Exploring the Inclusive Classroom Practice in a Public Junior School in Malang: A Case Study
DOI:
https://doi.org/10.31597/sl.v10i1.1217Keywords:
Inclusive Education, EFL, SEN Students, Differentiated TeachingAbstract
This study explores the practice of Inclusive Education in EFL context, especially in English teaching practices in the classrooms, along with the challenges, and solutions provided at one of public junior high schools in Malang, East Java, Indonesia, by showing how students with special education needs are supported. In this qualitative case study research, the tools used in data collection are semi-structured interviews and classroom observations concerning English teachers and students with SEN. The findings point out that the school accommodates SEN students by means of differentiated teaching, special materials, and adapted assessments. Yet, several challenges persist in the areas of lack of infrastructure, inadequate teacher training, and problems in classroom management. The research also encourages some practical solutions, for example, the formation of collaborative teams of teachers and better communication with parents. This study contributes to the insights of inclusive practices in EFL settings with recommendations on how teacher preparedness and resource allocation need to be improved to foster equitable learning environments.
References
Ali, A. D. (2020). A Framework for an Inclusive Education Professional Development Program. MEXTESOL Journal, 44(3).
Anis, M., & Khan, R. (2023). Integrating Multimodal Approaches in English Language Teaching for Inclusive Education: A Pedagogical Exploration. Universal Journal of Educational Research, 2(3), 241-257.
Armstrong, D., Armstrong, F., & Barton, L. (2016). Introduction: What is this book about? In F. Armstrong, D. Armstrong, & L. Barton (Eds.), Inclusive education: Policy, contexts and comparative perspectives (pp. 1-11). Routledge.
Carrillo Cruz, C. E., Ramos Garzón, F., & Gutierrez, H. (2023). Inclusive education strategies for the EFL teaching context. Revista Boletín Redipe, 12(11), 53–62. https://doi.org/10.36260/rbr.v12i11.2040
Carr, J. W., & Bertrando, S. (2012). Teaching English learners and students with learning difficulties in an inclusive classroom. WestEd.
Damyanov, P. K. (2024). Effective Pedagogical Strategies and Support Mechanisms for Enhancing the Learning Outcomes of Students with Special Educational Needs: A Systematic Approach. International Journal of Scientific Research and Management, 12(10), 3700–3718. https://doi.org/10.18535/ijsrm/v12i10.el03
Efendi, M. (2018). The Implementation of Inclusive Education in Indonesia for Children with Special Needs: Expectation and Reality. Journal of ICSAR, 2(2), 142–147. https://doi.org/10.17977/um005v2i22018p142
Efendi, M., Pradipta, R. F., Dewantoro, D. A., Ummah, U. S., Ediyanto, E., & Yasin, M. H. M. (2022). Inclusive Education for Student with Special Needs at Indonesian Public Schools. International Journal of Instruction, 15(2), 967-980. https://doi.org/10.29333/iji.2022.15253a
Finkelstein, S., Sharma, U., & Furlonger, B. (2021). The Inclusive Practices of Classroom Teachers: A Scoping Review and Thematic Analysis. International Journal of Inclusive Education, 25(6), 735–762. https://doi.org/10.1080/13603116.2019.1572232
Hidayah, J.-, & Morganna, R.-. (2019). Fulfilling the Needs of Diverse Students: Teaching Strategies for EFL Inclusive Classrooms. SUAR BETANG, 14(2). https://doi.org/10.26499/surbet.v14i2.135
Lindner, K.-T., & Schwab, S. (2020). Differentiation and Individualisation in Inclusive Education: A Systematic Review and Narrative Synthesis. International Journal of Inclusive Education, 1–21. https://doi.org/10.1080/13603116.2020.1813450
Marlina, M., Efrina, E., & Kusumastuti, G. (2019). Differentiated learning for students with special needs in inclusive schools. https://doi.org/10.2991/icet-19.2019.164
Mukminin, A., Habibi, A., Prasojo, L. D., Idi, A., & Hamidah, A. (2019). Curriculum Reform in Indonesia: Moving from an Exclusive to Inclusive Curriculum. Center for Educational Policy Studies Journal, 9(2), 53–72. https://doi.org/10.26529/cepsj.543
Muksalmina, M., Istiarsyah, I., Kamarullah, K., & Sabaruddin, S. (2024). How Effective is Differentiated Instruction Model for Special Needs Students? Perspectives of Inclusive Teachers. Proceeding of International Conference on Special Education in South East Asia Region, 3(1), 220–231. https://doi.org/10.57142/picsar.v3i1.586
Ngware, M. W., Ciera, J., Musyoka, P. K., & Oketch, M. (2013). The influence of classroom seating position on student learning gains in primary schools in Kenya. Creative Education, 4(11), 705. https://doi.org/10.4236/CE.2013.411100
Nuruddin & Rasidi, M. A. (2023). A Review of Indonesian Inclusive Education Research In Elementary School: From 2015-2022. Walada: Journal of Primary Education, 2(1). https://doi.org/10.61798/wjpe.v2i1.28
Oktadiana, R., & Wardana, A. (2019). The Implementation of Inclusive Education Policy for Disabled Students In Indonesia. Proceedings of the International Conference on Special and Inclusive Education. (ICSIE 2018), 78–85. https://doi.org/10.2991/ICSIE-18.2019.9
Padmadewi, N. N., Artini, L. P., & Sukadana, I. M. S. A. (2024). Teaching An Inclusive Education in EFL Setting: A Phenomenological Study. The Art of Teaching English as a Foreign Language (TATEFL), 5(2), 186–195. https://doi.org/10.36663/tatefl.v5i2.905
Pokrivčáková, S. (2018). Learners with Special Educational Needs in EFL Classroom: Towards the Inclusive Education Environment (Monograph Manuscript).
Pramesti, A. S. A., Khairiyah, N. A., & Salsabila, E. (2023). Exploring the teaching of english in an inclusive classroom: A case study. 7(1). https://doi.org/10.25273/linguista.v7i1.18994
Putri, K. A., & Maharsi, I. (2024). An EFL Teacher's Challenges in Teaching English for Elementary School Students in an Inclusive Education Context. EDUCAFL: Journal on Education of English as Foreign Language, 7(1), 90-105. https://doi.org/10.21776/ub.educafl.2024.007.01.06
Rhea, Z. M. (2014). Equality in Education: Fairness and Inclusion. SensePublishers, (35–49). https://doi.org/10.1007/978-94-6209-692-9_4
Sari, Z. P., Sarofah, R., & Fadli, Y. (2022). The Implementation of Inclusive Education in Indonesia: Challenges and Achievements. Jurnal Public Policy, 8(4), 264. https://doi.org/10.35308/jpp.v8i4.5420
Sholihah, N. M., Nidhomudin, A. H., Azis, F. A., Qolbi, M., & Ummah, R. (2020). Students and Teachers Preference About Seating Arrangement for Improving Speaking: A Case Study in 10th Grade of MAN 2 Mojokerto. In International Conference on English Language Teaching (ICONELT 2019) (pp. 161-165). Atlantis Press. https://doi.org/10.2991/assehr.k.200427.032
Surender, D (2023). Collaborative Partnerships between General and Special Education Teachers.Global International Research Thoughts (GIRT), 11(1). https://doi.org/10.36676/girt.2023-v11i1-08
Tiraeni, N., Irawan, L. A., & Rahman, A. (2024). Teaching Strategies Applied by EFL Teachers at Inclusive Classroom: An Learning Experince Learnt from Inclusive Classes. Journal of Language and Literature Studies, 4(1), 181–194. https://doi.org/10.36312/jolls.v4i1.1801
Downloads
Published
How to Cite
Issue
Section
License
1. Copyright of this journal is possession of Editorial Board and Journal Manager, by the knowledge of author, whilst the moral right of the publication belongs to the author.
2. Legal formal aspect of journal publication accessibility refers to Creative Commons Atribution-ShareAlike (CC BY-SA), implies that this license lets others remix, adapt, and build upon your work even for commercial purposes, as long as they credit you and license their new creations under the identical terms. This license is often compared to “copyleft” free and open source software licenses.
3. Every publications (printed/electronic) are open access for educational purposes, research, and library. Other that the aims mentioned above, editorial board is not responsible for copyright violation
