Teaching and Learning Phenomena in Vocational Schools for People with Disabilities

Arnie Perwita Sari, Felix Andika Dwiyanto, Agung Bella Putra Utama, Eddy Sutadji

Abstract


The Sustainable Development Goals (SDGs) utilizing inclusive education, related to education and employment, including targets 4 and 8, can be attained. Access to vocational education increases career and employment opportunities for all individuals. In reality, children with disabilities face learning obstacles. This study investigates how vocational education does implement and the barriers and factors that contribute to the success of students with impairments. The study used PICOC (Population, Intervention, Comparison, Outcomes, and Context) techniques. Data were gathered by cataloguing all pertinent scholarly articles published between 2017-2022. The study's findings show that several countries have adopted vocational education for people with disabilities. The accessibility of the media and curriculum affects how people with disabilities learn—adapting learning management techniques to the situations and capacities of students with disabilities.

Keywords


teaching and learning; vocational education; student with disability

Full Text:

PDF

References


Anggraini, N. (2017). Vocational Skills Development for People with Intellectual Disabilities by Institution Bbrsbg Kartini Temanggungcentral Java. IMC 2016 Proceedings, 872–875. https://jurnal.umj.ac.id/index.php/IMC/article/view/1282

Batz, V., Lipowski, I., Morfeld, M., Hansen, C., & Herzog, M. A. (2022). Accessible Design of Serious Games for People with Intellectual Disabilities in Inclusive Vocational Education. July.

Delubom, N. E., & Marongwe, N. (2022). Managers’ Strategies For Inclusive Implementation In Technical Vocational And Training Colleges In South Africa. Education and New Developments 2022 – Volume 2, 44–48. https://doi.org/10.36315/2022v2end010

Ebuenyi, I. D., Rottenburg, E. S., Bunders-Aelen, J. F. G., & Regeer, B. J. (2020). Challenges of inclusion: a qualitative study exploring barriers and pathways to inclusion of persons with mental disabilities in technical and vocational education and training programmes in East Africa. Disability and Rehabilitation, 42(4), 536–544. https://doi.org/10.1080/09638288.2018.1503729

Ethel Delubom, N., Sisulu, W., Marongwe, N., Mqondiso Buka, A., Nosiphiwo Ethel, D., Newlin, M., & Andrea Mqondiso, B. (2020). Managers’ challenges on implementing inclusive education: Technical Vocational Education and Training Colleges. In Cypriot Journal of Educational Sciences (Vol. 15, Issue 6).

Georgiadou, I., Vlachou, A., & Stavroussi, P. (2020). Development of the “special-vocational-education-service-quality scale”: Listening to the voices of students with intellectual disability. Quality Assurance in Education, 28(2), 89–103. https://doi.org/10.1108/QAE-07-2019-0067

Hermanoff, A., Määttä, K., & Uusiautti, S. (2016). “This is the School I Want” Young Adults with Intellectual Disability Describe Their Perceptions of a Good Vocational School. Journal of Studies in Education, 7(1), 1. https://doi.org/10.5296/jse.v7i1.10400

Hidayat, D. S., Rakhmat, C., Fattah, N., Rochyadi, E., Nandiyanto, A. B. D., & Maryanti, R. (2020). Understanding Archimedes law: What the best teaching strategies for vocational high school students with hearing impairment. Journal of Technical Education and Training, 12(1 Special Issue), 230–237. https://doi.org/10.30880/jtet.2020.12.01.024

Ibrahim, R., Razalli, A. R., Handrianto, C., Rahman, M. A., & Utami, I. W. P. (2021). Selection of Vocational Education of Students With Learning Disabilities in Malaysia: Students, Parents, and Teachers` Perspectives. IJIET (International Journal of Indonesian Education and Teaching), 5(2), 168–175. https://doi.org/10.24071/ijiet.v5i2.3411

Jamaluddin, R., Sapak, M. F. M., Kadir, S. A., Hajaraih, S. K. M., & Kamis, A. (2021). The Implementation of Vocational Skills in Teaching and Learning of People with Disabilities in the Community-Based Rehabilitation Center (CBRC): A Review from Ecological Environments Perspective. Universal Journal of Educational Research, 9(11), 1877–1885. https://doi.org/10.13189/ujer.2021.091107

Jauhari, M. N., Irvan, M., & Sunarya, P. B. (2020). Vocational Education Services in Schools for Children with Special Needs. 508(Icite), 665–668. https://doi.org/10.2991/assehr.k.201214.315

Jennifer Ellen Byrne. (2021). Vocational education for children with disabilities in East Africa : Uwezo. 1–167.

Maosul, A., Ana, A., Nurhayati, A., & Patriasih, R. (2019). Performance Assessment Student with Special Needs. Indonesian Sambal Competence in Inclusive Vocational School. 299(Ictvet 2018), 1–3. https://doi.org/10.2991/ictvet-18.2019.1

Maryanti, R., Hufad, A., Sunardi, S., & Nandiyanto, A. B. D. (2022). The Curriculum of Heat Transfer in Vocational Schools for Students with Special Needs. Journal of Engineering Education Transformations, 35(Special Issue 2), 198–203. https://doi.org/10.16920/jeet/2022/v35is2/22128

Masitah, S., & Syed, B. (2019). Services Learning Students Disabilities In TVET Education : Implementation In Community Colleges in Malaysia. 388(Icse), 342–346.

Miesera, S., & Gebhardt, M. (2018). Inclusive vocational schools in Canada and Germany. A comparison of vocational pre-service teachers′ attitudes, self-efficacy and experiences towards inclusive education. European Journal of Special Needs Education, 33(5), 707–722. https://doi.org/10.1080/08856257.2017.1421599

Mohamad Rozai Nur Hidayah, & Jabor Mohd Khata. (2020). Tahap Kesediaan Guru Mengajar Pelajar Kurang Upaya(OKU) di Sekolah Menengah Pendidikan Khas Vokasional (SMPKV). Humanika, 2, 1–6.

Munyaradzi, M., Arko-Achemfuor, A., & Quan-Baffour, K. (2021). An Exploration of Comprehensive Student Support Systems in Technical Vocational Education and Training Colleges for Students with Disability. Community College Journal of Research and Practice, 00(00), 1–17. https://doi.org/10.1080/10668926.2021.1952914

Murdianto, M., & Jayadi, S. (2020). Discriminative stigma against inclusive students in vocational high school in Mataram, Indonesia. International Journal of Multicultural and …, 2015, 614–622. http://ijmmu.com/index.php/ijmmu/article/view/1325

Pasaribu, M., & Harfiani, R. (2021). Vocational Education at Special School in North Sumatra. AL-ISHLAH: Jurnal Pendidikan, 13(2), 1335–1347. https://doi.org/10.35445/alishlah.v13i2.641

Prayogo, M. M. (2019). Keterampilan Tata Boga Bagi Siswa Autis di SMK Inklusif Kota Bandung. Inklusi, 6(2), 179. https://doi.org/10.14421/ijds.060201

Priharsari, D. (2022). Systematic Literature Review di Bidang Sistem Informasi dan Ilmu Komputer. Jurnal Teknologi Informasi dan Ilmu Komputer, 9(2), 263–268. https://doi.org/10.25126/jtiik.202293884

Rianae, Teti Berliani, E. D., & Agau. (2020). Equity in Education Journal (EEJ). Efektif, Swasta Kota, D I Raya, Palangka, 2016, 46–53. https://e-journal.upr.ac.id/index.php/eej/article/view/2447/2221

Ryökkynen, S., Maunu, A., Pirttimaa, R., & Kontu, E. K. (2022). Learning about Students’ Receiving Special Educational Support Experiences of Qualification, Socialization and Subjectification in Finnish Vocational Education and Training: A Narrative Approach. Education Sciences, 12(2). https://doi.org/10.3390/educsci12020066

Sanele Siwela. (2017). An exploratory case study of the experiences of students with disabilities at a TVET. Thesis Submitted in Fulfilment of the Requirement for the Award of Degree of Master of Education (Adult Education) in the School of Education, College of Humanities,University of KwaZulu-Natal, and PietermaritzburgCampus,South Africa, 1–151.

Sizwe Absai Mbense. (2019). The experiences of the physically disabled students in the TVET College By Sizwe Absai Mbense A thesis submitted in fulfilment of the academic requirements for the degree of Master of Education to the College of Humanities , School of Education at the Uni (Issue December).

Triandini, E., Jayanatha, S., Indrawan, A., Werla Putra, G., & Iswara, B. (2019). Metode Systematic Literature Review untuk Identifikasi Platform dan Metode Pengembangan Sistem Informasi di Indonesia. Indonesian Journal of Information Systems, 1(2), 63. https://doi.org/10.24002/ijis.v1i2.1916

Ulugöl, F., & Eratay, E. (2020). Zihin Yetersizliği Olan Bireylere Tarım Becerilerinin Öğretiminde Video Modelle Öğretim Yönteminin Etkililiği. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 1–27. https://doi.org/10.21565/ozelegitimdergisi.530053

Veronika, P., & Gani, H. A. (2022). Peranan Motivasi Dan Pembinaan Sebagai Upaya Pengembangan Keterampilan Siswa Penyandang Disabilitas pada Sekolah Luar Biasa di Kota Makassar, 2(2), 49–53.

Wahyuni, N. (2018). Peran Pendidikan Vokasi Bagi Anak Berkebutuhan Khusus dalam Menghadapi Tantangan Zaman Abstrak. Jurnal Keluarga Jurnal Ilmiah Pendidikan Kesejahteraan Keluarga, 4(2), 137–147.

Windle, P. E. (2010). The Systematic Review Process : An Overview. 77401. https://doi.org/10.1016/j.jopan.2009.12.001




DOI: http://dx.doi.org/10.17977/jptpp.v8i6.24712

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Arnie Perwita Sari, Felix Andika Dwiyanto, Agung Bella Putra Utama, Eddy Sutadji

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

JPtpp is accredited “Rank 3” as a scientific journal under the decree of the Directorate General of Research Enhancement and Development, Ministry of Research, Technology, and Higher Education, dated December 7, 2022, No: 225/E/KPT/2022, effective for five years from Volume 7 Issue 8, 2022 until Volume 12 Issue 7, 2027. Link to download

Jurnal Pendidikan: Teori, Penelitian, & Pengembangan

Journal of Education: Theory, Research, and Development

Graduate School Of Universitas Negeri Malang

Lisensi Creative Commons

JPtpp is licensed under Creative Commons Attribution-ShareAlike 4.0 International License