co-teaching: A Practical Solution. Intervention in School and Clinic, 52(4), 243–249. https://doi.org/10.1177/1053451216659474

Redfern, A. (2018). A plan for learning. In The Essential Guide to Classroom Practice (pp. 14–43). https://doi.org/10.4324/9781315755557-2

Ruskova, R. (1992). The readiness of the young teacher for the job. Problemi Na Khigienata, 17, 238–243.

Saharan, S. K., & Sethi, P. (2011). Inclusive Education - Education for All. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.1502649

Sansone, D. (2017). Why does teacher gender matter? Economics of Education Review, 61, 9–18. https://doi.org/10.1016/j.econedurev.2017.09.004

Squires, G., Humphrey, N., Barlow, A., & Wigelsworth, M. (2012). The identification of special educational needs and the month of birth: Differential effects of category of need and level of assessment. European Journal of Special Needs Education, 27(4), 469–481. https://doi.org/10.1080/08856257.2012.711961

Strogilos, V., & Tragoulia, E. (2013). Inclusive and collaborative practices in co-taught classrooms: Roles and responsibilities for teachers and parents. Teaching and Teacher Education, 35, 81–91. https://doi.org/10.1016/j.tate.2013.06.001

Tsai, H. C. (2015). A senior teacher’s implementation of technology integration. International Education Studies, 8(6), 151–161. https://doi.org/10.5539/ies.v8n6p151

Veck, W. (2014). Hope, disability and inclusive participation in education. International Journal of Inclusive Education, 18(2), 177–195. https://doi.org/10.1080/13603116.2013.764932

Widodo, A. P. A. (2020). Collaborative Teaching in Heat Transfer. Journal of Engineering Science and Technology, special is(the 4 AASEC 2019), 11–21.

Widodo, A. P. A., Hufad, A., Sunardi, & Nandiyanto, A. B. D. (2020). Collaborative teaching in magnetic field lesson for students with deaf and hard of hearing (DHH). International Journal of Psychosocial Rehabilitation, 24(8), 3699–3708. https://doi.org/10.37200/IJPR/V24I8/PR280384

Yada, A., & Savolainen, H. (2017). Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices. Teaching and Teacher Education, 64, 222–229. https://doi.org/10.1016/j.tate.2017.02.005

Zwiener-Collins, N., Jafri, J., Saini, R., & Poulter, T. (2023). Decolonising quantitative research methods pedagogy: Teaching contemporary politics to challenge hierarchies from data. Politics, 43(1). https://doi.org/10.1177/02633957211041449

DOI: http://dx.doi.org/10.17977/um005v7i22023p346