scholarly journals PERAN PENDIDIKAN DALAM PROSES PEMBELAJARAN INKLUSIF (STUDI KASUS DI SD MUHAMMADIYAH DADAPAN KABUPATEN SLEMAN)

2018 ◽  
Vol 1 (1) ◽  
pp. 29
Author(s):  
Arum Umamil Banati ◽  
Nurul Hidayati Rofiah
Keyword(s):  
Special Needs ◽  
Learning Process ◽  
Classroom Teacher ◽  
Target Object ◽  
Classroom Teachers ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Regular School ◽  
Inclusive Learning

Inclusive learning is to provide a service system for children with special needs to be served in the nearest school or regular school with their peers. In the implementation of inclusive learning in schools requires serious handling from related parties, especially parents, the school, government and the community. Therefore, researchers want to know how the role of educators in the inclusive learning process in SD Muhammadiyah Dadapan Sleman District. This research is a qualitative research with descriptive approach of case study. The subject of this research is principal, classroom teacher, subject teacher, special tutor and student. Target object in this research is the role of educator (classroom teacher, special tutor, and children with special needs) in inclusive learning at SD Muhammadiyah Dadapan, Sleman District.Based on the research results obtained conclusions as follows: (1) Educators referred to in this study are classroom teachers, special tutors and subject teachers. The role of special mentor teachers is only as a consultant if the class teacher has difficulty in guiding students with special needs during the learning process in the classroom. The role of classroom teachers and subject teachers is crucial in the inclusive learning process, in schools because students with special needs are more often guided by classroom teachers and subject teachers. (2) Competent educators will be better able to create an effective, enjoyable learning environment, and will be better able to manage the class, so that learning can run optimally. To create a conducive learning atmosphere the educator must have 4 competencies, namely pedagogic competence, personality competence, social competence, and professionalism.

scholarly journals INCLUSIVE EDUCATION IN THE BASIC LEARNING PROCESS

2019 ◽  
Vol 2 (2) ◽  
pp. 148
Author(s):  
Suci Ananda Putri ◽  
M. Jaya Adi Putra ◽  
Neni Hermita
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Learning Process ◽  
Primary Schools ◽  
Classroom Teacher ◽  
Students With Special Needs ◽  
Process Plan ◽  
Teaching Aids ◽  
Inclusive Learning

The background of this research is that researchers found several problems regarding the implementation of inclusive education, especially in terms of the process of learning inclusion in elementary schools. The study aims to describe how the inclusive learning process in one of the primary schools administering inclusive education in Pekanbaru. The inclusion learning process is seen from the application of indicators, there are three indicators The inclusion learning process studied in this study are: 1) Inclusion Learning Planning, 2) Inclusion Learning Implementation, 3) Evaluation and Follow-Up Inclusion Learning. The type of research used is qualitative research with descriptive methods, the instruments in this study are observation, interviews and documentation. Based on the results of the study it was found that: (1) In planning learning the classroom teacher first understood the characteristics of students in general, especially the characteristics of students with Special Needs, and learning planning contained in the same Learning Process Plan, both for regular students and students with Special Needs (2) The implementation of learning is carried out as planned in the Learning Process Plan . The teacher conducts conditioning by preparing students physically and psychologically. The use of models, methods, learning media is equated between regular and students with Special Needs, (3) In evaluation and follow-up, the teacher conducts a daily evaluation of each finished material and plans follow-up activities with special companion teachers in the form of enrichment carried out in special guidance. In special guidance students were given enrichment material with the drill method plus media assistance in the form of concrete teaching aids to strengthen the understanding of students with Special Needs in a learning concept.

The Role Of Motion Games On The Development Of Children With Special Needs In The Primary Cycle

2019 ◽  
pp. 21-27
Author(s):  
Iuliana-Luminita Constantin ◽  
Marin Chirazi
Keyword(s):  
Special Needs ◽  
Special School ◽  
Children With Special Needs ◽  
Typical Development ◽  
Special Educational Needs ◽  
Number Of Children ◽  
Regular School ◽  
Primary Cycle ◽  
Rules Of The Game

The purpose of this research is to highlight the role of the games of movement on the development and social integration of children with special educational requirements from the primary cycle, studying the theme in the literature. According to statistics in the field over the last years, there has been an increase in the number of children with special needs in regular schools. Thus, children who a few years ago would have been included in a special school, today have facilities at a regular school, along with children with typical development and have a similar curriculum to follow [7]. This is why motion games are a method, an important opportunity to integrate children with special requirements in a collective, because through them children cooperate (working in groups or pairs) making new friends, no longer feeling rejected, communication becomes easier, collaborates to achieve the goal of the game, support each other, become more responsible by observing the rules of the game and accept each other as they are. The game develops the ability to adapt easily to new situations, increases effort capacity, teaches children to be careful and develops their confidence. Due to the fact that movement games are performed more in group, they provide socialization, but they must be adapted according to the child's deficiency. Conclusion: We have found that motion games are an effective way to integrate children with special educational needs into a collective, because through them children make new friends easier, they are accepted in collectivity, communication becomes easier, they support and understand each other and most importantly accepted as they are. Through the game children feel free to act.

scholarly journals Analyzing Students with Special Needs' Sense of Humor in Emerald School South Jakarta

2020 ◽  
Vol 6 (2) ◽  
pp. 156
Author(s):  
Helda Jolanda Pentury ◽  
Itsar Bolo Rangka
Keyword(s):  
Special Needs ◽  
Assessment Instrument ◽  
Limited Attention ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Sense Of Humor ◽  
Current State ◽  
The Social

This study collates the current state of knowledge regarding the sense of humor attitude in the social interactions among children with special needs, which aims to explore the current state of knowledge and quality of empirical evidence relating to humor among children with special needs. In the study there were involved 78 students of Emerald School of Cinere in South Jakarta. There were more over 20% students in normal condition and students with special needs were 80%. Research had assessed humor in the classroom and humor expression in different groups including those with autism, down syndrome, and other special needs. This study was designed by using the descriptive qualitative method to analyze, describe, and explain the data. The procedure of data collection was done by observation and filled the questionnaire of the Richmond Humor Assessment Instrument (RHAI). The result of the study showed that there were 47, 08% of favorable criteria, and 52, 92% of unfavorable ones. Based on gender, more boys answered favorable criteria compared to girls. Moreover, boys were dare to express their senses of humor than the girls. The girls showed their shynesses to express their sense of humor. The results of the study showed that the children with special needs in Emerald school had less sense of humor. Furthermore, the role of humor in communication development, social facilitation, creativity, and stigma had all received some limited attention among children with special needs in Emerald School, South Jakarta.

scholarly journals Med pravičnostjo, kakovostjo in učnimi dosežki v osnovni šoli

Šolsko polje ◽  
2020 ◽  
Vol XXXI (1-2) ◽  
pp. 167-189
Author(s):  
Matej Rovšek
Keyword(s):  
Primary School ◽  
Special Needs ◽  
School System ◽  
Modern Society ◽  
The Other ◽  
International Studies ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
External Assessment ◽  
Regular School

Between equity, quality and learning achievements in primary school One of the features of Slovenian primary school system is the parallelism of two groups of schools – regular ones and those for certain groups of students with special needs. This makes us one of the few countries (EASIE, 2018) to still have completely separated schools for just over 2% of students with special needs. Despite the fact that both types comprise the same educational system, which is, in most aspects, regulated by the same law, some groups of students with special needs do not have the possibility of schooling under the same roof. However, this is only a part of the topic we are going to discuss. The other one tackles the question of equity of schooling in regular schools – besides all other students, this mostly concerns those with special needs, those with mild intellectual abilities, Roma students as well as those with low socio-economic standards (SES). The equity of the Slovenian school system will be discussed in a wider context, not only in the case of gender, SES and nationality comparing learning achievements. The article is based on the assumption that the regular school of today is not adjusted to the developmental needs of most students. For the purpose of discussion, elements which comprise the school system, must be defined: some are either of systemic or curricular, or conceptual or pedagogic nature, such as: curriculum, standards of knowledge, different forms of internal and external assessment, placement of children with special needs etc. Despite all of these elements compromising to make a stable schooling system, they are not all coherent with the needs of today’s modern society and are, even more so, in contrast with the results of the neuro-science in education. Another category of equal opportunities within the question of school equity would, besides the SES, nationality and ethnicity, have to be that of different capabilities of students, regarding the unified (official) standards of knowledge. All of these elements also make it difficult for today’s school to become a school of diversity. A school which will support different students, regardless of their learning achievements, SES and other characteristics. A school where all the students could be successfully educated, those who are already in the regular schools as well as those who are still part of the segregated forms of education. The article will depict why the present school system is no longer suitable for the majority of students and will point to possible solutions. The key solution touches on the changes of curriculums and the concept of assessment, the changes of which also have an impact on all the other elements. The assumptions will be clarified by studying the connection of stated elements and data of the international studies such as the TIMSS and PISA study from 2018 and earlier as well as using other actual Slovenian studies. Key words: equity in education, children with special needs, curriculum, minimum standards of knowledge, assessments, learning achievements, cognitive science

Integrating Children with Special Needs in Physical Education: A School District Assessment Model from Finland

1994 ◽  
Vol 11 (1) ◽  
pp. 44-56 ◽  
Author(s):  
Pilvikki Heikinaro-Johansson ◽  
Claudine Sherrill
Keyword(s):  
School District ◽  
Physical Education ◽  
Special Needs ◽  
Assessment Model ◽  
Classroom Teachers ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Education Planning ◽  
Important Barrier ◽  
Priority Needs

The purpose was to develop a model to guide assessment for physical education planning for integration and inclusion at the school district level. A secondary goal was to determine if teachers’ gender, age, education, and experience of teaching children with special needs are associated with beliefs about barriers to integration. To test the model, data were collected from physical education specialists and classroom teachers in central Finland. The survey instruments were three scales: (a) Awareness of Individual Differences Survey, (b) Survey of Adapted Physical Education Needs–Finnish modification (SAPEN-F), and (c) Teacher Beliefs About Physical Education Integration Scale. Results indicated that Finnish teachers know they have students with special needs. PE specialists and classroom teachers share many common beliefs about priority needs. Teachers believe that the most important barrier that hinders physical education integration is attitude. The model described herein worked in Finland and is ready for further testing by other countries.

scholarly journals PEMBELAJARAN PENDIDIKAN INKLUSI PADA SEKOLAH DASAR

EDUTECH ◽  
2017 ◽  
Vol 16 (2) ◽  
pp. 157
Author(s):  
Lia Kurniawati
Keyword(s):  
Special Needs ◽  
Teaching And Learning ◽  
Classroom Teacher ◽  
Department Of Education ◽  
Inclusive Classroom ◽  
Children With Special Needs ◽  
National Education ◽  
Child Psychologists ◽  
Inclusive Learning

Abstract. The learning process and the handling of Children with Special Needs (ABK) grade inclusions pinned to the classroom teacher in several schools without teacher inclusion Spe-cial Assistants (GPK) the background for this thesis. Theoretically GPK still needed to be able to assist the process of Teaching and Learning Activities (KBM) and according to researchers it will have implications for the management of classroom learning the handling of children with special needs and other students joined in the inclusive classroom. Special Advisors Teacher procurement program has not been met and this is an obstacle. As a first step to determine the problem, the au-thors examined the inclusive learning management with or without Teacher Special Assistants (GPK) in order to improve the service quality of education both in process and outcome. The im-plementation are not of cooperation team of child psychologists, pediatricians, neurologists, and psychologists who can contribute greatly to the effectiveness of teaching children with special needs. From the findings of the researchers in the field can provide recommendations that the live-liness of the school component can be improved by following IHT or KKT program organized by the Department of Education so that the provincial level without any GPK implementation of inclu-sive education learning can be run in accordance with national education goals.Keywords : Inclusive, Learning, Education, Teacher, GPKAbstrak. Proses pembelajaran dan penanganan Anak Berkebutuhan Khusus (ABK) kelas inklusi ditumpukan kepada guru kelas pada beberapa sekolah inklusi tanpa Guru Pendamping Khu-sus (GPK) yang melatar belakangi penelitian tesis ini. Secara teoritis GPK tetap dibutuhkan untuk dapat membantu proses Kegiatan Belajar Mengajar (KBM) dan menurut peneliti hal ini akan ber-implikasi pada manajemen pembelajaran di kelas terhadap penanganan anak berkebutuhan khusus maupun siswa lainnya yang tergabung dalam kelas inklusif. Pengadaan Guru Pembimbing Khusus belum terpenuhi dan hal ini merupakan kendala. Sebagai langkah awal untuk mengetahui masalah tersebut, penulis meneliti manajemen pembelajaran inklusif dengan atau tanpa Guru Pendamping Khusus (GPK) guna meningkatkan layanan mutu pendidikan baik proses maupun hasil. belum ter-laksananya kerjasama tim yang terdiri dari para ahli psikologi anak, dokter anak, dokter neurologi, dan psikolog yang dapat memberikan kontribusi yang besar terhadap efektifitas pembelajaran Anak Berkebutuhan Khusus. Dari hasil temuan dilapangan peneliti dapat memberikan rekomendasi bah-wa keaktifan komponen sekolah dapat ditingkatkan dengan mengikuti IHT atau program KKT yang diselenggarakan oleh Dinas Pendidikan tingkat Provinsi sehingga tanpa GPK pun penyeleng-garaan pembelajaran pendidikan inklusif dapat berjalan sesuai dengan tujuan pendidikan nasional.Kata Kunci : Inklusi, Pembelajaran, Pendidikan, Guru, GPK

scholarly journals PENGGUNAAN GAWAI DALAM PEMBELAJARAN BAHASA INGGRIS BAGI ANAK BERKEBUTUHAN KHUSUS DI SMK NEGERI 8 SURAKARTA

2020 ◽  
Vol 2 (2) ◽  
pp. 156-163
Author(s):  
Puspita Indra Wardhani ◽  
Shelviana Khoirun Nisa ◽  
Illiyyin Wasistha Ratnakannyaka ◽  
Laksitha Damayanti ◽  
Denisa Elvina Sari
Keyword(s):  
Qualitative Methods ◽  
Special Needs ◽  
Learning Process ◽  
Subject Matter ◽  
Learning Activities ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Effective Learning ◽  
The Media ◽  
Different Characteristics

Children with special needs (ABK) are individuals who have different characteristics from individuals physically, intellectually and emotionally. Children with special needs need special education and services to optimize their potential in learning activities. Gadgets as one of the learning media that have many advantages can help children with special needs in the learning process. The purpose of this study was to determine whether the media (gadgets) can create effective learning activities for students with special needs in the classroom. This study uses qualitative methods by observing learning activities for English subjects for 2 weeks. The results showed that the use of devices by students with special needs can make it easier for students to access subject matter and help to do assignments from the teacher.

scholarly journals Inclusive Learning Environment for Pupils with Special Needs in General Educational Institution

2016 ◽  
Vol 2 (6) ◽  
pp. 148
Author(s):  
Marite Rozenfelde
Keyword(s):  
Learning Environment ◽  
Special Needs ◽  
Inclusive Education ◽  
Learning Process ◽  
Educational Institution ◽  
Value Orientation ◽  
Inclusive Learning ◽  
Learning Development ◽  
Education Process

<em>The paper is focused on the analysis of the role of education's environment in implementation of the inclusive education process for pupils with special needs: the most significant prerequisites for successful learning, development of pupils' interaction culture and value orientation are determined; options for the presence, participation in the learning process and ensuring of achievement for all included pupils with special needs are dealt with</em>

PERAN ORANGTUA DAN GURU PEMBIMBING KHUSUS KEPADA ANAK BERKUBUTAHAN KHUSU (SLOW LEARNER) DI SD NEGERI 5 ARCAWINANGUN

2019 ◽  
Vol 2 (1) ◽  
pp. 1-10
Author(s):  
Ujang Khiyarusoleh
Keyword(s):  
Special Needs ◽  
Research Question ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Slow Learner ◽  
Learning Achievement ◽  
Study Approach ◽  
Role Of Parents ◽  
Guidance Teachers

ABSTRAK Penelitian ini dilatarbelakangi oleh adanya pendidikan yang diperuntukkan bagi semua anak, termasuk anak berkebutuhan khusus. Anak berkebutuhan khusus memiliki karakter yang berbeda-beda, khususnya slow learner dalam pembelajaran mengalami keterlambatan dalam memahami materi. Oleh karena itulah diperlukan peran orangtua dan guru pembimbing khusus untuk membantu memberikan pendidikan yang lebih baik sesuai dengan karakternya. Rumusan masalah penelitian ini yaitu bagaimana peran orangtua dan guru pembimbing khusus kepada slow learner di SD Negeri 5 Arcawinangun. Tujuan penelitian ini yaitu untuk mengetahui peran orangtua dan guru pembimbing khusus kepada slow learner di SD Negeri 5 Arcawinangun. Jenis penelitian ini yaitu penelitian kualitatif dengan pendekatan studi kasus. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dokumentasi dan triangulasi sumber. Hasil penelitian ini menunjukan bahwa terdapat beberapa peran orangtua yaitu meliputi: orangtua sebagai pendamping utama, orangtua sebagai advokat, orangtua sebagai guru, orangtua sebagai diagnostian. Serta peran guru pembimbing khusus yang meliputi: merancang dan melaksanakan program kekhususan, melakukan identifikasi, asesmen dan menyususn program pembelajaran individual, memodifikasi bahan ajar, melakukan evaluasi, dan membuat laporan program dan perkembangan anak berkebutuhan khusus. Dengan peran peran tersebut, maka sebagian besar anak berkebutuhan khusus di SD Negeri 5 Arcawinangun dapat memberikan layanan dengan baik. Saran untuk penelitian ini orangtua senantiasa mendorong anaknya untuk belajar bersungguh-sungguh di rumah dan di skolah, serta menyediakan fasilitas belajar yang mendukung perkembangan pendidikan bagi anaknya. Kata Kunci: peran guru pembimbing khusus, peran orangtua, slow learner   ABSTRACT Background of the study was the existence of education aimed at all children, including children with special needs. Children with special needs have different characters, thus affecting their learning achievement. Therefore, the role of parents and special tutors were needed to help them improve learning achievement. The research question of this research was how the role of parents and special guidance teachers towards learning achievement of children with special needs in SD Negeri 5 Arcawinangun. The focus of this research was the role of parents and special guidance teachers on learning achievement of children with special needs in grades 1, 2 and 3 of SD Negeri 5 Arcawinangun. The purpose of this study was to determine the role of parents and special guidance teachers on the learning achievement of children with special needs in Arcawinangun 5 Public Elementary School. This type of research was qualitative research with a case study approach. Technique of data collection was observation, interviews, documentation and source triangulation. The results of this research indicated that there were several roles of parents, namely: parents as the main companion, parents as advocates, parents as teachers, parents as diagnostics. As well as the role of a special mentor teacher which includes: designing and implementing specific programs, identifying, assessing and arranging individual learning programs, modifying teaching materials, evaluating, and making program reports and development of children with special needs.With this role, most of the children with special needs in SD Negeri 5 Arcawinangun can improve their learning achievement well.Suggestions of this research were parents always encourage their children to study seriously at home and at school, and provide learning facilities that support the development of education for their children. Keywords: role of parents, role of special guidance teachers, slow learner

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