English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The presence of students with hearing impairment in the inclusive classes receives diverse responses for the regular students studying with them. Of course, the responses given have an impact on the success of inclusive education. The purpose of this study is to determine the responses shown by regular students to the presence of students with hearing impairment in inclusive classes. The research method used in this research was descriptive quantitative. Twenty regular students were selected by random sampling in two different classes, where there were students with hearing impairment in there, to fill the questionnaire. To complete the data, researchers conducted observations and interviews related to regular student responses during the learning process in inclusive classes. Data analysis was done by descriptive analytic. The results showed that regular students had positive attitudes toward the presence of students with hearing impairment in inclusive classes. These were indicated by their willingness to assist them when experiencing difficulties in understanding subject matter or teachers’ instruction and to lend notes when the teacher did dictation. Regular students' willingness to help students with hearing impairment when having difficulties during the learning process made the regular students’ friendship with students with hearing

Regular Students Responses to The Presence of Students with Hearing Impairment in Inclusive Classes