Article Sidebar
Downloads
Main Article Content
Abstract
This study aims to determine the teachers’ attitude toward performance of students with learning disabilities in t inclusive school. This research used deskriptive quantitative approach. The instrument used was attitude instrument that was given to 54 students with learning disabilities in Padang. Data collected were analyzed quantitatively and described. The results of data found that teachers’ attitude which measured in three aspects have score 77.93% in understanding the learning result of students with learning disabilities. In affective aspect, teachers’ attitude have scores 80.50% in accepting the learning result of students with learning disabilities. Whereas in conative aspects, teachers’ attitude have score 77.92% in behave towards the learning result of students with learning disabilities.
Keywords
Article Details
References
-
Alghazo, E. ., & Gaad, E. (2004). General education teachers in the United ArabEmirates andtheir acceptance of the inclusion of students with disabilities. British Journal of Special Education, 31(2), 94–99.
Arikunto, S. (2010). Manajemen Penelitian. Jakarta: Rineka Cipta.
Avramidis, E., Bayliss, P., & Burden, R. (2000). Student teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school. Teaching and Teacher Education, 16(3), 277–293.
Bryant, D. P., Smith, D. D., & Bryant, B. R. (2008). Teaching Students with Special Needs in Inclusive Classrooms. Boston, MA: Pearson Education, Inc.
Cassady, J. M. (2011). Teachers ’ attitudes toward the inclusion of students with autism and emotional behavioral disorder. Electronic Journal for Inclusive Education, 2(7), 1–23.
Dapudong, R. C. (2014). Teachers’ Knowledge and Attitude towards Inclusive Education: Basis for an Enhanced Professional Development Program. International Journal of Learning and Development, 4(4), 1. https://doi.org/10.5296/ijld.v4i4.6116
Fakolade, O. a, Adeniyi, S. O., & Tella, A. (2009). Attitude of Teachers Toward the Inclusion of Children with Special Needs in the General Education Classroom: The Case of Teachers in Selected Schools in Nigeria. International Electronic Journal of Elementary Education, 1(3), 155–169. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=42513483&site=ehost-live
Leyser, Y., & Tappendorf, K. (2001). Are attitudes and practices regarding mainstreaming changing? A case of teachers in two rural school districts. Education, 121(4), 751–761.
Pingge, H. D., & Wangid, M. N. (2016). FAKTOR YANG MEMPENGARUHI HASIL BELAJAR SISWA SEKOLAH DASAR DI KECAMATAN KOTA TAMBOLAKA. Jurnal Pendidikan Sekolah Dasar, 2(1), 146–167.
Rojewski, J. ., & Pollard, R. R. (1993). A Multivariate Analysis of Perceptions Held by Secondary Academic Teachers toward Students with Special Needs. Teacher Education and Special Education, 16, 330–341.
Salend, S. J. (2001). Creating Inclusive Classrooms: Effective and Reflective Practices for All Students. (Fifth Edit). New Jersey: Pearson Education, Inc.
Schumm, J. ., & Vaughn, S. (1995). Getting Ready for Inclusion: is the stage set? Learning Disabilities Research and Practice, 10, 169–179.
Smith, M. ., & Smith, K. . (2000). Believe in Inclusion, But...’: regular education early childhood teachers’ perceptions of successful inclusion. Journal of Research in Childhood Education, 14, 161–180.
Sugihartono. (2007). Psikologi Pendidikan. Yogyakarta: UNY Press.