Pelaksanaan Pedagogi Inklusif bagi Murid Berkeperluan Khas Masalah Pembelajaran
Keywords:
murid berkeperluan khas, pedagogi inklusif, pendidikan khas, program pendidikan inklusif
Abstract
Pedagogi inklusif merupakan amalan pengajaran yang melibatkan penyertaan semua murid tanpa mendiskriminasikan berdasarkan latar belakang sosioekonomi, tahap kognitif, gender, budaya dan gaya pembelajaran yang berbeza. Kajian ini bertujuan untuk meneroka pelaksanaan pedagogi inklusif dan meninjau kesan pedagogi inklusif kepada perkembangan sosial murid berkeperluan khas masalah pembelajaran. Reka bentuk kajian ini adalah kajian kes yang menggunakan kaedah kualitatif. Tiga orang guru aliran perdana ditemu bual dan data dianalisis menggunakan kaedah analisis tema berpandukan model pengajaran Le Francois. Dapatan kajian menunjukkan bahawa terdapat kepelbagaian kaedah yang digunakan iaitu pembelajaran secara koperatif, pembelajaran secara aktif, pembelajaran Non-Directive Teaching Model, kaedah bercerita dan kaedah pengajaran bersama (co-teaching). Antara kelebihan amalan pedagogi inklusif adalah peningkatan kemahiran sosial murid dari aspek keyakinan diri, bekerjasama, penyertaan bersama, perkongsian idea, dan berdikari. Kepentingan kajian ini telah memberi peluang kepada murid berkeperluan khas untuk mendapatkan pengalaman pembelajaran menerusi akomodasi persekitaran yang menyokong perkembangan kemahiran sosial murid berdasarkan peluang pembelajaran yang disediakan oleh guru.
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References
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Peder Haug. (2017). Understanding inclusive education: ideals and reality. Scandinavian Journal Of Disability Research,19( 3), 206–217.
Reinard, J. (2001). Introduction to communication research (3rd ed.). New York: McGraw Hill.
Rohani Abdullah. (2001). Perkembangan Kanak-Kanak: Penilaian Secara Portfolio. Serdang: Universiti Putra Malaysia.
Salimah Alias (2013). Persepsi Guru Terhadap Pembelajaran Kooperatif. Conference: International Conference on Public Policy and Social Science (ICoPS) 2013, UiTM Sabah Malaysia At: Pacific Sutera Harbour, Kota Kinabalu, Malaysia.
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Villa, R. A., Thausand, J. S., & Nevin, A. I. (2004). A guide to co-teaching: practical tips for facilitating student learning. California: Corwin Press.
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Yuen, M.J., Westwood, P. & Wong, G. (2005). Meeting the needs of students with specific learning difficulties in the mainstream education system: data from primary school teachers in Hong Kong International Journal of Special Education 20(1): 67-76.
Zaharah binti Badri. (2013). Kajian Kes Ke Atas Program Pendidikan Inklusif Di Sekolah Aliran Perdana. Jurnal Pendidikan. 1-14.
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Zamri Mahamod. (2014). Inovasi P&P Dalam Pendidikan Bahasa Melayu. Cetakan Ketiga. Tanjung Malim: Penerbit Universiti Pendidikan Sultan Idris.
Aisyah Abdul Malek dan Mohd Nazri Abdul Rahman. (2019). Pendekatan Bercerita Berasaskan Kurikulum Berkepelbagaian Budaya Untuk Pembelajaran Literasi Awal Kanak-Kanak. Jurnal Kurikulum & Pengajaran Asia Pasifik, 7(3), 28-34
Alper,S., Ryndak. D. L, & Schloss, C.N. (2001). Alternate assessment of student with disabilities in inclusive settings. Boston: Allyn & Bacon.
Amir Hasan (2002). Penteorian Sosiologi dan Pendidikan : Edisi Kedua. Tanjung Malim
Ang, C.T. & Lee, L.W. (2018). Pendidikan Inklusif. Petaling Jaya: Sasbadi Sdn. Bhd.
Ballard, K. (2012). Inclusion and social justice: teachers as agents of change. In Teaching in Inclusive School Communities, S. Carrington & J. Macarthur (eds.), 65 – 87. John Wiley & Sons:Australia.
Bhatnagar, N. & Das, A. K. (2013). Nearly two decades after the implementation of the Personswith Disabilities Act: Concerns of Indian teachers to implement inclusive education. International Journal of Special Education, 28(2), 104 – 113.
Booth, T., Ainscow, M., Black-Hawkins, K., Vaughan, M. & Shaw, L. (2000) The Index For Inclusion: Developing Learning And Participation In Schools. (Bristol, CSIE).
Cajkler, W., & Addelman, R. (2000). The practice of foreign language teaching (2nd ed.).London: David Fulton Publishers.
Dynak, J., Whitten, E. & Dynak, D. (1997). Refining the general education student. Teaching
Education Collaboration 19(1):64-74. Education 21 (3): 36-44.
Eaton, K., Salmon, S., & Wischnowski, M. (2004). Evaluating co-teaching as a means for successful inclusion of students with disabilities in a rural district. Rural Special Education Quarterly,(23), 3-14.
Edmunds, A. (1998). Classroom teachers are not prepared for the inclusive classroom. Exceptionally Education Canada 8(2):27-40.
Efendi Zakaria (1998). “Pembelajaran Koperatif”. Bangi: Universiti Kebangsaan Malaysia.
Efi Paparistodemou, Despina Potari, & Demetra Pitta-Pantazi (2014). Prospective teachers’ attention on geometrical tasks. Educ Stud Math, 86: 1-18.
Elksnin, L.K. & Elksnin, N. (2006). Teaching Social-Emotional Skills at School and Home. Colorado: Love Publishing.
Florian, L. & Black – Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813-828.
Florian, L. & Spratt, J. (2013). Enacting inclusion. A framework for interrogating inclusive practice. European Journal of Special Needs Education, 28 (2), 119-135
Florian, L. (2014). What counts as evidence of inclusive education? European Journal of Special Needs Education, 29(3), 286 – 294.
Florian, L. & Kershner, R. (2009). Inclusive pedagogy, in Daniels, H., Lauder, H. &Porter, J. in Knowledge, Values and Educational Policy: A Critical Perspective. New York: Routledge, 173–183.
Florian, L. (2016). Inclusive Pedagogy Moray House School of Education Election Briefings. www.ed.ac.uk/education
Frost, L., & Bondy, A. (2002). The Picture Exchange Communication System training manual (2nd ed.). Boston: Pyramid Educational Consultants.
Grace, N. M. F., Rosadah Abdul Majid, Mohd Mokhtar Tahar & Mohd Hanafi Mohd Yasin (2012). Pelaksanaan Amalan Pengajaran Dalam Kelas Inklusif: Adakah Masalah Pembelajaran Pelajar Berkeperluan Khas Ditangani? Seminar International Pasca Siswazah Pendidikan Khas UKM-UPSI Siri II 2012. Fakulti Pendidikan, UKM, Bangi. Selangor.
Hart, S., Drummond, M. J. & McIntyre, D. (2007). Learning without limits: constructing a pedagogy free from determinist beliefs about ability. In L. Florian (Ed.), The Sage Handbook Of Special Education, (pp. 499-514). London: Sage.
Hudson, P. & Glomb, N. (1997). If it takes two to tango, then why ot teach boot partner to dance? Collaboration instruction of all educators. Journal of a Learning Disabilities 30:442-448.
Johnson, D. (2006). Listening to the views of those involved in the inclusion of pupils with Down’s syndrome into mainstream schools. Support for Learning 21(1): 24-29.
Johnstone, C.J. (2009). Contributions And Constraints To The Implementation Of Inclusive Education In Lesotho. International Journal of Disability, Development and Education 56(2).
Linda M. Rhinehart Neas. (2012). Co-teaching and different styles of co-teaching. http://brightubeducation.com/special-ed-inclusion-strategies/4096
Majoko, T. (2005). Specialist teachers’ perceptions on the inclusion of children with disabilities mainstream school system in Zimbabwe. B.Ed. Unpublished Masvingo State University.
Masniah dan Maizatul Azmah. (2016). Panduan Pelaksanaan Pedagogi Inklusif. Bahagian Pendidikan Khas, Kementerian Pendidikan Malaysia.
Mazmi bt Maarof & Noor Syahira bt Jalaluddin. (2019). The Implementation Of Pedagogical Strategies In Inclusive Education Program For Pupils With Special Needs Among Mainstream Teachers: A Case Study. Jurnal Pendidikan Bitara UPSI, (12), 29-38
Noor Aini Ahmad. (2014). Pengurusan Program Pendidikan Inklusif Bagi Murid Bermasalah Pembelajaran: Kajian Secara Naratif Inkuiri. Management Research Journal ,(3),38-52
Norliah Mohd Amin dan Mohd Hanafi Mohd Yasin. (2016). Pelaksanaan Program Pendidikan Inklusif Murid Berkeperluan Khas dalam Pelan Pembangunan Pendidikan Malaysia 2013 – 2015. Seminar Antarabangsa Pendidikan Khas Rantau Asia Tenggara Siri Ke-6.
Nurul Ain, Md Nasir & Abd Manaf. (2019). Amalan Aktiviti Pembelajaran Koperatif Dalam Pengajaran dan Pemudahcaraan (PdPC) Pendidikan Seni Visual Di Sekolah Rendah. Journal of Educational Research and Indigeneous Studies, 2 (1), 1-15.
Ong Sze Chong, Zamri Mahamod & Mohd Izham Mohd Hamzah. (2017). Meneroka Kaedah Pengajaran Guru Cemerlang Bahasa Melayu Negeri Sarawak: Satu Kajian Kes. Jurnal Pendidikan Bahasa Melayu,7(1), 93-108.
O’ Shea, D. J., Williams, A.L., & Satter, O.R. (1999). Collaboration Across Special education and general education. Journal of Teacher Education 50(2), 147-157.
Parnabas, Vincent A. and Mahamood, Yahaya .(2013). Tahap keyakinan diri dan pencapaian atlet Bumiputera. Jurnal Pemikiran dan Kepimpinan Melayu, 72-77.
Peder Haug. (2017). Understanding inclusive education: ideals and reality. Scandinavian Journal Of Disability Research,19( 3), 206–217.
Reinard, J. (2001). Introduction to communication research (3rd ed.). New York: McGraw Hill.
Rohani Abdullah. (2001). Perkembangan Kanak-Kanak: Penilaian Secara Portfolio. Serdang: Universiti Putra Malaysia.
Salimah Alias (2013). Persepsi Guru Terhadap Pembelajaran Kooperatif. Conference: International Conference on Public Policy and Social Science (ICoPS) 2013, UiTM Sabah Malaysia At: Pacific Sutera Harbour, Kota Kinabalu, Malaysia.
Soh, K. C. (2015). Creativity fostering teacher behaviour around the world: Annotations of studies using the CFT Index. Cogent Education, 2, 1-18.
TM Makoelle. (2014). Pedagogy of Inclusion: A Quest for Inclusive Teaching and Learning. Mediterranean Journal of Social Sciences. 5(20) : 1259-1267
Villa, R. A., Thausand, J. S., & Nevin, A. I. (2004). A guide to co-teaching: practical tips for facilitating student learning. California: Corwin Press.
Webster's New World College Dictionary (elementary ed.). (2000). Englewood Cliffs, NJ: Prentice-Hall, Inc.
Yadav, M., Das, A., Sharma, S., & Tiwari, A. (2015). Understanding teachers’ concerns about inclusive education, Asia Pacific Education Review.DO1 10.1007/s12564-015-94056.
Yin, R.K. (1994). “Case Study Research : Design and Methods.” 2nd ed. Thousand Oak, Calif: Sage.
Yuen, M.J., Westwood, P. & Wong, G. (2005). Meeting the needs of students with specific learning difficulties in the mainstream education system: data from primary school teachers in Hong Kong International Journal of Special Education 20(1): 67-76.
Zaharah binti Badri. (2013). Kajian Kes Ke Atas Program Pendidikan Inklusif Di Sekolah Aliran Perdana. Jurnal Pendidikan. 1-14.
Zalika Adam & Faridah Kassim. (2012). Kemahiran Kerja Berpasukan: Etika dalam Pekerjaan dari Perspektif Islam. (dalam talian) Muat turun 4 Mac 2012, http://irep.iium. edu.my/7989/1/KEMAHIRAN_KERJA_ BERPASUKAN.pdf.
Zamri Mahamod. (2014). Inovasi P&P Dalam Pendidikan Bahasa Melayu. Cetakan Ketiga. Tanjung Malim: Penerbit Universiti Pendidikan Sultan Idris.
Published
2021-02-07
How to Cite
Haris, H. and Khairuddin, K. F. (2021) “Pelaksanaan Pedagogi Inklusif bagi Murid Berkeperluan Khas Masalah Pembelajaran”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(2), pp. 197 - 210. doi: 10.47405/mjssh.v6i2.666.
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