ABSTRACT

Inclusive kindergarten provision remains relatively rare in Indonesia. This article indicates factors that contribute to this situation (stigmatisation, lack of resources and training) and reports on an approach to begin to address it. Sign Supported Big Books were evaluated in mainstream kindergartens (i.e. classes without children with special educational needs) as a way of enhancing their inclusive affordances. These books used Signalong Indonesia, a keyword signing approach, to support whole class stories with 76 children in five kindergarten classes. Four classes used books with signs and one used a book without signs as part of their everyday activities. Five teacher interviews suggested that the approach enhanced pupils’ engagement and was enjoyable and fun for pupils and teachers alike. There were also positive effects for children's story comprehension and sign learning. The findings of this study support the novel position that having a disabled child in a class is not necessary in order to justify using an inclusive keyword signing approach. The implications of these findings are discussed for developing a proactive approach to facilitate inclusive practices in Indonesian kindergartens.

摘要

包容性幼儿园的提供在印度尼西亚仍然相对较少。本文指出了导致这种情况的因素（污名化、缺乏资源和培训），并报告了开始解决该问题的方法。Sign Supported Big Books 在主流幼儿园（即没有有特殊教育需求的儿童的班级）中进行了评估，以此作为增强包容性能力的一种方式。这些书使用了Signalong Indonesia，一种关键字签名方法，支持五个幼儿园班级的 76 个孩子的全班故事。四个班级使用有标志的书，一个班级使用没有标志的书作为他们日常活动的一部分。五位老师的访谈表明，这种方法提高了学生的参与度，对学生和老师来说都很愉快和有趣。对儿童的故事理解和手语学习也有积极影响。这项研究的结果支持了一个新颖的立场，即为了证明使用包容性关键字签名方法的合理性，没有必要在课堂上有残疾儿童。讨论了这些发现的意义，以制定一种积极主动的方法来促进印度尼西亚幼儿园的包容性做法。