Revolutionizing Education: How Digital Literacy Istransforming Inclusive Classrooms Inpost-COVID19

Bastian, Adolf and Liza, Ledya Oktavia and Efastri, Sean Marta (2023) Revolutionizing Education: How Digital Literacy Istransforming Inclusive Classrooms Inpost-COVID19. Journal of Public Health, 3 (1). pp. 1-9. ISSN 2722-161X

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Abstract

Inclusive education is one of the most exciting topics to be discussed in recent years. It is a system that provides equal opportunities for every individual to get an education.1 Teachers play an active and robust role in promoting social inclusion and equality for all students.2 The combination of students with special needs and students without special needs is two different things in the classroom. How a teacher looks, behaves and conveys the material assuredly needs attention. The teacher’s knowledge and the use of effective classroom management strategies possess a good impact on student learning outcomes.3 Classroom management practices that pay attention to communication rules, physical environment, reinforcement, modifying lesson plans, instructions and assessments derived from special needs have been successfully applied to inclusive classes.4 However, the implementation of good classroom management changed when the Covid 19 pandemic hit the world. One sector that has experienced a tremendous impact is the education sector. Management in education is also transforming to keep up with the innovative new technologies to continue supporting learning implementation.5,6 The existence of distance learning is one of the solutions to continue conducting educational activities.7 However, this distance learning situation is increasingly unfavorable for students with disabilities who are rarely involved, so learning in inclusive classrooms becomes increasingly ineffective.

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