Kusumastuti, Nuraini (2014) THE DESCRIPTION OF INCLUSIVE EDUCATION IN INDONESIA. In: PROCEEDING INTERNATIONAL SEMINAR 2nd INTERNATIONAL SEMINAR OF TEACHING EXCELLENCE & INNOVATION "EDUCATION TRANSFORMATION BEYOND EXCELLENCE". Prosiding . Faculty of Education, University of Malaya Kuala Lumpur, Malaysia, pp. 302-317. ISBN 978-979-1355-018
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Text (PROCEEDING INTERNATIONAL SEMINAR 2nd INTERNATIONAL SEMINAR OF TEACHING EXCELLENCE & INNOVATION "EDUCATION TRANSFORMATION BEYOND EXCELLENCE")
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Text (THE DESCRIPTION OF INCLUSIVE EDUCATION IN INDONESIA)
Dra. Nuraini Kusumastuti - THE DESCRIPTION OF INCLUSIVE EDUCATION IN INDONESIA.pdf - Published Version Download (1MB) | Preview |
Abstract
Inclusive education is the system of educational provision that provides opportunities for alllearrers regardless of differences in age, gender, ethnicity, language, disability, socioeconomic status, HIV or AIDS status, potential and ability to participate in education or learning in an educational setting together with the students in general. Inclusive school is a school that is implementing inclusive education to accommodate all children regardless of physical condition, intellectual, social, emotional, linguistic or other conditions. This includes children with disabilities or special educational needs including talented children, street and working children, children from remote and nomadic populations, children from linguistic minorities, ethnic and cultural and children who have weakness or other marginalized groups. In this paper, it is bounded on children with disabilities or special educational needs. The aim of inclusive education is to make all children receive a quality education in accordance with the needs and capabilities as well as providing education to realize that values diversity an:l discriminatory acts for all children, even for children with special needs. Children with special needs are children who experience lapses of intellectual, physical, social or emotional markedly from what is regarded as normal growth and development, which consists ofblind children, children with hearing impairment, mental retardation children, quadriplegic children, unsociable children, talentw children, autism children, children with learning disabilities and children's emotional disturbance or behavioral, childem with double and complex disability. Of course the related person can not receive the maximum benefit from public school programs and may require special or additional teaching classes and a variety of special education services . The purpose of knowing the description of inclusive education, among others, is to obtain a picture of the reality of inclusive schools and matters relating to the implementation of inclusive schools in Indonesia.
Item Type: | Book Section |
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Uncontrolled Keywords: | inclusive, education, Indonesia |
Subjects: | Pendidikan |
Divisions: | Prosiding (Proceeding) |
Depositing User: | Sugeng Hariyanto, SIP (sugeng.hariyanto@uin-suka.ac.id) |
Date Deposited: | 13 Sep 2018 13:42 |
Last Modified: | 13 Sep 2018 13:42 |
URI: | http://digilib.uin-suka.ac.id/id/eprint/30365 |
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