Science education practices for deaf and hard-of-hearing students in Indonesia

Iva Nandya Atika; Himawan Putranta; Norimune Kawai; Masashi Hayashida; Akira Shinkai

doi:10.5937/specedreh22-41397

Iva Nandya Atika Odsjek za fiziku, Fakultet za Tarbiyah i obrazovanje, Državni islamski univerzitet Sunan Kalijaga
Himawan Putranta Department of Physics Education, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Sunan Kalijaga https://orcid.org/0000-0003-2646-8237
Norimune Kawai Department of Special Needs Education, Graduate School of Humanities and Social Sciences at Hiroshima University
Masashi Hayashida Department of Special Needs Education, Graduate School of Humanities and Social Sciences at Hiroshima University
Akira Shinkai Department of Education, Tokyo Gakugei University, Tokyo, Japan

DOI: https://doi.org/10.5937/specedreh22-41397

Ključne reči: gluvi i nagluvi učenici, obrazovne prakse, inkluzija, prirodne nauke

Sažetak

Obrazovna praksa u poučavanju prirodnih nauka za gluve i nagluve učenike u Indoneziji

Iva Nandya A. Atika^a, Himawan P. Putranta^a, Norimune K. Kawai^b, Masashi H. Hayashida^b, Akira S. Shinkai^c

^aDržavni Islamski Univerzitet Sunan Kalijaga, Jogjakarta - Fakultet za Tarbiiah i Obrazovanje, Odsek za obrazovanje fizike, Jogjakarta, Indonezija

^b Univerzitet Hirošima – Fakultet humanističkih i društvenih Nnauka, Odeljenje za specijalnu edukaciju, Hirošima, Japan

^cTokio Gakugei Universti - Odeljenje za obrazovanje, Tokio, Japan

Uvod: Nastavni plan i program za gluve učenike uglavnom je, tradicionalno, dominantno uključivao usvajanje jezika na račun drugih akademskih predmeta. Obrazovanje ovih učenika, trenutno, uključuju i druge predmete, poput prirodnih nauka, kako bi obogatili njihovo znanje u vezi sa životom ljudi. Cilj: Ova studija ima za cilj da opiše primenu obrazovne prakse u oblasti obrazovanja prirodnih nauka i identifikuje izazove u poboljšanju ove oblasti obrazovanja u specijalnim školama za gluve i nagluve (DHH) učenike kao vodič za unapređenje inkluzivnog obrazovanja ovih učenika. Metode: Učesnici su bili četiri direktora i šest nastavnika prirodnih nauka iz pet DHH škola, koristeći namerno uzorkovanje u pet škola koje pružaju obrazovanje za DHH učenike u tri regije V Banjumas, Centralna Java, Indonezija. Podaci su prikupljeni putem intervjua, terenskih opservacija i artefakata. Rezultati: Nastavnici koriste različite nastavne strategije i oslanjaju se na vizuelne i praktične aktivnosti prilikom obrazovanja DHH učenika. Škole obezbeđuju podršku tumača za znakovni jezik i programe za razvoj govora kao podršku, kako nastavnicima, tako i učenicima DHH. Svim nastavnicima je potrebno profesionalno usavršavanje u nastavnom radu kako bi razvili svoju stručnost za podučavanje učenika DHH-a. Utvrđeno je da su implementacija politike, strategije nastave, resursi i kvalifikacije nastavnika ekstrinzični faktori. Zaključak: Neophodno je obezbediti podršku vlade pri uključivanju u relevantne programe obuke i pripreme nastavnika koji su edukovani za rad u specijalnom ili inkluzivnom obrazovanju, kroz usavršavanje univerzitetskog obrazovanja za sve buduće nastavnike.

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