Inclusive Education Curriculum Management with Modification Humanistic Design

Autor/in	Fitri, Agus Zaenul
Titel	Inclusive Education Curriculum Management with Modification Humanistic Design
Quelle	In: Journal of Social Studies Education Research, 13 (2022) 3, S.150-173 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Inclusion; Case Studies; Teaching Methods; Special Needs Students; Social Adjustment; Adjustment (to Environment); Humanism; Curriculum Development; Religious Schools; Classroom Techniques; Students with Disabilities; Student Characteristics; Phenomenology; Teacher Attitudes; Administrator Attitudes; Foreign Countries; Educational Change; Indonesia + Suchen Sie Ihr Suchwort? Inklusion; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Sonderpädagogischer Förderbedarf; Soziale Anpassung; Humanismus; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Klassenführung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Phenomenological psychology; Phänomenologie; Psychologie; Lehrerverhalten; Ausland; Bildungsreform; Indonesien
Abstract	Inclusive education for children with special needs is considered fundamental for children to adapt more easily to their social environment. The humanistic inclusion education curriculum can be developed through a curriculum modification process that combines the national education curriculum, local content, and the characteristics of children with special needs. Al-Azhaar Islamic Primary School is one of the educational institutions that has successfully organized inclusive education to improve students' abilities academically and socially in a humanist manner. This research uses the field study and case study qualitative methods. Data collection techniques involve in-depth interviews, participant observations, and documentation studies. The results of this study show that effective inclusive education is designed and implemented by combining normal children with those with special needs. Learning requires adjustment (modification) of teaching materials, methods, media, funds, class management, and the learning environment. Teachers find it difficult to carry out learning if the curriculum is not modified; not only do students have to adapt to the situation and the substance of education, but learning must also adjust to the student's abilities, learning speed, difficulties, and interest in learning. A child with special needs is not forced to master competencies that are beyond his or her ability. Children with special learning needs are not asked to keep up with students without learning disabilities but neither are they left waiting for their slower friends. Students who fail in one method and learning technique may not necessarily fail in other different methods and techniques. (As Provided).
Anmerkungen	Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01