The Effectiveness of a Two-day Inclusion Workshop on Teachers’Attitudes, Understanding, and Competence in Inclusive Education
Bibliographic record
Abstract
The previously UNESCO initiated policy of inclusive education has been adopted by the Indonesian governmentsince 2003. As a new policy, inclusion will require many changes in the existing system of education which tends tobe segregative. This research investigated the effects of a two-day workshop on parents attitudes, teachers’competence and knowledge related to inclusive education..The subjects of the study were 50 parents and 50 teachers of 25 primary schools from 25 subdistricts in the district ofWonogiri, Indonesia. They took part in a two-day workshop in inclusive education using active learning modes ofpresentation. Teachers’ knowledge was measured using a written test, while parents’ attitudes and teachers’competence were measured using likert type scales.The results showed that:1. The two-day workshop in inclusive education significantly improved parents’ attitudes toward inclusiveeducation. The mean score of parents’ attitudes before workshop was 137,26 (SD=17.383), and the mean score afterworkshop was 148,46 with a standard deviation of 15,439. A t-test for correlated means resulted in a p=0.000.2. The two-day workshop significantly improved teachers’ knowledge about inclusive education. The mean scoreof teachers’knowledge before workshop was 57.60and the mean score after workshop was 67.36, both were belowthe mastery criteris of 70. A T-test for correlated means resulted a p value of 0,00,indicating a signicant improvementof knowledge.3. The two-day workshop also significantly improved teachers’ feeling of competence working in inclusiveclassrooms. The mean score of teachers’ competence before workshop was 334,82 (SD= 69,857) and the mean scoreafter workshop was372,56 (SD=72,505). A t-test for correlated means resulted a p value of =0.000.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.010 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".