files/journal/2022-09-02_12-54-44-000000_354.png

Journal of Engineering and Applied Sciences

ISSN: Online 1818-7803
ISSN: Print 1816-949x
About US
Editors
Issues
Pages
Indexed in
99
Views
0
Downloads

Breaking Academic Inclusionthrough Cluster-Basedinstruction (An Approach to Differentiated Instruction for Students with Disabilities in Inclusive Schools)

Gunarhadi , Sunard , Tri Rejeki Andayani and Mahardika Supratiwi
Page: 2221-2225 | Received 21 Sep 2022, Published online: 21 Sep 2022

Download Citation
https://doi.org/10.36478/jeasci.2018.2221.2225

Full Text Reference XML File PDF File

Abstract

Inclusive education has become the goverment policy in promoting the demand of education for all. However, the employment of full inclusive system remains dissatisfactory. This study aims at: exploring ways of learning enhancement for students with disabilities in inclusive schools, measuring the impact of Pull out Cluster Model (DIPOCM) on the students with disabilities in comparison to In-Class Cluster Model (ICCM). This research is an explorative case study involving teachers and students in two different inclusive schools in Central Java, Indonesia. Questionnaire and observation were used to collect the data on teacher’s skills of instruction through a lesson study. Questionnaire was used to assess the teacher’s competence in scaffolding the students with disabilities, while teacher’s activities and student’s learning behavior during the classes were measured by observation. The data of the two different instructional strategies, both quantitative and qualitative were analyzed descriptively. The results showed that DIPOCM exceeded ICCM in yielding the student’s learning behavior, better behavior of learning preparation was shown by students with disabilities. It is recommended that students with disabilities be provided with DIPOCM to improve their engagement.

How to cite this article:

Gunarhadi , Sunard , Tri Rejeki Andayani and Mahardika Supratiwi. Breaking Academic Inclusionthrough Cluster-Basedinstruction (An Approach to Differentiated Instruction for Students with Disabilities in Inclusive Schools).
DOI: https://doi.org/10.36478/jeasci.2018.2221.2225
URL: https://www.makhillpublications.co/view-article/1816-949x/jeasci.2018.2221.2225