Inclusive Education Training Model Based On Need Assessment And Andragogy For Elementary School Teachers

DOI

10.2991/icset-17.2017.114How to use a DOI?

Keywords

Training model of inclusive education, need assessment, andragogy

Abstract

The problem that occurs in Padang Elementary School is the lack of competence in implementing inclusive education from the teachers. This study aims to develop a training model based on need assessment and andragogy in order to improve the competence of teachers in implementing inclusive education in Elementary School, as well as to evaluate the effectiveness and practicalities of training model. The type of research is Research and Development (R & D). The development procedure uses the ten step. The products of this research are: (a) the training model of inclusive education based on the need assessment and andragogy that consists of three books, namely book 1 about the training implementation technique of inclusive education, book 2 contains about the program and plan of inclusive educationtraining, and book 3 is about the training material, (b) the significant improvement on the competence of teachers about inclusive education after the implementation of training model, with an average value of 67.5% before training, and up to 80.6%after training, (c) practical and effective training model to improve the competence of teachers in implementing inclusive education in Elementary School.

Copyright

© 2017, 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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TY  - CONF
AU  - Irdamurni
PY  - 2017/09
DA  - 2017/09
TI  - Inclusive Education Training Model Based On Need Assessment And Andragogy For Elementary School Teachers
BT  - Proceedings of the 9th International Conference for Science Educators and Teachers (ICSET 2017)
PB  - Atlantis Press
SP  - 687
EP  - 691
SN  - 2352-5398
UR  - https://doi.org/10.2991/icset-17.2017.114
DO  - 10.2991/icset-17.2017.114
ID  - 2017/09
ER  -