|dc.description.abstract||Student diversity in Indonesian mainstream public schools has undergone changes since the introduction of the regulation of Inclusive Education for Students with Special Needs and with Talent and Giftedness in 2009 and arrangements for the schools designated as Schools Providing Inclusive Education (SPIE) enrolling students with disabilities. While the reform has given the title to these schools, it is critical to examine whether designated “inclusive schools” are truly grounded on the principles of inclusion.
The aim of this study was to understand current practices of inclusion in three public primary schools assigned as SPIE, through the primary lens of the students. It explores student voice on resources and support for inclusion, and barriers to inclusion that lead to exclusionary pressures and marginalisation. A social constructionist theoretical framework underpinned this study with a focus on an inquiry approach involving students as co-researchers in investigation of the research aim, and student-led inquiries through visual methods.
As the primary interpreters of their images, individual drawings and collections of photos they took in their school, students with and without disabilities were encouraged to talk about what inclusion meant for them. Common themes identified across the three school included: play, friendship, bullying, unproductive behaviour, movement from regular to special/inclusion and vice versa, labelling, and identity. Additionally, unique experiences such as studying, attachment to a special education teacher, year retention, non-participation and unhealthy food were also discussed. A central issue identified was the use of language in everyday discourse (e.g., “inclusion child”, “ABK” an Indonesian abbreviation for Special Need Students, “inclusion room”, “inclusion day”, “inclusion school”). It was found that the use of this language led to marginalisation of the images, status, access, and participation of students with disabilities.
The study highlighted the importance of giving an active role for students to become co-researchers. The use of visual methods leads to narratives of experiences that afforded authentic voices pertinent to the enhancement of inclusive education in school contexts.||en_AU|
|dc.publisher||University of Sydney||en_AU|
|dc.publisher||The Faculty of Arts and Social Sciences||en_AU|
|dc.publisher||School of Education and Social Work||en_AU|
|dc.rights||The author retains copyright of this thesis. It may only be used for the purposes of research and study. It must not be used for any other purposes and may not be transmitted or shared with others without prior permission.||en_AU|
|dc.title||Engaging with Student Voice Through Arts-informed Methods: Exploring Inclusion in Three Schools Providing Inclusive Education in Yogyakarta, Indonesia||en_AU|
|dc.type.pubtype||Doctor of Philosophy Ph.D.||en_AU|
|Appears in Collections:||Sydney Digital Theses (Open Access)|