Pendidikan Inklusi di Pendidikan Dasar

Tahun Akademik:
Gasal 2025/2026
Kelas-Offr:
A2-A
Deskripsi:
bertujuan memberikan pemahaman komprehensif kepada mahasiswa magister mengenai konsep, filosofi, teori, dan model pendidikan inklusif dalam konteks sekolah dasar. Mahasiswa akan diajak untuk mengkaji tantangan dan isu-isu aktual, baik di tingkat lokal maupun global, yang memengaruhi implementasi pendidikan inklusif. Melalui kajian kritis, diskusi, dan studi kasus, mahasiswa dilatih untuk mengembangkan gagasan dan model inovatif yang transformatif, sekaligus merancang strategi pengelolaan kelembagaan pendidikan dasar yang berlandaskan nilai budaya lokal, prinsip inklusivitas, serta perspektif global. Dengan demikian, mata kuliah ini tidak hanya menekankan pada pemahaman teoretis, tetapi juga pada keterampilan praktis dalam mengembangkan solusi dan inovasi untuk mewujudkan sistem pendidikan dasar yang adil, setara, dan berkelanjutan.
Capaian Pembelajaran

• Mahasiswa mampu menganalisis secara mendalam filosofi pendidikan inklusif dalam konteks pendidikan dasar dengan memadukan perspektif inter, multi, dan transdisipliner.
• Mahasiswa mampu mengembangkan teori, model, atau gagasan baru yang transformatif terkait praktik pendidikan inklusif di sekolah dasar melalui kajian kritis dan berbasis penelitian.
• Mahasiswa mampu merancang strategi pengelolaan pendidikan dasar yang reflektif, kritis, dan etis dengan menekankan prinsip inklusivitas, nilai budaya lokal, serta perspektif global.
• Mahasiswa mampu mengimplementasikan pendekatan inklusif dalam pengembangan kelembagaan pendidikan dasar secara kolaboratif untuk mendukung keberagaman kebutuhan peserta didik.

Daftar Pustaka:

• 1. Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia. (2023). Panduan pelaksanaan pendidikan inklusif. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia
• Semali, L., & Kincheloe, J. (Eds.). (1999). What is indigenous knowledge? Voices from the academy. Routledge.
• 3. Graham, L. J. (Ed.). (2020). Inclusive education for the 21st century: Theory, policy and practice (2nd ed.). Routledge. https://doi.org/10.4324/9781003113839
• 4. Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. https://doi.org/10.1080/20020317.2020.1729587
• 5. Sewell, A., Kennett, A., & Pugh, V. (2022). Universal design for learning as a theory of inclusive practice for use by educational psychologists. Educational Psychology in Practice, 38(4), 364–378. https://doi.org/10.1080/02667363.2022.2111677
• 6. Paseka, A., & Schwab, S. (2020). Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources. European Journal of Special Needs Education, 35(2), 254–272. https://doi.org/10.1080/08856257.2019.1665232
• 7. Nilholm, C. (2021). Research about inclusive education in 2020 – How can we improve our theories in order to change practice? European Journal of Special Needs Education, 36(3), 358–370. https://doi.org/10.1080/08856257.2020.1754547
• 8. Lindner, K.-T., Schwab, S., Emara, M., & Avramidis, E. (2023). Do teachers favor the inclusion of all students? A systematic review of primary schoolteachers’ attitudes towards inclusive education. European Journal of Special Needs Education, 38(6), 766–787. https://doi.org/10.1080/08856257.2023.2172894
• 9. Rapp, A. C., & Corral-Granados, A. (2024). Understanding inclusive education – A theoretical contribution from system theory and the constructionist perspective. International Journal of Inclusive Education, 28(4), 423–439. https://doi.org/10.1080/13603116.2021.1946725
• 10. Eikeland, I., & Ohna, S. E. (2022). Differentiation in education: A configurative review. Nordic Journal of Studies in Educational Policy, 8(3), 157–170. https://doi.org/10.1080/20020317.2022.2039351
• 11. Waitoller, F. R., & Kozleski, E. B. (2013). Working in boundary practices: Identity development and learning in partnerships for inclusive education. Teaching and Teacher Education, 31, 25–45. https://doi.org/10.1016/j.tate.2012.11.006
• 12. Poikola, M., Kärnä, E., & Hakalehto, S. (2024). Students' views of inclusive education: A scoping literature review. European Journal of Education, 59, e12731. https://doi.org/10.1111/ejed.12731
• 13. Kelly, A., Devitt, C., O'Keeffe, D. and Donovan, A.M. (2014), Reasons Students Are Enrolling in Special Education. Journal of Policy and Practice in Intellectual Disabilities, 11: 68-81. https://doi.org/10.1111/jppi.12073
• 14. Shaw, A. (2017), Inclusion: the role of special and mainstream schools. British Journal of Special Education, 44: 292-312. https://doi.org/10.1111/1467-8578.12181
• 15. Kyriaki Messiou, Jay de los Reyes, Chinmaya Potnis, Ping Dong & Vivienne Kachollom Rwang (2025) Student voice for promoting inclusion in primary schools, International Journal of Inclusive Education, 29:7, 1168-1182, DOI: 10.1080/13603116.2024.2317729
• 16. Ainscow, M. Inclusion and equity in education: Making sense of global challenges. Prospects 49, 123–134 (2020). https://doi.org/10.1007/s11125-020-09506-w
• 17. Ainscow, M. Diversity and Equity: A Global Education Challenge. NZ J Educ Stud 51, 143–155 (2016). https://doi.org/10.1007/s40841-016-0056-x