Pub Date : 1900-01-01DOI: 10.2991/ICSIE-18.2019.58
A. Nurdini, S. Suparno
This study aims to determine the effect of moral stories on the planting of giving behaviour to children. This study uses a quantitative approach in the form of Quasy Experiment. The study population was all children of Kemala Bhayangkari 3 Kindergarten in Padang and research samples, namely class B3 and class B6 were 15 children each with the sampling technique of Cluster sampling. Data collection techniques using the test of action, in the form of statements as many as 4 items of statements and data collection tools used statement sheets. Then the data is processed with a difference test (t-test). Based on the results of data analysis, the average value of child giving behaviour in the experimental group with storytelling (85.83) was compared to the control class with story reading (80). Based on the t-test calculation, it is found that t count greater than t table shows that there is a significant effect on the planting of child giving behaviour. Thus, it can be concluded that the moral story by doing story telling affects the planting of giving behaviour to children. Keywords—giving, moral stories, childhood
{"title":"The Influence of Moral Stories on the Children's Giving","authors":"A. Nurdini, S. Suparno","doi":"10.2991/ICSIE-18.2019.58","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.58","url":null,"abstract":"This study aims to determine the effect of moral stories on the planting of giving behaviour to children. This study uses a quantitative approach in the form of Quasy Experiment. The study population was all children of Kemala Bhayangkari 3 Kindergarten in Padang and research samples, namely class B3 and class B6 were 15 children each with the sampling technique of Cluster sampling. Data collection techniques using the test of action, in the form of statements as many as 4 items of statements and data collection tools used statement sheets. Then the data is processed with a difference test (t-test). Based on the results of data analysis, the average value of child giving behaviour in the experimental group with storytelling (85.83) was compared to the control class with story reading (80). Based on the t-test calculation, it is found that t count greater than t table shows that there is a significant effect on the planting of child giving behaviour. Thus, it can be concluded that the moral story by doing story telling affects the planting of giving behaviour to children. Keywords—giving, moral stories, childhood","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127890435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/ICSIE-18.2019.20
Effran Zudeta, Mumpuniarti Mumpuniarti
This article is intended to describe Listening Skill of Mild Intellectual Disability to short stories. The ability to be observed is understanding the meaning of listening and the child's focus in listening. This case study uses mixed methods with participatory education, interviews, documentation and literature studies. Research subjects’ initials AL class V Primary school. The findings of this research are cognitive development on aspects of listening skills are not well developed. From the test results, listening can only achieve 47.5% score of 80% KKM expected. The meaning of language conveyed by the teacher has not been linked to the concrete context while the learning material for intellectual disability must be detailed and wherever possible starting from these concrete things, considering that they experience limitations in abstract thinking so that the meaning of the language conveyed is difficult to appreciate by child. The teacher teaches only by telling stories or lectures without the use of media, it makes the child bored quickly and saturated, thus causing the child not to focus on listening to the learning
{"title":"Listening Skill of Mild Intellectual Disability","authors":"Effran Zudeta, Mumpuniarti Mumpuniarti","doi":"10.2991/ICSIE-18.2019.20","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.20","url":null,"abstract":"This article is intended to describe Listening Skill of Mild Intellectual Disability to short stories. The ability to be observed is understanding the meaning of listening and the child's focus in listening. This case study uses mixed methods with participatory education, interviews, documentation and literature studies. Research subjects’ initials AL class V Primary school. The findings of this research are cognitive development on aspects of listening skills are not well developed. From the test results, listening can only achieve 47.5% score of 80% KKM expected. The meaning of language conveyed by the teacher has not been linked to the concrete context while the learning material for intellectual disability must be detailed and wherever possible starting from these concrete things, considering that they experience limitations in abstract thinking so that the meaning of the language conveyed is difficult to appreciate by child. The teacher teaches only by telling stories or lectures without the use of media, it makes the child bored quickly and saturated, thus causing the child not to focus on listening to the learning","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124330376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/ICSIE-18.2019.28
Nurika Miftakul Janah, S. Rudiyati
Autistic children have complex developmental obstacles that require measurable assessment techniques. However, teachers often find it challenging to conduct quantifiable assessments, primarily to monitor academic abilities because of the incompatibility of cognitive development of autistic children. This purpose of the study to describe the application of CBM to monitor the academic skills of reading, writing and arithmetic of autistic children and to describe and analyze the supporting factors and inhibiting factors of CBM implementation. This study uses a mixed method with the research subjects being autistic grade VIII junior high school girls. The findings indicate that CBM can be applied to children with autism. The CBM can be done on autistic children. The CBM for the development of learning plans has been carried out into four stages, namely screening, goal setting, diagnostic assessment, making hypotheses about interventions, and developing learning plans. The supporting factors for CBM implementation are the ease of using CBM, the assessment results make it easy to determine the next learning program, and use measurable measurement criteria, while the inhibiting factors are children's mood changes that are influenced by internal factors and external factors of autistic children. Keywords— autism, CBM, reading, writing, counting
{"title":"Implementation of Curriculum-Based Measurement (CBM) on Reading, Writing and Numeracy Skills for Autistic Children","authors":"Nurika Miftakul Janah, S. Rudiyati","doi":"10.2991/ICSIE-18.2019.28","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.28","url":null,"abstract":"Autistic children have complex developmental obstacles that require measurable assessment techniques. However, teachers often find it challenging to conduct quantifiable assessments, primarily to monitor academic abilities because of the incompatibility of cognitive development of autistic children. This purpose of the study to describe the application of CBM to monitor the academic skills of reading, writing and arithmetic of autistic children and to describe and analyze the supporting factors and inhibiting factors of CBM implementation. This study uses a mixed method with the research subjects being autistic grade VIII junior high school girls. The findings indicate that CBM can be applied to children with autism. The CBM can be done on autistic children. The CBM for the development of learning plans has been carried out into four stages, namely screening, goal setting, diagnostic assessment, making hypotheses about interventions, and developing learning plans. The supporting factors for CBM implementation are the ease of using CBM, the assessment results make it easy to determine the next learning program, and use measurable measurement criteria, while the inhibiting factors are children's mood changes that are influenced by internal factors and external factors of autistic children. Keywords— autism, CBM, reading, writing, counting","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134355034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/icsie-18.2019.55
Annissa Rohmatul Muyassaroh, Iis Prasetyo
The purpose of this study was to determine the effect of basic emotional labelling through drawing on children's emotional development. This research method is qualitative research, with causal associative research. Data was collected using observation sheets using a Likert scale. Quantitative data were analyzed using descriptive analysis and quantative data were analyzed using a simple linear regression test. The results of this study are that there is an effect of basic emotional labelling through drawing on children's basic emotional development. This is shown by the results of SPSS 20 simple linear regression test namely the coefficient of determination (R^2) of 0. 468 which implies that there is an effect of basic emotional labelling through drawing on the basic emotional development of children by 46.8 % t Basic emotional labelling activities through drawing have the results are good and can develop emotional development of elementary children. Keywords—early childhood, basic emotions, labelling emotions, emotional development.
{"title":"Labelling Basic Emotion Developing Emotions in Early Childhood","authors":"Annissa Rohmatul Muyassaroh, Iis Prasetyo","doi":"10.2991/icsie-18.2019.55","DOIUrl":"https://doi.org/10.2991/icsie-18.2019.55","url":null,"abstract":"The purpose of this study was to determine the effect of basic emotional labelling through drawing on children's emotional development. This research method is qualitative research, with causal associative research. Data was collected using observation sheets using a Likert scale. Quantitative data were analyzed using descriptive analysis and quantative data were analyzed using a simple linear regression test. The results of this study are that there is an effect of basic emotional labelling through drawing on children's basic emotional development. This is shown by the results of SPSS 20 simple linear regression test namely the coefficient of determination (R^2) of 0. 468 which implies that there is an effect of basic emotional labelling through drawing on the basic emotional development of children by 46.8 % t Basic emotional labelling activities through drawing have the results are good and can develop emotional development of elementary children. Keywords—early childhood, basic emotions, labelling emotions, emotional development.","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116973098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/ICSIE-18.2019.77
Dwi Shinta, Ibnu Syamsi, H. Haryanto
This study aims to find out that traditional games can be used as a medium for character education in the Inclusion Primary School. This study uses qualitative descriptive methods and data sources are traditional games. To collect the data of the researcher as the main instrument with the data collection technique of reading and recording. Therefore, the source of the data is read repeatedly in an intense and careful manner to obtain data that is in accordance with the research objectives. After the data is collected the researcher analyzes it with content analysis techniques. The researcher interprets the identified data to find its meaning. The results obtained from this study are, traditional games contain character education values that can be used as learning media in inclusive elementary schools. These values include (1) character of cooperation, (2) honest character, (3) character of responsibility, (4) character of hard work, (5) character of sportsmanship, and (6) tolerant character. Keywords—traditional games, character education, primary
{"title":"Traditional Game as a Media for Character Education Inclusion Elementary School","authors":"Dwi Shinta, Ibnu Syamsi, H. Haryanto","doi":"10.2991/ICSIE-18.2019.77","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.77","url":null,"abstract":"This study aims to find out that traditional games can be used as a medium for character education in the Inclusion Primary School. This study uses qualitative descriptive methods and data sources are traditional games. To collect the data of the researcher as the main instrument with the data collection technique of reading and recording. Therefore, the source of the data is read repeatedly in an intense and careful manner to obtain data that is in accordance with the research objectives. After the data is collected the researcher analyzes it with content analysis techniques. The researcher interprets the identified data to find its meaning. The results obtained from this study are, traditional games contain character education values that can be used as learning media in inclusive elementary schools. These values include (1) character of cooperation, (2) honest character, (3) character of responsibility, (4) character of hard work, (5) character of sportsmanship, and (6) tolerant character. Keywords—traditional games, character education, primary","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127134579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Parenting self-efficacy is one of the predictors of increasing resilience. Parents with good self-efficacy care show a high level of resilience. Hence, it can respond to and face any challenges or pressures they experience and are able to adapt to various situations. This study looked at the efficacy-drift relationship as a predictor of resilience in the parents of children with special needs. Tests to find a significant correlation of self-efficacy care and resilience have been made to parents with children with special needs in inclusive schools. A total of 50 parents participated in this test. Self-efficacy care was measured using a questionnaire referring to Self-Efficacy for Parenting Tasks Index (SEPTI). Meanwhile, resilience is measured using a measuring instrument referring to ConnorDavidson Resilience Scale (CD-RISC). The results show that a significant predictive result (p = 0.001) and a correlation coefficient of 0.81 means there is a very strong correlation between parenting self-efficacy and resilience. Keywords— parenting self-efficacy, resilience, parents of children with special need
{"title":"The Relationship of Parenting Self-Efficacy as A Predictor of Resilience to Parents of Children with Special Needs in Inclusive Schools","authors":"Putri Pranindita, Sari Yulia Ayriza","doi":"10.2991/ICSIE-18.2019.6","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.6","url":null,"abstract":"Parenting self-efficacy is one of the predictors of increasing resilience. Parents with good self-efficacy care show a high level of resilience. Hence, it can respond to and face any challenges or pressures they experience and are able to adapt to various situations. This study looked at the efficacy-drift relationship as a predictor of resilience in the parents of children with special needs. Tests to find a significant correlation of self-efficacy care and resilience have been made to parents with children with special needs in inclusive schools. A total of 50 parents participated in this test. Self-efficacy care was measured using a questionnaire referring to Self-Efficacy for Parenting Tasks Index (SEPTI). Meanwhile, resilience is measured using a measuring instrument referring to ConnorDavidson Resilience Scale (CD-RISC). The results show that a significant predictive result (p = 0.001) and a correlation coefficient of 0.81 means there is a very strong correlation between parenting self-efficacy and resilience. Keywords— parenting self-efficacy, resilience, parents of children with special need","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132872588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/ICSIE-18.2019.61
Aprilia Wahyuning Fitri, S. Suparno
This study moved from hyperactive children to Kindergarten Inclusion in Kebumen. This study aims to describe the steps of teacher handling in hyperactive kindergartens in Kindergarten Inclusion in Kebumen. This study uses a qualitative approach. Data collection techniques with methods of observation, interviews and documentation, then the subject of research 1 5-year-old boy in the Kindergarten Inclusion in Kebumen. The results showed that the steps for handling teachers in hyperactive children in the Kindergarten inclusion in Kebumen were problem identification, assessment, diagnosis, treatment planning, treatment implementation. Keywords—teacher handling, hyperactive, children aged 4-6 years
{"title":"Teacher’s Handling on Hyperactive Children in the Age of 4-6 Years Old: A Case Study in a Kindergarten Inclusion in Kebumen","authors":"Aprilia Wahyuning Fitri, S. Suparno","doi":"10.2991/ICSIE-18.2019.61","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.61","url":null,"abstract":"This study moved from hyperactive children to Kindergarten Inclusion in Kebumen. This study aims to describe the steps of teacher handling in hyperactive kindergartens in Kindergarten Inclusion in Kebumen. This study uses a qualitative approach. Data collection techniques with methods of observation, interviews and documentation, then the subject of research 1 5-year-old boy in the Kindergarten Inclusion in Kebumen. The results showed that the steps for handling teachers in hyperactive children in the Kindergarten inclusion in Kebumen were problem identification, assessment, diagnosis, treatment planning, treatment implementation. Keywords—teacher handling, hyperactive, children aged 4-6 years","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115571825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/ICSIE-18.2019.21
Ragil Dewi Ratih Sulistiani, I. Ishartiwi
Entrepreneurship competence development of students with physical disability in special schools is done through vocational learning. Teachers as learning designers have important roles in the success of learning purpose. This case study aims to reveal the obstacles experienced by teachers in developing entrepreneurship competence through vocational learning. This research is conducted in SLBN 1 Bantul, which is a school that conducts skills learning for students with physical disability. The results of this research show the obstacles experienced by teachers in developing entrepreneurship competence in students with physical disability, which are the difficulty in (1) arranging entrepreneurship material that is in accordance with the students with physical disability, (2) conducting entrepreneurship practice for students with physical disability, (3) integrating entrepreneurship into every subject. Keywords— obstacles experienced by teacher, entrepreneurship, vocational learning, students with physical disability
{"title":"Case Study of the Obstacles Experienced by Teachers in Developing Entrepreneurship Competence of Students with Physical Disability","authors":"Ragil Dewi Ratih Sulistiani, I. Ishartiwi","doi":"10.2991/ICSIE-18.2019.21","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.21","url":null,"abstract":"Entrepreneurship competence development of students with physical disability in special schools is done through vocational learning. Teachers as learning designers have important roles in the success of learning purpose. This case study aims to reveal the obstacles experienced by teachers in developing entrepreneurship competence through vocational learning. This research is conducted in SLBN 1 Bantul, which is a school that conducts skills learning for students with physical disability. The results of this research show the obstacles experienced by teachers in developing entrepreneurship competence in students with physical disability, which are the difficulty in (1) arranging entrepreneurship material that is in accordance with the students with physical disability, (2) conducting entrepreneurship practice for students with physical disability, (3) integrating entrepreneurship into every subject. Keywords— obstacles experienced by teacher, entrepreneurship, vocational learning, students with physical disability","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"158 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116497620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/icsie-18.2019.35
A. Pranata, S. Rudiyati
This research aims to evaluate the implementation policy of inclusive schools in two junior high schools, State Junior High School 2 of Sewon Bantul and Junior High School of Taman Dewasa Kumendan to handle children with special needs in public schools. This research used qualitative descriptive research by evaluating used discrepancy model. Discrepancy evaluation model by looking at how implementation in the field is there a gap with the desired goal. The subjects of this study were 5 regular teachers and 2 special counselor teachers at Sewon 2 Junior High School and 2 special teachers 1 special companion. The focus of this evaluation object was to look at policies and implementation of inclusion. The object of this research was the policy of inclusive program. Data collection technique used were in the form of observation, interview and documentation. Data analysis with data reduction, data display and conclusion. The research implementation was conducted by observing the inclusive education activity at school, then in the next phase did interview with teacher to see how the policy implementation of inclusive school toward children learning with special needs by using discrepancy evaluation model. The findings of this research show that the policy of PERMENDIKNAS No 70 Year of 2009, inclusive education as an education managing system that gives opportunities for all learners who have abnormalities and potential to indicate that the program has been implemented, and with the policy of inclusive education programs in schools. By learning which is given by teachers can improve learning for children with special needs in schools with teachers given training and workshops regularly to explore the potential of children with special needs to be more independent both in environment of school and community. Keywords— evaluation, inclusive education, school
{"title":"Evaluation of Policy Inclusive in Junior High School in SMPN 2 Sewon and SMP Taman Dewasa Kumendan","authors":"A. Pranata, S. Rudiyati","doi":"10.2991/icsie-18.2019.35","DOIUrl":"https://doi.org/10.2991/icsie-18.2019.35","url":null,"abstract":"This research aims to evaluate the implementation policy of inclusive schools in two junior high schools, State Junior High School 2 of Sewon Bantul and Junior High School of Taman Dewasa Kumendan to handle children with special needs in public schools. This research used qualitative descriptive research by evaluating used discrepancy model. Discrepancy evaluation model by looking at how implementation in the field is there a gap with the desired goal. The subjects of this study were 5 regular teachers and 2 special counselor teachers at Sewon 2 Junior High School and 2 special teachers 1 special companion. The focus of this evaluation object was to look at policies and implementation of inclusion. The object of this research was the policy of inclusive program. Data collection technique used were in the form of observation, interview and documentation. Data analysis with data reduction, data display and conclusion. The research implementation was conducted by observing the inclusive education activity at school, then in the next phase did interview with teacher to see how the policy implementation of inclusive school toward children learning with special needs by using discrepancy evaluation model. The findings of this research show that the policy of PERMENDIKNAS No 70 Year of 2009, inclusive education as an education managing system that gives opportunities for all learners who have abnormalities and potential to indicate that the program has been implemented, and with the policy of inclusive education programs in schools. By learning which is given by teachers can improve learning for children with special needs in schools with teachers given training and workshops regularly to explore the potential of children with special needs to be more independent both in environment of school and community. Keywords— evaluation, inclusive education, school","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130580747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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