Social Environment of Special Needs in Inclusive Primary School: A Descriptive Research with Phenomenology Approach

DOI

10.2991/ecpe-18.2018.40How to use a DOI?

Keywords

social environment, inclusive, children with special need

Abstract

The social environment in the inclusion school setting is not as we expected because the incident of bullying until persecution still occurs and the targets are students with special needs. The method used in this research is descriptive research with phenomenology approach. The results of the study found two main findings. First, there is lack of preparedness of the institution of inclusive school education so that there is a deep understanding on all components of the institution of the inclusive school organizer. Second, one of the impacts of the components makes the providers of inclusive education in regular schools be incapable in creating a conducive, safe, and comfortable social environment for children with special needs as it will interfere with the children's learning process.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Rizqi Fajar Pradipta
AU  - Umi Safiul Ummah
AU  - Dimas Arif Dewantoro
PY  - 2018/09
DA  - 2018/09
TI  - Social Environment of Special Needs in Inclusive Primary School: A Descriptive Research with Phenomenology Approach
BT  - Proceedings of the 1st International Conference on Early Childhood and Primary Education (ECPE 2018)
PB  - Atlantis Press
SP  - 181
EP  - 184
SN  - 2352-5398
UR  - https://doi.org/10.2991/ecpe-18.2018.40
DO  - 10.2991/ecpe-18.2018.40
ID  - FajarPradipta2018/09
ER  -