Teachers Classroom Management to Support Inclusion - A Preschool Ethnography

Wulan Adiarti, Ali Formen

2017

Abstract

This study was motivated by the Indonesian government policy to ensure that education services at all levels, including preschool, are accessible and therefore inclusive. A key foundation to inclusive education is the notion that all children, including those with special needs, have the same right to education. In reality, not all Indonesian preschools are ready to operate their center inclusively. Additionally, parents of the so-called normal children have certain anxiety if their children are taught along with those with special needs. This research aims to portray teacher's strategies of inclusive classroom management. A Jakarta-based preschool was chosen as the setting of this study, considering that not only it is an inclusive institution but also because of its position as a national reference. The study follows the ethnographic analysis as suggested by Spradley (Spradley, 1980). Data were collected by observing, interviewing and document analysis. Our findings show inclusive classroom management necessitated two-branched actions, one actions were targeted at classroom activities and another one was targeted at children interaction. These findings can be useful to preschool educational institutions in Indonesia who look for a model of inclusive class management strategy.

Paper Citation

in Harvard Style

Adiarti W. and Formen A. (2017). Teachers Classroom Management to Support Inclusion - A Preschool Ethnography.In 1st International Conference on Educational Sciences - Volume 1: ICES, ISBN 978-989-758-314-8, pages 67-74. DOI: 10.5220/0007036100670074

in Bibtex Style

@conference{ices17,
author={Wulan Adiarti and Ali Formen},
title={Teachers Classroom Management to Support Inclusion - A Preschool Ethnography},
booktitle={1st International Conference on Educational Sciences - Volume 1: ICES,},
year={2017},
pages={67-74},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0007036100670074},
isbn={978-989-758-314-8},
}

in EndNote Style

TY - CONF

JO - 1st International Conference on Educational Sciences - Volume 1: ICES,
TI - Teachers Classroom Management to Support Inclusion - A Preschool Ethnography
SN - 978-989-758-314-8
AU - Adiarti W.
AU - Formen A.
PY - 2017
SP - 67
EP - 74
DO - 10.5220/0007036100670074