The Instructional Strategy In Inclusive Classroom: In Inclusive Teachers� Opinion

The purpose of this research is to determine the inclusive teacher problems in designing and using instructional strategies in inclusive classrooms. The research method used is survey research involving 102 inclusive teachers spread across various inclusive schools in several major cities in the Indonesian region. Data were collected using questioners with Likert Scale and interviews. Data analysis using quantitative analysis namely percentage of the problem. Qualitative analysis data model consisting of 3 stages, namely (1) thematic analysis of all participant (2) within-participant thematic analysis (3) cross-participant analysis. The results showed that the problems faced by teachers in designing and using instructional strategies in inclusive classrooms include the lack of mastery of personality competencies, pedagogic competencies, and professional competence. Teachers have difficulty in determining instructional methods, instructional media, instructional strategies used are still not optimal, difficulty in determining the sequence of learning; teachers are only focused on cognitive and emotional aspects of learning.

REFERENCES

[1] J. Chitiyo and W. Brinda, �Teacher Preparedness in the use of Co‐teaching in Inclusive Classrooms,� Support Learn., vol. 33, no. 1, pp. 38�51, 2018.
[2] S. A. Nagro, S. D. Hooks, D. W. Fraser, and K. E. Cornelius, �Whole-group response strategies to promote student engagement in inclusive classrooms,� Teach. Except. Child., vol. 50, no. 4, pp. 243�249, 2018.
[3] I. Supriatna, S. Asmahasanah, R. Rachmadtullah, and A. K. Asdar, �The effect of learning methods and self regulation on problem-solving ability of mathematics in elementary school,� presented at the Journal of Physics: Conference Series, 2019, vol. 1175, p. 012139.
[4] A. Suparman, �Desain Instruksional Modern: Panduan Para Pengajar dan Inovator Pendidikan,� Jkt. Erlangga, 2012.
[5] Y. E. Y. Siregar, R. Rachmadtullah, N. Pohan, and M. Zulela, �The impacts of science, technology, engineering, and mathematics (STEM) on critical thinking in elementary school,� presented at the Journal of Physics: Conference Series, 2019, vol. 1175, p. 012156.
[6] D. McGhie-Richmond, K. Underwood, and A. Jordan, �Developing effective instructional strategies for teaching in inclusive classrooms,� Except. Educ. Can., vol. 17, no. 1/2, p. 27, 2007.
[7] I. G. Carabajal, A. M. Marshall, and C. L. Atchison, �A synthesis of instructional strategies in geoscience education literature that address barriers to inclusion for students with disabilities,� J. Geosci. Educ., vol. 65, no. 4, pp. 531�541, 2017.
[8] M. A. Humaira, R. Rachmadtullah, and D. Kardaya, �Using blended learning model (BLM) in the instructional process: teacher student perception�s,� presented at the Journal of Physics: Conference Series, 2019, vol. 1175, p. 012213.
[9] L. Parsons, The effects of special education training on educator efficacy in classroom management and inclusive strategy use for students with autism in inclusion classes. Northcentral University, 2014.
[10] K. L. Lane, D. J. Royer, M. L. Messenger, E. A. Common, R. P. Ennis, and E. D. Swogger, �Empowering teachers with low-intensity strategies to support academic engagement: Implementation and effects of instructional choice for elementary students in inclusive settings,� Educ. Treat. Child., vol. 38, no. 4, pp. 473�504, 2015.
[11] M. M. Jeannite, �Effects of Co-Teaching on Academic Performance among Disabled and Non-Disabled Students at the Secondary Level,� 2018.
[12] M. Jamaris and S. Hartati, �The Role of the Undergraduate Students� Self-regulation s and its Influence to their Academic Achievements,� Int J Multidiscip. Curr. Res., vol. 5, 2017.
[13] K. J. Wohlgamuth, �An Examination of Resident Educators and the Role of Self-Efficacy on Teaching in Collaborative Inclusive Settings,� 2016.
[14] D. Stanley, �Like a palm tree in a hurricane: A dual case study of digital text in the inclusive classroom,� 2014.
[15] C. J. Picard, �Strategies for Effective Teaching in The Twenty�First Century,� 2004.
[16] D. F. Cihak and K. Castle, �Improving Expository Writing Skills with Explicit and Strategy Instructional Methods in Inclusive Middle School Classrooms.,� Int. J. Spec. Educ., vol. 26, no. 3, pp. 106�113, 2011.
[17] M. E. Morningstar, K. A. Shogren, H. Lee, and K. Born, �Preliminary lessons about supporting participation and learning in inclusive classrooms,� Res. Pract. Pers. Sev. Disabil., vol. 40, no. 3, pp. 192�210, 2015.
[18] M. E. Morningstar, K. A. Shogren, H. Lee, and K. Born, �Preliminary lessons about supporting participation and learning in inclusive classrooms,� Res. Pract. Pers. Sev. Disabil., vol. 40, no. 3, pp. 192�210, 2015.
[19] A.-A. Darrow and M. Adamek, �Instructional Strategies for the Inclusive Music Classroom,� Gen. Music Today, vol. 31, no. 3, pp. 61�65, 2018.
[20] M. Pellerin, �E-inclusion in Early French Immersion Classrooms: Using Digital Technologies to Support Inclusive Practices That Meet the Needs of All Learners.,� Can. J. Educ., vol. 36, no. 1, 2013.
[21] M. Bruggink, S. L. Goei, and H. M. Koot, �Teachers� perceptions of students� additional support needs: in the eye of the beholder?,� Educ. Psychol., vol. 36, no. 3, pp. 431�443, 2016.
[22] N. Cooc, �Understanding when teachers disagree about student disability,� Exceptionality, vol. 26, no. 2, pp. 63�80, 2018.
[23] S. Bao, K. T. Sweatt, S. A. Lechago, and S. Antal, �The effects of receptive and expressive instructional sequences on varied conditional discriminations,� J. Appl. Behav. Anal., vol. 50, no. 4, pp. 775�788, 2017.
[24] L. Parsons, The effects of special education training on educator efficacy in classroom management and inclusive strategy use for students with autism in inclusion classes. Northcentral University, 2014.
[25] B. Sucuoglu, S. Akalin, and E. Sazak-Pinar, �The effects of classroom management on the behaviors of students with disabilities in inclusive classrooms in Turkey,� J. Int. Assoc. Spec. Educ., vol. 11, no. 1, pp. 64�74, 2010.