GUIDELINES ON INCLUSIVE EDUCATIONAL MANAGEMENT WITH EXTRACURRICULAR ACTIVITIES: EQUAL CLASSES TO BUILD CITIZENS' CAPACITY FOR PUPILS IN UPPER PRIMARY EDUCATION

Abstract

This research has two main objectives: 1) to study the issues and strategies for developing inclusive education in upper primary classrooms with students with special needs, and 2) to promote the qualities of citizenship and respect for rights by using curriculum enrichment activities to create classroom equity. The research is qualitative and involves studying concepts of inclusive education and classroom management. The sample group consists of 30 upper primary students selected through purposive sampling.
The research tools used for objective 1 include research documents related to disabilities and statistical data on disabled individuals. For objective 2, interview questions, participatory observation recording, and competency assessment criteria were used. Data were analyzed through content analysis and presented descriptively.
The research findings reveal that in upper primary classrooms with students with special needs, schools lack adequate preparation for teachers and students in regular classrooms when they need to engage in activities with disabled or special needs students. There is also a limited amount of research on developing activities that promote knowledge and understanding of coexisting with disabled or special needs individuals. Therefore, the researchers developed curriculum enrichment activities to be used in regular classrooms, observed the behavior of students, and found an improvement in the interaction between regular students and students with disabilities or special needs. The researchers have also designed an "EMPATHY MODEL" as a guideline to enhance the effectiveness of curriculum enrichment activities in regular classrooms.