Inclusive Education for Students with Autism Spectrum Disorder in an Indonesian Bilingual Elementary School: A Program Evaluation Study Using CIPP Model

Kadek Sintya Dewi, Ni Nyoman Padmadewi, Luh Putu Artini, Ni Luh Putu Sri Adnyani, Made Hery Santosa, Yeo Siang Lee

Abstract


Cases of students with Autism Spectrum Disorder (henceforth referred to as ASD) who could reach university level led the researcher to dig into more information on ASD and education. Observing the unique phenomenon of the daily routines of ASD students in bilingual-inclusive education inspired this study that aimed at evaluating the inclusive education program for children with ASD in a Bilingual Elementary School in North Bali, Indonesia. The program evaluation used the CIPP model by Stufflebean and Coryn (2014). Observations and in-depth interviews were conducted intensively to analyse the context, input, process and product of the program. It was found that the program was carefully designed and implemented with a clear purpose and meaningful results. The context covers the availability of the fundamental requirements and facilities needed to support the program. The input elements provide special education plans for different individuals and qualified human resources. The process elements include instructional practices for maximising the learning process to benefit students with ASD. The product consisted of the assessment instruments, covering both formative and summative assessments. This study concludes that the Bilingual-Inclusive Education Program for students with ASD was well-implemented and can be used as an appropriate source to manage inclusive education for students with ASD in the Indonesian context and other developing countries in Asia. 

https://doi.org/10.26803/ijlter.24.4.10


Keywords


Autism Spectrum Disorder; bilingual program; bilingual elementary school; inclusive education

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References


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