Friendly Inclusive Environment Toward Learning in Inclusive Education
- https://doi.org/10.2991/assehr.k.200217.018How to use a DOI?
- friendly inclusive environment, basic education, students with special needs, inclusive education
This study revealed that friendly schools are able to develop the potential of students with special needs as optimally as possible from a variety of students’ diversity. Therefore, “all children” of school age without exception should receive education services at the school that closed to their place of residence. This study used a descriptive study with a qualitative approach that was related to the objective conditions of the students with special needs in inclusive schools who attended Basic Education. Furthermore, this research was designed with developmental research because it began by describing the initial data from the observation in the field, analyzing the data based on the literature review, and formulating the friendly inclusive environment service model for the Basic Education level. The results stated that there were 5140 students with special needs in West Sumatra Education Office (the year 2016) with details: 4358 elementary, 578 secondary, 204 high schools/vocational high schools. Thus, 2570 special guidance teachers were needed to handle two children for each. A friendly inclusive learning environment was expected to develop the potential of the students with special needs according to their needs and abilities
- © 2020, 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 - Mega Iswari AU - Marlina AU - Nurhastuti AU - Irda Murni AU - Armaini PY - 2020 DA - 2020/02/21 TI - Friendly Inclusive Environment Toward Learning in Inclusive Education BT - Proceedings of the 1st International Conference on Lifelong Learning and Education for Sustainability (ICLLES 2019) PB - Atlantis Press SP - 86 EP - 89 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.200217.018 DO - https://doi.org/10.2991/assehr.k.200217.018 ID - Iswari2020 ER -