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TEACHERS’ ATTITUDES TO SPECIAL NEEDS STUDENTS IN ENGLISH LANGUAGE TEACHING
Corresponding Author(s) : Cicyn Riantoni
Humanities & Social Sciences Reviews,
Vol. 8 No. 2 (2020): Education Special Issue
Abstract
The purpose of the study: This study aimed to investigate the teachers' attitudes to special needs students and also the contribution that will be useful in inclusive education.
Methodology: This study used qualitative methods. The research subjects were five general teachers who teach students with special needs in inclusive education in Jambi, Indonesia. The sampling procedure was used for purposive sampling. The data were collected by a semi-structured interview with five teachers from different backgrounds of teaching. The recorded interview data were transcribed. The documents were then studied, labelled, and elucidated comprehensively.
Main Findings: The result of the research revealed that teachers’ attitude to special need students is good. In addition, the contribution of the teachers’ attitudes is formed from this research, such as the transformation of the value of each student, the strategies of the teachers like seating arrangement, the using of the different curriculum, teaching aids and rapport.
Applications of this study: To achieve education for all and education equality, the government in Indonesia increases the number of inclusive education. The findings of this research are expected to add new knowledge to the scope of inclusive education especially in EFL contexts. Theoretically, the results of this study are expected to provide some references and contributions for the study on special needs students in inclusive education.
Novelty/Originality of this study: This issue becomes a new atmosphere for teachers, especially for EFL teachers in teaching the various students. It is essential to know teachers' attitudes to special needs students in the context of inclusive education because that aspect will be piloting to the contribution of the teaching and learning process.
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- Act of the Republic of Indonesia. (2003). National education system. No.20, Article 5/2.
- Best, J.W.,& Kahn, J. (2006). Research in Education. New Delhi: Prentice-Hall of India Pvt. Ltd.
- Bigham, T. (2010). Do Teachers Have a Negative Attitude Towards the Inclusion of Students with Special needs? A master’s research project. Ohio University.
- Brown, H. Doughlas. (2001). Teaching by Principals: An Interactive Approach to Language Pedagogy. New York: Addison Wesley Longman, Inc.
- Coll, R.K., & Chapman, R. (2000). Choices of methodology for cooperative education researchers. Asia-Pacific Journal of Cooperative Education, 1(1), 1-8.
- Combs, S., Elliott, S., &Whippel, K. (2010). Elementary physical education teachers’ attitudes towards the inclusion of children with special needs: a qualitative investigation. International Journal of Special Education, 25(1), 114-125. https://doi.org/10.1080/08856250903450848 DOI: https://doi.org/10.1080/08856250903450848
- Creswell, John W. (2012). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research, (4thed). Pearson Education, Inc.
- Dewi, Ketut Miharja Kusuma (2012). Dyslexia and EFL Teaching and Learning: A Case Study in Bali Children Foundation, Singaraja-Bali. JurnalPenelitian PascasarjanaUndiksha, 1(1), 1-13.
- Dixon, S. (2005). Inclusion—Not segregation or integration is where a student with special needs belongs. The Journal of Educational Thought (JET)/Revue de La PenséeÉducative, 33-53.
- Dornyei, Z., Taguchi, T. (2009) Questionnaires in Second Language Research, Construction, Administration, and Processing, (2nd Ed). Routledge: Taylor and Francis group New York. https://doi.org/10.4324/9780203864739 DOI: https://doi.org/10.4324/9780203864739
- Eiken, R. (2014). Teacher Attitudes toward the Inclusion of Students with Disabilities in the General Education Classroom. (Research Paper). Northwest Missouri State University Missouri.
- Fakolade, O. A., Adeniyi, S. O., &Tella, A. (2009). The attitude of teachers towards the inclusion of special needs children in a general education classroom: the case of teachers in some selected schools in Nigeria. International Electronic Journal of Elementary Education, 1(3), 155-169
- Freebody, P. (2003). Qualitative Research in Education. London: Sage Publications. https://doi.org/10.4135/9781849209670 DOI: https://doi.org/10.4135/9781849209670
- Gardner, H. (1991). The Unschooled Mind. New York: Harper-Collins.
- Gildner, C. (2001). Enjoy Teaching: Helpful Hints for the Classroom. Lanham, MD: Scarecrow Press, Inc.
- Harmer, Jeremy. (2007).The practice of English Language Teaching. Malaysia: Pearson Education Limited.
- Lindsay, S., Proulx, M., Scott, H., & Thomson, N. (2014). Exploring teachers' strategies for including children with an autism spectrum disorder in mainstream classrooms. International Journal of Inclusive Education, 18(2), 101-122. https://doi.org/10.1080/13603116.2012.758320 DOI: https://doi.org/10.1080/13603116.2012.758320
- Logan, B.E., & Wimer, G. (2013). Tracing Inclusion: Determining Teacher Attitudes. Research on Higher Educational Journal, 1-10
- MacFarlane, K., & Woolfson, L. M. (2013). Teacher attitude and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior. Teaching and Teacher Education, 29, 46-52. https://doi.org/10.1016/j.tate.2012.08.006 DOI: https://doi.org/10.1016/j.tate.2012.08.006
- Malik, R.S., & Hamied, F. A (2016). Research Methods: a guide for the first time research. Bandung: UPI Press.
- Miles, M.B. & Huberman, A.M. (1994). Qualitative Data Analysis (2nd edition. Thousand Oaks, CA: Sage Publications.
- Minke, K. M., Bear, G., Deemer, S. A., & Griffin, S. M. (1996). ‘Teachers’ experiences with inclusive classrooms: implications for special education reform’, Journal of Special Education, 30, 152–186. https://doi.org/10.1177/002246699603000203 DOI: https://doi.org/10.1177/002246699603000203
- Ministry of Education and Culture. (2009). Inclusive Education. Jakarta
- The 1945 Constitution of the Republic of Indonesia (1945). Article 3. Every citizen has the right to education.
- Polkinghorne, D. E. (1989). Phenomenological research methods. In R. S. Valle & S. Halling (eds), Existential-phenomenological perspectives in psychology: Exploring the breadth of human existence. New York: Plenum. https://doi.org/10.1007/978-1-4615-6989-3_3 DOI: https://doi.org/10.1007/978-1-4615-6989-3_3
- Rice, N. (2018). Parent perspectives on inclusive education in Budapest. European Journal of Special Needs Education, 33(5), 723-733.
- Smith, R., & Leonardo, P. (2005). Collaboration for Inclusion: Practitioners Perspectives. Equity and Excellence in Education, 38, 269-279. https://doi.org/10.1080/10665680500299650 DOI: https://doi.org/10.1080/10665680500299650
- Subban, P., & Sharma, U. (2005). Understanding educator attitudes toward the implementation of inclusive education. Disability Studies Quarterly, 25(2). https://doi.org/10.18061/dsq.v25i2.545 DOI: https://doi.org/10.18061/dsq.v25i2.545
- UNESCO. (2009). Policy Guidelines on Inclusion in Education. Pairs: UNESCO
- Vakil, S., Welton, E., O’Connor, B., & Kline, L. S. (2008). Inclusion means everyone. The role of the early childhood educator when including young children with autism in the classroom. Early Childhood Education Journal, 36, 321-326. https://doi.org/10.1007/s10643-008-0289-5 DOI: https://doi.org/10.1007/s10643-008-0289-5
- Velasco, K. J. (2015). EFL Teachers’ Perceptions and Attitudes Regarding Inclusive Education in Regular Classrooms. (Thesis). Veracruz University, Mexico.
- Wilmshurst, L., and A. Brue. (2010). The complete guide to special education. San Francisco: Jossey-Bass. https://doi.org/10.1002/9781118269534 DOI: https://doi.org/10.1002/9781118269534
References
Act of the Republic of Indonesia. (2003). National education system. No.20, Article 5/2.
Best, J.W.,& Kahn, J. (2006). Research in Education. New Delhi: Prentice-Hall of India Pvt. Ltd.
Bigham, T. (2010). Do Teachers Have a Negative Attitude Towards the Inclusion of Students with Special needs? A master’s research project. Ohio University.
Brown, H. Doughlas. (2001). Teaching by Principals: An Interactive Approach to Language Pedagogy. New York: Addison Wesley Longman, Inc.
Coll, R.K., & Chapman, R. (2000). Choices of methodology for cooperative education researchers. Asia-Pacific Journal of Cooperative Education, 1(1), 1-8.
Combs, S., Elliott, S., &Whippel, K. (2010). Elementary physical education teachers’ attitudes towards the inclusion of children with special needs: a qualitative investigation. International Journal of Special Education, 25(1), 114-125. https://doi.org/10.1080/08856250903450848 DOI: https://doi.org/10.1080/08856250903450848
Creswell, John W. (2012). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research, (4thed). Pearson Education, Inc.
Dewi, Ketut Miharja Kusuma (2012). Dyslexia and EFL Teaching and Learning: A Case Study in Bali Children Foundation, Singaraja-Bali. JurnalPenelitian PascasarjanaUndiksha, 1(1), 1-13.
Dixon, S. (2005). Inclusion—Not segregation or integration is where a student with special needs belongs. The Journal of Educational Thought (JET)/Revue de La PenséeÉducative, 33-53.
Dornyei, Z., Taguchi, T. (2009) Questionnaires in Second Language Research, Construction, Administration, and Processing, (2nd Ed). Routledge: Taylor and Francis group New York. https://doi.org/10.4324/9780203864739 DOI: https://doi.org/10.4324/9780203864739
Eiken, R. (2014). Teacher Attitudes toward the Inclusion of Students with Disabilities in the General Education Classroom. (Research Paper). Northwest Missouri State University Missouri.
Fakolade, O. A., Adeniyi, S. O., &Tella, A. (2009). The attitude of teachers towards the inclusion of special needs children in a general education classroom: the case of teachers in some selected schools in Nigeria. International Electronic Journal of Elementary Education, 1(3), 155-169
Freebody, P. (2003). Qualitative Research in Education. London: Sage Publications. https://doi.org/10.4135/9781849209670 DOI: https://doi.org/10.4135/9781849209670
Gardner, H. (1991). The Unschooled Mind. New York: Harper-Collins.
Gildner, C. (2001). Enjoy Teaching: Helpful Hints for the Classroom. Lanham, MD: Scarecrow Press, Inc.
Harmer, Jeremy. (2007).The practice of English Language Teaching. Malaysia: Pearson Education Limited.
Lindsay, S., Proulx, M., Scott, H., & Thomson, N. (2014). Exploring teachers' strategies for including children with an autism spectrum disorder in mainstream classrooms. International Journal of Inclusive Education, 18(2), 101-122. https://doi.org/10.1080/13603116.2012.758320 DOI: https://doi.org/10.1080/13603116.2012.758320
Logan, B.E., & Wimer, G. (2013). Tracing Inclusion: Determining Teacher Attitudes. Research on Higher Educational Journal, 1-10
MacFarlane, K., & Woolfson, L. M. (2013). Teacher attitude and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior. Teaching and Teacher Education, 29, 46-52. https://doi.org/10.1016/j.tate.2012.08.006 DOI: https://doi.org/10.1016/j.tate.2012.08.006
Malik, R.S., & Hamied, F. A (2016). Research Methods: a guide for the first time research. Bandung: UPI Press.
Miles, M.B. & Huberman, A.M. (1994). Qualitative Data Analysis (2nd edition. Thousand Oaks, CA: Sage Publications.
Minke, K. M., Bear, G., Deemer, S. A., & Griffin, S. M. (1996). ‘Teachers’ experiences with inclusive classrooms: implications for special education reform’, Journal of Special Education, 30, 152–186. https://doi.org/10.1177/002246699603000203 DOI: https://doi.org/10.1177/002246699603000203
Ministry of Education and Culture. (2009). Inclusive Education. Jakarta
The 1945 Constitution of the Republic of Indonesia (1945). Article 3. Every citizen has the right to education.
Polkinghorne, D. E. (1989). Phenomenological research methods. In R. S. Valle & S. Halling (eds), Existential-phenomenological perspectives in psychology: Exploring the breadth of human existence. New York: Plenum. https://doi.org/10.1007/978-1-4615-6989-3_3 DOI: https://doi.org/10.1007/978-1-4615-6989-3_3
Rice, N. (2018). Parent perspectives on inclusive education in Budapest. European Journal of Special Needs Education, 33(5), 723-733.
Smith, R., & Leonardo, P. (2005). Collaboration for Inclusion: Practitioners Perspectives. Equity and Excellence in Education, 38, 269-279. https://doi.org/10.1080/10665680500299650 DOI: https://doi.org/10.1080/10665680500299650
Subban, P., & Sharma, U. (2005). Understanding educator attitudes toward the implementation of inclusive education. Disability Studies Quarterly, 25(2). https://doi.org/10.18061/dsq.v25i2.545 DOI: https://doi.org/10.18061/dsq.v25i2.545
UNESCO. (2009). Policy Guidelines on Inclusion in Education. Pairs: UNESCO
Vakil, S., Welton, E., O’Connor, B., & Kline, L. S. (2008). Inclusion means everyone. The role of the early childhood educator when including young children with autism in the classroom. Early Childhood Education Journal, 36, 321-326. https://doi.org/10.1007/s10643-008-0289-5 DOI: https://doi.org/10.1007/s10643-008-0289-5
Velasco, K. J. (2015). EFL Teachers’ Perceptions and Attitudes Regarding Inclusive Education in Regular Classrooms. (Thesis). Veracruz University, Mexico.
Wilmshurst, L., and A. Brue. (2010). The complete guide to special education. San Francisco: Jossey-Bass. https://doi.org/10.1002/9781118269534 DOI: https://doi.org/10.1002/9781118269534