Analysis of CICS-Based Inclusive Education: A Study of Inclusive ECE Institutions in Indonesia and Malaysia
Keywords:
CICS; classroom environment; inclusive education; early childhood education; quality educationAbstract
This study aims to explore the implementation of inclusive education using the Circle Inclusive Classroom Scale (CICS) in Indonesia and Malaysia. This study is the first comparative CICS-based study in both countries and provides new empirical evidence on the quality of inclusive classrooms in early childhood education. The study employed a mixed-methods approach with a cross-sectional survey design, involving 303 respondents in Indonesia (177 teachers and 126 principals) and 106 respondents in Malaysia (101 teachers and five principals). Data were collected using the CICS scale, supported by an integrated mixed-methods design. This approach focused on collecting, analyzing, and integrating both quantitative and qualitative data within a single study to provide a comprehensive understanding of classroom environments in inclusive education. The findings reveal that, in the physical environment dimension, both Indonesia and Malaysia achieved relatively positive outcomes. In the social environment, both countries demonstrated encouraging progress in fostering positive attitudes, supporting inclusive education, and facilitating inclusive education. However, challenges remain in teachers' competencies in managing children with special needs. In the dimension of structure and routines, Indonesia showed greater strengths in providing creative learning experiences, while Malaysia demonstrated stronger consistency in setting expectations and offering challenges for children. To optimize effectiveness, ensure equitable policy implementation, enhance teacher capacity, and sustain investment in inclusive education infrastructure, both countries require these measures. Inclusive education is part of improving the quality of early childhood education and is a forum for children to learn about diversity from an early age.
https://doi.org/10.26803/ijlter.25.1.26
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