![]() ![]() The main findings of this study which targeted 56 teachers who are involved in teaching students with disabilities in UAE private and public inclusive schools indicated that the participating teachers agreed in principle with the goals of inclusion, however, they were generally unsatisfied about the current practices of inclusion in their schools. It also provides a basic background about the present types of programs and services offered within the UAE schools with respect to individuals with special needs. This study explores teachers' attitudes toward the inclusion of children with disabilities in the UAE mainstream schools. With mental retardation in inclusive schools for physical and health education teachers.The United Arab Emirates has always been keen to integrate students with special needs in mainstream classrooms. As well as training on the teaching strategies of children Schools do not have extraordinary educational backgrounds so that they have difficulty in understanding theĬharacter of the children with mental retardation. This is because the physical and physical education teachers who are in inclusive Mental retardation, 3 ) the teacher difficulties in modifying the learning and make the RPP for the children Mental retardation, 2) the teacher difficulties in understanding the characteristics of the children with In inclusion school has several obstacles, that is: 1) the teacher’s difficulty in teaching the children with Seen that the implementation of physical and sports education for the children with mental retardation Based on the result of the research, it can be The data analysis technique used descriptive qualitative. On physical education teachers sports and health in schools inclusion, observation, and documentation. In this study using data collection techniques in the form of interviews conducted ![]() The study was conducted at 2 inclusive schools located The purpose of this research is to know the implementation of physical education of sport and health inĬhildren with mental retardation in inclusion school. Pusat Data dan Statistik Pendidikan dan Kebudayaan. Jakarta: Kementrian Pendidikan dan Kebudayaan. Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif dan R&D). Pengembangan Model Modifikasi Kurikulum Sekolah Inklusif Berbasis Kebutuhan Individu Peserta Didik. Peraturan Menteri Pendidikan Nasional Nomor 32 Tahun 2008 tentang Standar Kualifikasi Akademik dan Kompetensi Guru Pendidikan Khusus. Metode Penelitian Kualitatif Edisi Revisi. Direktorat Pembinaan Pendidikan Khusus dan Layanan Khusus Pendidikan Dasar. Jakarta: Direktorat Jendral Pendidikan Dasar. Jakarta: Direktorat Jendral manajemen Pendidikan Dasar dan Menengah. ![]() ![]() Pedoman Khusus Penyelenggaraan Pendidikan Inklusi. Prosedur Penelitian: Suatu Pendekatan Praktik, Edisi Revisi VI. Jakarta: Departemen Pendidikan Kebudayaan, Direktorat Jendral Pendidikan Tinggi, Proyek Pendidikan Tenaga Akademik. ![]()
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