Proceedings of the 3rd International Conference on Special Education (ICSE 2019)

Increased Understanding of Principals and Deputy Principals Regarding the Implementation of Inclusive Education

Authors
Ima Kurrotun Ainin, Wiwik Widajati, Zaini Sudarto
Corresponding Author
Ima Kurrotun Ainin
Available Online December 2019.
Keywords
Inclusive Education, mentoring , policy , special needs.
Abstract

Equality has long been the main goal of education throughout the world. But in fact, the implementation in the field is still not optimal, it has not run smoothly and completely. Thus, mentoring activities are useful to improve the understanding of principals and vice principals in implementing an inclusive education system. Indicators of this activity can be seen from three aspects, namely the understanding of principals and vice principals on inclusive education, understanding of principals and deputy principals for children with special needs, and principals and deputy principals for improving policies in implementing inclusive education at their school. The target of this mentoring activity was the principal and deputy principal of the Mojokerto Middle School. Problems will be solved in three phases, namely preparation, implementation and evaluation. Preparations were made with a preliminary survey to look at the conditions in the field regarding the preliminary understanding of the principal and vice principal about inclusive education and children with special needs. The next phase is the service activity phase. In this phase, the development and provision of some material. The last stage is the evaluation stage. At this stage, evaluation of results is achieved by the mentoring participants. The results show that the understanding of principals and deputy principals has increased from 30% to 82% who have understood about inclusive education. In addition, school principals and deputy principals' understanding of children with special needs in schools also increased, out of 46% of school principals and deputy principals who did not answer children with special needs in school up to 82% answered that there were children with special needs at school. It is indicating that principals and vice principals must understand about children with special needs. the understanding of principals and deputy principals regarding inclusive education has increased, making the policies of principals and deputy principals on inclusive education increase too.

Copyright
© 2019, 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/).

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Volume Title
Proceedings of the 3rd International Conference on Special Education (ICSE 2019)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
December 2019
ISBN
978-94-6252-876-5
ISSN
2352-5398
Copyright
© 2019, 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  - Ima Kurrotun Ainin
AU  - Wiwik Widajati
AU  - Zaini Sudarto
PY  - 2019/12
DA  - 2019/12
TI  - Increased Understanding of Principals and Deputy Principals Regarding the Implementation of Inclusive Education
BT  - Proceedings of the 3rd International Conference on Special Education (ICSE 2019)
PB  - Atlantis Press
SP  - 216
EP  - 219
SN  - 2352-5398
UR  - https://www.atlantis-press.com/article/125928846
ID  - Ainin2019/12
ER  -