KnE Social Sciences

Published date: Mar 27 2025

Journal Title: KnE Social Sciences

Issue title: The 3rd International Conference of Applied Psychology on Humanity (ICAP-H)

Pages: 389 - 403

DOI: 10.18502/kss.v10i7.18342

Ari Firmantoari@umm.ac.idUniversity of Muhammadiyah Malang, Indonesia

Puji SumarsonoUniversity of Muhammadiyah Malang, Indonesia

Fitria NurManggar Education Foundation, Indonesia

This study investigates the correlation between the socio-cognitive characteristics of a community and their understanding of inclusive education. The community’s comprehension of special needs and their awareness of the importance of inclusive education are positively correlated with their inclusive perspectives. This study uses a quantitative methodology, with a sample drawn from diverse social groups (age groups, educational backgrounds, socioeconomic levels) as well as community members involved in educational contexts (parents, teachers, school administrators). Data were collected through surveys, interviews, observations, and relevant document analysis and were analyzed using descriptive statistical techniques to identify relevant patterns, trends, and findings. The results indicate that the socio-cognitive characteristics of a community play a significant role in understanding and implementing inclusive concepts in education. Various social groups within the community contribute diverse perspectives to the understanding and support of inclusive education. These findings highlight the importance of engaging all levels of society in efforts to create inclusive educational environments. This study offers valuable insights for educational stakeholders, including teachers, school staff, educational policymakers, and the broader community.

Keywords: socio-cognitive, inclusive school, inclusive community, inclusive education

[1] UNESCO. A Guide for ensuring inclusion and equity in education. UNESCO; 2017.

[2] Bandura A. Social cognitive theory of personality. In: In L Pervin & O John (Ed), Handbook of personality. 2nd ed. New York: Guilford Publications; 1999. p. 154–96.

[3] Perkins DN, Ritchhart R. When is good thinking? In: D Y Dai & R J Sternberg (Eds) Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development. Mahwah, NJ: Erlbaum; 2004. p. 351–84.

[4] Ruijs NM, Van der Veen I, Peetsma TTD. Inclusive education and students without special educational needs. Educational Research. 2010 Dec 1;52(4):351–90.

[5] Mete J, Talukdar D, Mullick S. Handbook on Perspectives of Inclusive Education. 2022.

[6] Juvonen J, Lessard LM, Rastogi R, Schacter HL, Smith DS. Promoting Social Inclusion in Educational Settings: Challenges and Opportunities. Educational Psychologist. 2019;54(4):250–70.

[7] Ainscow M. Promoting inclusion and equity in education: lessons from international experiences. Nordic Journal of Studies in Educational Policy. 2020 Jan 2;6(1):7–16.

[8] Woodcock S, Sharma U, Subban P, Hitches E. Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices. Teaching and Teacher Education. 2022;117:103802.

[9] Forlin C. Inclusive Education for Students with Disability: A review of the best evidence in relation to theory and practice. 2015.

[10] Haug P. Understanding inclusive education: ideals and reality. Scandinavian Journal of Disability Research. 2017 Aug;19(3):206–17.

[11] Rapp AC, Corral-Granados A. Understanding inclusive education – a theoretical contribution from system theory and the constructionist perspective. International Journal of Inclusive Education. 2024 Mar 20;28(4):423–39.

[12] Ainscow M, Messiou K. Inclusive Inquiry: An Innovative Approach for Promoting Inclusion in Schools. Revista latinoamericana de educación inclusiva. 2021 Nov 30;15:23–37.

[13] Cummins J. Bilingual Children’s Mother Tongue: Why Is It Important for Education? Sprogforum. 2001 Jan 1;19.

[14] Chidakwa N, Keru A, Khanare F. Promoting Empathy and Inclusiveness of Vulnerable Learners in Rural Learning Ecologies. E-Journal of Humanities, Arts and Social Sciences. 2023 Nov 30;94–104.

[15] Carvalho M, Azevedo H, Vale C, Fonseca H. Diversity, Inclusion, and Education: Challenges in Perspective. 2019. 8157–8162 p.

[16] Happer C, Philo G. The role of the media in the construction of public belief and social change. Journal of Social and Political Psychology. 2013;1(1):321–36.

[17] Lan DH, Tung TM. Exploring fake news awareness and trust in the age of social media among university student TikTok users. Cogent Social Sciences. 2024 Dec 31;10(1).

[18] Smith LGE, Thomas EF, Bliuc AM, McGarty C. Polarization is the psychological foundation of collective engagement. Communications Psychology. 2024;2(1):41.

[19] Swider-Cios E, Vermeij A, Sitskoorn MM. Young children and screen-based media: The impact on cognitive and socioemotional development and the importance of parental mediation. Cognitive Development. 2023;66:101319.

[20] Douglas KM, Sutton RM, Cichocka A. The Psychology of Conspiracy Theories. Current Directions in Psychological Science. 2017 Dec 1;26(6):538–42.

[21] Harris MA, Orth U. The link between self-esteem and social relationships: A meta-analysis of longitudinal studies. Vol. 119, Journal of Personality and Social Psychology. Harris, Michelle A.: Department of Psychology, University of Texas at Austin, 108 Dean Keeton Street, Stop A8000, Austin, TX, US, 78712, michelleaharris@utexas.edu: American Psychological Association; 2020. p. 1459– 77.

[22] Van Bavel J, Pereira A. The Partisan Brain: An Identity-Based Model of Political Belief. Trends in Cognitive Sciences. 2018 Feb 21;22.

[23] Druckman J, Klar S, Krupnikov Y, Levendusky M, Ryan J. (Mis-)Estimating Affective Polarization. The Journal of Politics. 2021 Jun 3;84.

[24] Markus H, Kitayama S. Culture and the Self: Implications for Cognition, Emotion, and Motivation. Psychological Review. 1991 Apr 1;98:224–53.

[25] Kitayama S, Salvador C. Cultural Psychology: Beyond East and West. Annual review of psychology. 2023 Aug 16;75.

[26] Cologon K. Is inclusive education really for everyone? Family stories of children and young people labelled with ‘severe and multiple’ or ‘profound’ ‘disabilities.’ Research Papers in Education. 2022 May 4;37(3):395–417.

[27] Pijl S, Frostad P, Flem A. The Social Position of Pupils with Special Needs in Regular Schools. Scandinavian Journal of Educational Research. 2008 Aug 1;52:387–405.

[28] Hymel S, Katz J. Designing Classrooms for Diversity: Fostering Social Inclusion. Educational Psychologist. 2019 Oct 2;54:331–9.

[29] Mu noz Martínez Y, Figueroa Céspedes I, Domínguez Santos S. What teaching attributes are essential for promoting inclusion and social justice in primary education? A co-constructed research study with student teachers. Education, Citizenship and Social Justice. 2024 Dec 20;12(12).

[30] Sartore GM, Pourliakas A, Lagioia V. Peer support interventions for parents and carers of children with complex needs. The Cochrane database of systematic reviews. 2021 Dec;12(12):CD010618.

[31] Meltzer A, Dowse L, Smith L, Dew A. A framework for interconnected benefits of peer support for family members of people with disability. Australian Journal of Social Issues. 2021 Dec 1;56(4):579–95.

[32] Issaka CA. Impact of School-Community Collaboration on the Academic Achievements of Learners with Disabilities in Inclusive Schools Within Tamale Metropolis. International Journal of Social Science Research and Review. 2024 Jun 18;7:118–31.

[33] Cerna L, Mezzanotte C, Rutigliano A, Brussino O, Santiago P, Borgonovi F, et al. Promoting inclusive education for diverse societies: A conceptual framework. OECD Education Working Papers. 2021.

[34] Sindelar P, Brownell M, Billingsley B. Special Education Teacher Education Research: Current Status and Future Directions. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children. 2010 Feb 1;33(1):8–24.

[35] Bhat R. Inclusive education: Strategies for enhancing participation and achievement of students with special needs. International Journal of Economic, Business, Accounting, Agriculture Management and Sharia Administration (IJEBAS). 2023 Aug 18;3:1625–30.

[36] Grindal T, Hehir T, Freeman B, Lamoreau R, Borquaye Y, Burke S. A Summary of the Research Evidence on Inclusive Education. 2016.

[37] Bates P, Patel A. Building a Culture of Inclusivity: Effective Internal Communication For Diversity, Equity and Inclusion. Kogan Page; 2023.

[38] Wang D, Huang L, Huang X, Deng M, Zhang W. Enhancing Inclusive Teaching in China: Examining the Effects of Principal Transformational Leadership, Teachers’ Inclusive Role Identity, and Efficacy. Behavioral Sciences. 2024;14(3).

[39] Patra S, Upadhyay P. Teachers’ Attitude towards Inclusion in Schools: A Panoramic Study. Educational Quest- An International Journal of Education and Applied Social Sciences. 2023 Aug 1;14:111–20.

[40] Wu J, Chen DTV. A systematic review of educational digital storytelling. Computers & Education. 2020;147:103786.

[41] Pérez CR, Shohel MMC, editors. Inclusive Pedagogy in Contemporary Education. Rijeka: IntechOpen; 2024.

[42] Kim U, Kim A, Kim B, Baek J. Inclusive Education in South Korea. Remedial and Special Education. 2024 Apr 8;45(6):339–50.

[43] Liang Y, Wu S. Applying the cloud intelligent classroom to the music curriculum design of the mental health education. Frontiers in Psychology. 2021;12.

[44] Gupta S. Multicultural Education: A Holistic Approach towards Development of Globalized Society. International Journal of Social Sciences Arts & Humanities. 2022 Jul 29;9(3):60–3.

[45] You S, Kim E, Shin K. Teachers’ Belief and Efficacy Toward Inclusive Education in Early Childhood Settings in Korea. Sustainability. 2019 Mar 12;11:1489.

[46] Molina Roldán S, Marauri J, Aubert A, Flecha R. How Inclusive Interactive Learning Environments Benefit Students Without Special Needs. Frontiers in psychology. 2021;12:661427.

[47] Kefallinou A, Symeonidou S, Meijer C. Understanding the value of inclusive education and its implementation: A review of the literature. Prospects. 2020 Sep 1;49:1–18.

[48] Ydo Y. Inclusive education: Global priority, collective responsibility. Prospects. 2020;49(3):97–101.

[49] Hardy I, Woodcock S. Inclusive education policies – objects of observance, omission, and obfuscation: ten years on … . International Journal of Inclusive Education. 2024 Nov 9;28(13):3234–52.

[50] Sari Z, Sarofah R, Fadli Y. The Implementation of Inclusive Education in Indonesia: Challenges and Achievements. Jurnal Public Policy. 2022 Oct 30;8:264.