The Effects of Inclusive Education on Regular Elementary Students’ Academic Performance: A Case Study in Bali Indonesia
List of Authors
Aini Syahira Jamaluddin, Salsabila Salsabila
Keyword
Inclusive Education, Special Education, Young Learners
Abstract
Inclusion education aims to provide equitable educational opportunities for those with unique needs. Individuals with special needs can attend regular school and participate in the same classes as typical pupils. In concept, this notion is quite excellent. In actuality, its question on the academic performance impacts of regular primary school students in regions like Bali remains underexplored. To close the gap, a qualitative research design was used for this study. This study explored how regular elementary students perceive and experience academic activities within an inclusive education setting in Bali, Indonesia. It further examined the challenges and benefits encountered by these students while participating in inclusive education at the elementary level, as well as given the enhancing recommendation. The study was conducted within the context of focusing on inclusive elementary teachers who have 10 years and above of teaching experience in inclusive classrooms in Bali. Interviews were carried out with six educators from two different inclusive schools, using a case study approach. Moreover, the semi-structured interviews were conducted in aiming of investigating the academic experiences of regular elementary students within an inclusive education setting, the challenges and benefits faced by the teachers, and the recommendations for improving the effectiveness of inclusive learning methods. The findings revealed no significant impact on the academic performance of regular students in integrated inclusive settings. However, it highlighted their heightened understanding of academic content, attributed to their role as tutors for special needs peers, which boosted their self-confidence. Additionally, the study identified the development of empathy and disability awareness among students as crucial for fostering a supportive environment in inclusive schools. Beyond academic confidence and empathy, the research uncovered positive outcomes related to learning strategies, encountered challenges, and effective techniques utilized in inclusive learning environments. Notably, hands-on task-based learning emerged as the most effective approach for both regular and special needs students. Furthermore, managing student tantrums and implementing effective teaching activities were identified as challenges, with continuous workshops being the primary technique for addressing them.