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Inclusive Classroom: Some Lessons From The UK

Indonesian Journal of Early Childhood Education Studies · Vol. 4 No. 2 (2015) · pp. 101–110

DOI
10.15294/ijeces.v4i2.9464
ISSN
2476-9584, 2252-8415
Published
2015-11-14
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

One of the challenges faced by education systems in around the world is inclusion. It is not simply about placing pupils with SEN in mainstream classrooms, but also examines about the quality of education received by all groups of learners and includes student’s presence, participation, acceptance, and achievement. This research was held in the UK which has an implement for years. This study was designed in the case study with one single case design. In this case, school AS was the single case and researcher investigated three different ranges of classrooms with different ranges of age groups. The researcher chose case study design to gain an in-depth understanding of the phenomenon of inclusive practice related to teachers’ programmes and strategies for the children with SEN in the learning process within the mainstream schools in England.How to citeAdderley, A. & Windiarti, R. (2015). Inclusive Classroom: Some Lessons From The UK. Indonesian Journal of Early Childhood Education Studies, 4(2), 101-110. doi:10.15294/ijeces.v4i2.9464DOI 10.15294/ijeces.v4i2.9464

Collaboration network of the authors

25 authors · 35 co-authorship links

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • State University of Semarang
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Neneng TasuahAffiliation unknown2
Inayah InayahAffiliation unknown2
Iwan HermawanAffiliation unknown2
Diana DianaState University of Semarang1
Rahmawati PrihastutyState University of Semarang1
Wantoro WantoroState University of Semarang1
Widia Arinta CahyaniAffiliation unknown1
Avis Puspita HardaniAffiliation unknown1
Devita WulandariAffiliation unknown1
Rizki AmaliaAffiliation unknown1
Desy Ayu FitrianaAffiliation unknown1
Febi FitrianaAffiliation unknown1
Sinta Rahayu OctavianiAffiliation unknown1
Durrotun Ma'rufahAffiliation unknown1
Aulia Tri AstutiAffiliation unknown1
Lina Sholihatuz ZahroAffiliation unknown1
Annisa Fani AhdiyantiAffiliation unknown1
Wulan dariAffiliation unknown1
Aulia Maulida Kurnia UtomoAffiliation unknown1
Shasty Alfrida LathifiaAffiliation unknown1
Dian Andari HaniaAffiliation unknown1
Ivana Rizki AuliaAffiliation unknown1
Gita HindrawatiAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/ijeces/oai, first harvested 5 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">Inclusive Classroom: Some Lessons From The UK</dc:title>
	<dc:creator>Windiarti, Rina</dc:creator>
	<dc:creator>Adderley, Rebecca</dc:creator>
	<dc:description xml:lang="en-US">One of the challenges faced by education systems in around the world is inclusion. It is not simply about placing pupils with SEN in mainstream classrooms, but also examines about the quality of education received by all groups of learners and includes student’s presence, participation, acceptance, and achievement. This research was held in the UK which has an implement for years. This study was designed in the case study with one single case design. In this case, school AS was the single case and researcher investigated three different ranges of classrooms with different ranges of age groups. The researcher chose case study design to gain an in-depth understanding of the phenomenon of inclusive practice related to teachers’ programmes and strategies for the children with SEN in the learning process within the mainstream schools in England.How to citeAdderley, A. &amp;amp; Windiarti, R. (2015). Inclusive Classroom: Some Lessons From The UK. Indonesian Journal of Early Childhood Education Studies, 4(2), 101-110. doi:10.15294/ijeces.v4i2.9464DOI 10.15294/ijeces.v4i2.9464</dc:description>
	<dc:publisher xml:lang="en-US">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2015-11-14</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/sju/ijeces/article/view/9464</dc:identifier>
	<dc:identifier>10.15294/ijeces.v4i2.9464</dc:identifier>
	<dc:source xml:lang="en-US">Indonesian Journal of Early Childhood Education Studies; Vol 4 No 2 (2015): November 2015; 101-110</dc:source>
	<dc:source>2476-9584</dc:source>
	<dc:source>2252-8415</dc:source>
	<dc:source>10.15294/ijeces.v4i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/ijeces/article/view/9464/5994</dc:relation>
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