About This Course

This course aims to equip students with the theory and practice of inclusive education. After completing this course, the students are are expected to be able to understand the principles of inclusive education, to determine the appropriate curriculum for inclusive teaching practices, to integrate the accessibility principles in inclusive teaching, to assess the needs of students with disabilities, and to plan the inclusive teaching practice

Kredit: 2 SKS

Jenjang: S1

Matakuliah Prasyarat: Tidak Ada

Learning Outcome

By the end of this course, participants will be able to:

1. Being able to explain the principles of Inclusive Education in ELT practices
2. Being able to determine the appropriate curriculum of inclusive teaching practices
3. Being able to assess the needs to prepare inclusive teaching practices
4. Being able to plan inclusive English teaching learning processes
5. Being able to adapt various conventional and ICT based instructional material/media based on accessibility principles

Topic

1. The definition of Inclusive Education
2. Enforce implementation of Inclusive Education
3. The principles of inclusive education for learners with disabilities.
4. Disability Awareness
5. Types of Disability
6. Learning Accommodation
7. Digital Disability
8. Universal Design Learning
9. Differentiated Strategies
10. Assessing the needs of students
11. Response to Intervention
12. Planning Inclusive Teaching

bibliography

1. Kirk, S., Gallagher.J.J., Coleman.M.R., A. (2012). Educating Exceptional Children. United State of (20) (PDF) Engaging Blind Student in English Translation Class: A Report on Differentiated Instruction Implementation. Available from: https://www.researchgate.net/publication/348156164_Engaging_Blind_Student_in_English_Translation_Class_A_Report_on_Differentiated_In struction_Implementation [accessed Feb 07 2022].
2. Tomlinson & Imbeau, M. (2010). Leading and Managing a Differentiated Classroom. Alexandria, VA: ASCD.
3. Tomlinson, C. (2013). Assessment and Student Success in a Differentiated Classroom: ASCD. (20) (PDF) Engaging Blind Student in English Translation Class: A Report on Differentiated Instruction Implementation. Available from: https://www.researchgate.net/publication/348156164_Engaging_Blind_Student_in_English_Translation_Class_A_Report_on_Differentiated_In struction_Implementation [accessed Feb 07 2022].
4. World Conference on Special Needs Education: Access and Quality. The Salamanca Statement and Framework for Action on Special Needs Education. UNESCO, 1994.
5. B. Poernomo, “The Implementation of Inclusive Education in Indonesia : Current Problems and Challenges,” American International Journal of Social Science, vol. 5, no. 3, pp. 144–150, 2016 (20) (PDF) Are students with disabilities ready for college? The influence of college readiness to college engagement. Available from: https://www.researchgate.net/publication/354287382_Are_students_with_disabilities_ready_for_college_The_influence_of_college_readiness_to _college_engagement [accessed Feb 07 2022].
6. Broderick, A., Mehta-Parekh, H., & Reid, D. K. (2005). Differentiating instruction for disabled students in inclusive classrooms. In Theory into Practice. https://doi.org/10.1207/s15430421tip4403_3 7.
7. Chapman & King, R. M. (2005). 11 Practical Ways to Guide Teachers toward Differentiation. Semanticscholar. https://www.semanticscholar.org/paper/11-Practical-Ways-to-Guide-Teachers-toward-(and-an-Chapman- King/116864a785c71cbcf83367f2935b3eb6b4fd685c 8. Cole, P. & L. C. (1990). Methods and Strategies for Special Education. Australia:Publication