Modification Curriculum in Inclusive Setting: A Systematic Literature Review

Siti Nurjannah, Universitas Negeri Yogyakarta, Indonesia
Nur Azizah, Universitas Negeri Yogyakarta, Indonesia
Fahrur Rosi, Universitas Negeri Malang, Indonesia

 10.21831/jpk.v19i2.80808

Abstract


This article aims to explore the implementation of modification curriculum adapted in schools in Yogyakarta. The curriculum plays a crucial role in education and serves as a fundamental guide for effective instructional practices. Ensuring the proper implementation of the curriculum in inclusive education is crucial to ensure that children with special needs receive an educational curriculum that aligns with their abilities. This study aims to systematically review articles discussing the implementation of curriculum for students with special needs in inclusive schools within the Province of D.I Yogyakarta, Indonesia. The researchers employed a systematic literature review (SLR) method by analyzing 13 relevant articles. The writing process followed the guidelines outlined by the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA). The findings indicated that not all-inclusive schools in Yogyakarta have implemented curriculum modifications for students with special needs. However, several research mentioned that certain schools have undertaken curriculum modification processes. The discussion section highlighted various obstacles hindering the implementation of curriculum modifications in schools providing inclusive education.

Keywords


inclusive education; curriculum modification; accessible learning; diverse learning environment; children with special needs

Full Text:

PDF

References


Adams, D., Harris, A., & Jones, M. S. (2021). Teacher readiness for inclusive education: An international perspective. Journal of Special Education Leadership, 25(2), 65–78.

Agustin, I. (2019). Barriers in inclusive education implementation in Indonesia. Education Policy Review, 12(4), 95–112.

Alimuddin, R. (2023). Merdeka Curriculum: Redefining Indonesian education post-pandemic. Indonesian Educational Journal, 19(3), 45–56.

Amor, A. M., Hagiwara, M., Shogren, K. A., Thompson, J. R., Verdugo, M. Á., Burke, K. M., & Aguayo, V. (2019). International perspectives and trends in research on inclusive education: A systematic review. International Journal of Inclusive Education, 23(12), 1277–1295. https://doi.org/10.1080/13603116.2018.1516802

Andriyani, W. (2017). Implementasi pendidikan inklusif di sekolah dasar taman muda ibu pawiyatan Yogyakarta. Widia Ortodidaktika, 6(3), 307-315.

Asri, M. (2017). Dinamika kurikulum di Indonesia. Modeling: Jurnal Program Studi PGMI, 4(2), 192-202.

Begum, R., Sharma, U., & Forlin, C. (2019). Challenges of implementing inclusive practices in schools. International Journal of Inclusive Education, 23(10), 1002–1020.

Bunbury, S. (2020). Disability in higher education – Do reasonable adjustments contribute to an inclusive curriculum? International Journal of Inclusive Education, 24(9), 964–979. https://doi.org/10.1080/13603116.2018.1503347

Darma, W., & Rusyidi, S. (2003). Building inclusive schools: Strategies for inclusion in Indonesia. Indonesian Journal of Education Policy, 9(1), 23–30.

Englund, T. (2015). What does curriculum theory mean in educational research? Educational Theory, 34(2), 145–160.

Ginja, S., & Chen, S. (2021). Teachers' attitudes towards inclusion and their self-efficacy beliefs. Journal of Inclusive Education Research, 16(4), 205–220.

Haug, P. (2017). Understanding inclusive education: A theoretical contribution. Scandinavian Journal of Educational Research, 61(3), 265–281.

Kalenga, R. C., Fourie, E., & Maphosa, C. (2014). Replicating society’s discrimination of disadvantaged and marginalized groups: Inclusive education and the power of the curriculum. The Anthropologist, 17(2), 523–532. https://doi.org/10.1080/09720073.2014.11891461

Kurniawati, F. (2021). Exploring teachers’ inclusive education strategies in rural Indonesian primary schools. Educational Research, 63(2), 198–211. https://doi.org/10.1080/00131881.2021.1915698

Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P., ... & Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: explanation and elaboration. Annals of internal medicine, 151(4), W-65.

Lubis, A. (2016). Analysis of inclusive practices in Indonesian schools. Journal of Inclusive Education Research, 4(2), 78–92.

Martin, R., & Simanjorang, M. M. (2022). Pentingnya peranan kurikulum yang sesuai dalam pendidikan di indonesia. Prosiding Pendidikan Dasar, 1(1), 125-134.

McKenzie, K. (2021). Inclusive classrooms: Making it work for peers of children with disability. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1868451

Merrigan, S., & Senior, D. (2021). Designing inclusive educational systems: Lessons from policy development. Global Educational Policy Journal, 19(2), 300–322.

Miles, S., & Singal, N. (2010). The education for all and inclusive education debate: Conflict, contradiction or opportunity? International Journal of Inclusive Education, 14(1), 1–15. https://doi.org/10.1080/13603110802265125

Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & PRISMA Group*, T. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Annals of internal medicine, 151(4), 264-269.

Nasri, N., Mohamad Nasri, N., & Abd Talib, M. A. (2023). Developing an inclusive curriculum: Understanding co-creation through cultural lens. International Journal of Inclusive Education, 27(9), 1072-1083.

Nketsia, W., & Saloviita, T. (2013). Pre-service teachers’ views on inclusive education in Ghana. Journal of Education for Teaching, 39(4), 429–441. https://doi.org/10.1080/02607476.2013.797291

Puspardani, V. E., Evanjeli, L. A., & Anggadewi, B. E. T. (2020). Adaptasi Kurikulum di Sekolah Dasar Inklusi: Studi Deskriptif. Pendidikan Bela Negara, 83, 87.

Rasmitadila, Rachmadtullah, R., & Suryani, N. (2023). Curriculum modification for inclusive education: Challenges and solutions. Asian Journal of Special Education Research, 12(1), 50–72.

Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12–21. https://doi.org/10.1111/j.1471-3802.2011.01200.x

Spandagou, I. (2021). Inclusive education is another country; Developments, obstacles, and resistance to inclusive education. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2021.1965805

Stentiford, L., & Koutsouris, G. (2022). Critically considering the ‘inclusive curriculum’in higher education. British Journal of Sociology of Education, 43(8), 1250-1272.

Stepaniuk, I. (2019). Inclusive education: Teacher perspectives and practices in Poland. International Journal of Inclusive Education, 23(3), 302–319. https://doi.org/10.1080/13603116.2018.1430180

Tarnoto, N. (2016). Permasalahan-permasalahan yang dihadapi sekolah penyelenggara pendidikan inklusi pada tingkat SD. Humanitas, 13(1), 50-61.

Tiwari, S. (2023). Evaluating teacher readiness in inclusive classrooms: An empirical study. Journal of Education Policy and Research, 8(2), 101–119.

Wahyuno, R., Ruminiati, R., & Sutrisno, S. (2014). Curriculum development for inclusive schools. Journal of Educational Studies, 5(3), 225–237.




DOI: https://doi.org/10.21831/jpk.v19i2.80808

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 JPK (Jurnal Pendidikan Khusus)

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Supervised by:

RJI Main logo



Our Journal has been indexed by:

      

   

 

 


Creative Commons License
JPK (Jurnal Pendidikan Khusus) is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at https://journal.uny.ac.id/index.php/jpk.

View JPK Stats

Flag Counter