F1000Research · 2025
Inclusive Education Implementation in Oman and Indonesia: A Comparative Analysis Study.
СтатьяСравнительное исследованиеНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Masyithoh Siti, Loukam Ahmed Ali, Latip Asep Ediana, Andayani Andayani, Nugroho Mochammad Noviadi, Nuraida Nuraida, Sa'diyah Rika, Kusmawati Ati, Sam Mu'arif
Аннотация
BACKGROUND: Research comparing inclusive education implementation in non-Western contexts, such as Indonesia and Oman, remains limited. Both countries share cultural similarities yet differ significantly in their education governance. Understanding these differences is crucial for improving inclusive education policies and practices.
METHODS: This study employed qualitative document analysis, reviewing 33 policy and implementation documents from Indonesia and Oman. The analysis focused on five dimensions: service models, teacher training, curriculum adaptation, community involvement, and cultural attitudes.
RESULTS AND CONCLUSIONS: Findings reveal that Oman's centralized system provides consistent policy coordination but limits community participation and school flexibility. Indonesia's decentralized system allows greater local innovation and community involvement but leads to disparities in implementation quality. Both countries struggle with teacher training, curriculum adaptation, and cultural stigma against disabilities. Effective inclusive education requires a balanced approach combining adaptive centralization and equitable decentralization, ongoing teacher development, flexible curricula, active community engagement, and cultural transformation. These insights offer practical recommendations to strengthen inclusive education in diverse socio-political contexts.
METHODS: This study employed qualitative document analysis, reviewing 33 policy and implementation documents from Indonesia and Oman. The analysis focused on five dimensions: service models, teacher training, curriculum adaptation, community involvement, and cultural attitudes.
RESULTS AND CONCLUSIONS: Findings reveal that Oman's centralized system provides consistent policy coordination but limits community participation and school flexibility. Indonesia's decentralized system allows greater local innovation and community involvement but leads to disparities in implementation quality. Both countries struggle with teacher training, curriculum adaptation, and cultural stigma against disabilities. Effective inclusive education requires a balanced approach combining adaptive centralization and equitable decentralization, ongoing teacher development, flexible curricula, active community engagement, and cultural transformation. These insights offer practical recommendations to strengthen inclusive education in diverse socio-political contexts.