Character Education in Inclusive School

Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018) Pub Date : 2019-04-01 DOI:10.2991/ICSIE-18.2019.31

Catur Rina Ajiningsih, Ibnu Syamsi, H. Haryanto

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Abstract

This article aims to examine the implementation of character education in inclusive schools. The study used descriptive qualitative. Data collection was carried out through a literature study. Information sources on literature studies are scientific research journals, books, undergraduate theses, and theses, both in printed and electronic forms. The data were analyzed through the stages of data collection, data reduction, data display, and conclusion. The results revealed that: (1) character education in inclusive schools is implemented based on the design of character education in psychological and sociocultural views; (2) the character education in inclusive schools is implemented based on the strategies: (a) integration in subjects, (b) integration in local contents, and (c) selfdevelopment activities; (3) six prominent character values used as a capital in the implementation of education in the inclusive school; (4) suitable design of character education with the learning principles of children with special needs. Keywords— character education, inclusive school

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全纳学校的品格教育

本文旨在探讨全纳学校品格教育的实施。本研究采用描述性定性方法。通过文献研究进行数据收集。文献研究的信息源包括科学研究期刊、书籍、本科毕业论文和论文，包括印刷和电子形式。通过数据收集、数据还原、数据显示、结论等阶段对数据进行分析。结果表明:(1)全纳学校的品格教育是基于心理和社会文化观的品格教育设计来实施的;(2)全纳学校品格教育的实施策略为:(a)学科整合、(b)地方内容整合、(c)自我发展活动;(3)在全纳学校实施教育中作为资本的六种突出品格价值观;(4)根据特殊需要儿童的学习原则，适当设计品格教育。关键词:素质教育;全纳学校

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Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)

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