ABSTRACT

Background

Indonesia’s implementation of inclusive education continues to help support students’ development of academic abilities and social skills. However, it also poses challenges for several parties involved in the administration of inclusive education in rural areas: in particular, teachers from general education backgrounds.

Purpose

This study aimed to investigate teachers’ teaching strategies in inclusive education in a sample of public primary schools in rural Indonesia, in order to better understand the strategies used and the teachers’ perspectives on inclusive education.

Methods

Participants were 40 classroom teachers from 10 public primary schools in rural Indonesia. The participants taught students from grades 2 to 6 (student ages 8 to 12) and had at least one student with special educational needs and disabilities (SEND) in their class. Observations were conducted to determine the extent to which teachers used differentiation, collaborative learning and inclusive classroom management strategies. After the observations, short interviews were conducted with the teachers in order to explore their perceptions of inclusive education. Data were analysed qualitatively.

Findings

Analysis of observation data showed that only a small number of teachers used teaching strategies that were considered effective inclusive strategies, such as differentiation and collaborative learning. The interview findings indicated that most of the teachers did not feel confident in using inclusive strategies, due to factors including limited knowledge of strategies, and class size.

Conclusions

This small-scale study suggests that the implementation of inclusive education remains at an early stage and is challenging in some parts of Indonesia. It highlights that sustaining and advancing teacher education is crucial: through professional development, teachers can be enabled to increase their competence and knowledge of inclusive education strategies, ultimately benefiting all students in the classroom.

中文翻译：

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印尼农村小学教师全纳教育策略探索

摘要

背景

印度尼西亚实施全纳教育继续帮助支持学生发展学术能力和社交技能。然而，这也给参与农村地区全纳教育管理的多方带来了挑战：尤其是普通教育背景的教师。

目的

本研究旨在调查印度尼西亚农村公立小学样本中教师在全纳教育中的教学策略，以更好地了解所使用的策略和教师对全纳教育的看法。

方法

参与者是来自印度尼西亚农村 10 所公立小学的 40 名课堂教师。参与者教授 2 至 6 年级的学生（8 至 12 岁的学生），并且班上至少有一名有特殊教育需要和残疾 (SEND) 的学生。进行了观察以确定教师使用差异化、协作学习和包容性课堂管理策略的程度。观察后，与教师进行了简短的访谈，以探讨他们对全纳教育的看法。对数据进行定性分析。

发现

对观察数据的分析表明，只有少数教师使用了被认为是有效的包容性策略的教学策略，例如差异化和协作学习。访谈结果表明，大多数教师对使用包容性策略没有信心，原因包括策略知识有限和班级规模。

结论

这项小规模研究表明，全纳教育的实施仍处于早期阶段，在印度尼西亚的某些地区具有挑战性。它强调保持和推进教师教育至关重要：通过专业发展，教师可以提高他们对全纳教育战略的能力和知识，最终使课堂上的所有学生受益。