Social Environment of Special Needs in Inclusive Primary School: A Descriptive Research with Phenomenology Approach
- 10.2991/ecpe-18.2018.40How to use a DOI?
- social environment, inclusive, children with special need
The social environment in the inclusion school setting is not as we expected because the incident of bullying until persecution still occurs and the targets are students with special needs. The method used in this research is descriptive research with phenomenology approach. The results of the study found two main findings. First, there is lack of preparedness of the institution of inclusive school education so that there is a deep understanding on all components of the institution of the inclusive school organizer. Second, one of the impacts of the components makes the providers of inclusive education in regular schools be incapable in creating a conducive, safe, and comfortable social environment for children with special needs as it will interfere with the children's learning process.
- © 2018, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Rizqi Fajar Pradipta AU - Umi Safiul Ummah AU - Dimas Arif Dewantoro PY - 2018/09 DA - 2018/09 TI - Social Environment of Special Needs in Inclusive Primary School: A Descriptive Research with Phenomenology Approach BT - Proceedings of the 1st International Conference on Early Childhood and Primary Education (ECPE 2018) PB - Atlantis Press SP - 181 EP - 184 SN - 2352-5398 UR - https://doi.org/10.2991/ecpe-18.2018.40 DO - 10.2991/ecpe-18.2018.40 ID - FajarPradipta2018/09 ER -