Proceedings of the International Conference on Madrasah Reform 2021 (ICMR 2021)

Investigating the Enactment of Inclusive Education at a University Level: A Call for Literacy Practices in Inclusive Learning

Authors
Luluk S. A. Prasetyoningsih1, *, Diah R. Widowati2, M. F. Ubaidillah3, Huan Y. Lee4
1Department of Indonesian Language Education, Universitas Islam Malang, Indonesia
2Department of English Language Education, Universitas Islam Malang, Indonesia
3Center for Scientific Publication, Universitas Negeri Malang, Indonesia
4School of Education, The University of Queensland, Australia
*Corresponding author. Email: luluksap58@unisma.ac.id
Corresponding Author
Luluk S. A. Prasetyoningsih
Available Online 13 January 2022.
DOI
https://doi.org/10.2991/assehr.k.220104.055How to use a DOI?
Keywords
COVID-19; Gifted student; Higher education; Inclusive education; Literacy
Abstract

Empirical evidence on practices of inclusive education has long saturated the literature to date. However, little attention is directed at portraying the enactment of inclusive education from policy-making perspectives during the COVID-19 pandemic. To fill such a void, this paper, situated within an Indonesian higher education context, reports on a case study that attempts to explore (1) gifted student’s characteristics in the inclusive education, (2) the student’s sustained participation in the program, and (3) the barriers encountered during the inclusive education implementation. Data in this study were generated through in-depth interviews with a single gifted student. The study’s findings suggest that the participant experienced well-attained prior learning in the schooling sector in his senior high school and enacted agency in the university’s learning through active participation in the teaching assistantship and internship programs for Merdeka Belajar Kampus Merdeka (MBKM) policy implementation. Despite these, undervaluing views from society is also seen in the interview. The study calls for stakeholders to construe gifted students’ learning characteristics, accommodate the students’ participation, and provide treatment on how society could appreciate such students’ academic excellence regardless of their special needs. Future research should also continue this scholarship using ethnography design in different educational settings.

Copyright
© 2022 The Authors. Published by Atlantis Press SARL.
Open Access
This is an open access article under the CC BY-NC license.

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Volume Title
Proceedings of the International Conference on Madrasah Reform 2021 (ICMR 2021)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
13 January 2022
ISBN
978-94-6239-511-4
ISSN
2352-5398
DOI
https://doi.org/10.2991/assehr.k.220104.055How to use a DOI?
Copyright
© 2022 The Authors. Published by Atlantis Press SARL.
Open Access
This is an open access article under the CC BY-NC license.

Cite this article

TY  - CONF
AU  - Luluk S. A. Prasetyoningsih
AU  - Diah R. Widowati
AU  - M. F. Ubaidillah
AU  - Huan Y. Lee
PY  - 2022
DA  - 2022/01/13
TI  - Investigating the Enactment of Inclusive Education at a University Level: A Call for Literacy Practices in Inclusive Learning
BT  - Proceedings of the International Conference on Madrasah Reform 2021 (ICMR 2021)
PB  - Atlantis Press
SP  - 374
EP  - 381
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220104.055
DO  - https://doi.org/10.2991/assehr.k.220104.055
ID  - Prasetyoningsih2022
ER  -