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 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 RE-INTERPRETASI DAN RE-ORIENTASI PENDIDIKAN INKLUSIF

2018 ◽  
Vol 10 (2) ◽  
pp. 128
Author(s):  
Nenden Ineu Herawati
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Education System ◽  
Children With Special Needs ◽  
National Education ◽  
National Education System ◽  
The Right ◽  
Article 5 ◽  
To Receive

Abstract: The understanding of inclusive education is still inaccurate, so the interpretation and orientation towards that implementation are not appropriate as it should be. Nowadays, be found in the field that term of inclusive education is only limited to children with special needs learned together with general children in regular schools. Whereas, the term of inclusive education refer to provide the possible opportunity or access widely for all children in order to obtain the quality of education and in accordance with the needs without discrimination. Therefore, schools that enroll in inclusive education are required to adjust in terms of curriculum, facilities, the infrastructure of education, and learning systems as well that adjusted with the needs of children with special needs. In the other hand, children with special needs are those with temporary or permanent special needs that require more intense educational services. If children are required to receive an education service that is appropriate to their needs and existence through an inclusive education program, it will provide the possible opportunity widely for all children with special needs to get a proper education according to their needs. Moreover, it can create an education system that respects to diversity, non-discrimination and friendly in learning. Thus, it can implement the mandate of the Constitution of 1945, article 31, paragraph 1, Law of 2003 No. 20 regarding National Education System on article 5, paragraph 1, and Law of 2002 No 23 regarding The Right and Protection of Children in article 51. Abstrak: Pemahaman terhadap pendidikan Inklusif masih belum tepat, sehingga in terpretasi dan o-rientasi pelaksanaannya pun belum sesuai  sebagaimana seharusnya yang sekarang dijumpai di lapangan bahwa yang dinamakan pendidikan inklusif adalah hanya sebatas anak kebutuhan khusus belajar bersama-sama dengan anak-anak normal di sekolah reguler.Padahal yang dinamakan pendidikan inklusif adalah memberikan kesempatan atau akses yang seluas-luasnya kepada semua anak untuk memperoleh pendidikan yang bermutu dan sesuai dengan kebutuhan tanpa diskriminasi, oleh karena itu sekolah yang menyeleggarakan pendidikan inklusif dituntut harus menyesuaikan baik dari segi kurikulum, sarana dan prasarana pendidikan maupun sistem pembelajaran yang sesuai dengan kebutuhan individu peserta didik yang berkebutuhan khusus. Sedangkan yang dimaksud dengan anak berkebutuhan khusus adalah mereka yang memiliki kebutuhan khusus sementara atau permanen yang membutuhkan pelayanan pendidikan yang lebih intens. Jika anak berkebutuhan mendapat layanan pendidikan yang sesuai dengan kebutuhan dan keberadaannya melalui program pemdidikan inklusif, maka akan memberikan kesempatan seluas-luasnya kepada semua anak berkebutuhan khusus mendapatkan pendidikan yang layak sesuai dengan kebutuhannya. Serta dapat menciptakan sistem pendidikan yang menghargai keanekaragaman, tidak diskriminasi serta ramah terhadap pembelajaran sehingga dapat mengamalkan amanat Undang-Undang-Undang 1945 pasal 31 ayat 1 juga undang-undang  No 20 tahun 2003 tentang system pendidikan Nasional pasal 5 ayat 1 dan Undang-Undang no 23 tahun 2002 tentang hak dan perlindungan anak pasal 51.

scholarly journals Kontribusi Muhasabah dalam Mengembangkan Resiliensi Pada Orang Tua Anak Berkebutuhan Khusus

2021 ◽  
Vol 6 (2) ◽  
pp. 244-262
Author(s):  
Fatma Laili Khoirun Nida
Keyword(s):  
Special Needs ◽  
Poor Quality ◽  
Children With Special Needs ◽  
Case Study Approach ◽  
Study Approach ◽  
Study Results ◽  
Resilience Factors ◽  
Depth Interviews

The phenomenon of the poor quality of parental care for children with disabilities makes resilience one of the psychological capital that contributes to improving the quality of care. This study describes how through a muhasabah intervention in Blimbingrejo Village, Nalumsari District, Jepara Regency. The purpose of this study was to provide information for parents of children with special needs about muhasabah interventions in developing the resilience abilities of parents when carrying out their care. The urgency of this research is to reduce parenting stress experienced by parents because of the developmental barriers of their children. This research is qualitative with a case study approach through in-depth interviews and observation techniques. The study results explain that the condition of children with special needs is often a stressor for their parents. However, parents can live with complete steadfastness as a form of their resilience. The pattern of resilience formed is supported mainly by thinking about what they are trying to do. There are indications of the meaning of resilience factors in the practice of muhasabah in the form of the ability to regulate emotions, develop optimism and empathy, control impulses and causal analysis, good self-efficacy and take wisdom as an indication of aspects of the reaching out process. The results of this study are helpful information in developing the concept and practice of caring for children with special needs.

Challenges and Dilemmas in the Education of Children With Special Needs in Romania

2022 ◽  
pp. 191-201
Author(s):  
Emilia Oprisan
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Point Of View ◽  
Children With Special Needs ◽  
Integrated Education ◽  
The Road ◽  
Material Resources ◽  
Inclusive Schools ◽  
Difficult Challenge

Educating children with special needs is a difficult challenge for both families and society. The newest trends in education for these children in Romania are represented by their inclusion in inclusive classes or inclusive schools. It is a beginning of the road both from a legislative point of view and from the point of view of analyzing the efficiency of the system. The issue of the resources dedicated to special education is concerned, this aspect being related both to the level of material resources and to the human resources, their availability, and the level of their training. The analysis of the progresses and the challenges that the Romanian-integrated education is encountering is an important step in identifying possible solutions for increasing the quality of special education in Romania.

scholarly journals LECTURER QUALITY EMPOWERMENT STRATEGY IN REALIZING NATIONAL EDUCATION OBJECTIVES

2019 ◽  
Vol 1 (2) ◽  
pp. 122-133
Author(s):  
Muhammad Rosul Asmawi
Keyword(s):  
Educational Outcomes ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Quality Of Education ◽  
National Education ◽  
National Education System ◽  
Work Atmosphere ◽  
Strategic Position

This study aims to find out the position and role of lecturers in carrying out the task of implementing the national education system and realizing the goals of national education. Lecturers are one of the determinants of the quality of education. The success of the implementation of higher education is largely determined by the readiness of the lecturer in preparing their students through teaching and learning activities or the learning process. The strategic position of lecturers to improve the quality of educational outcomes is strongly influenced by professional abilities in teaching and their level of welfare. To realize this; then the strategy of empowering lecturers is needed in order to realize professionalism that can be accounted for. The empowerment strategy implemented will be able to raise the dignity and level, improve the quality of learning, improve the quality of national education and provide quality services. Empowerment of lecturers is intended to create a work atmosphere or climate that leads to the development of potential, empowerment, and protection.

scholarly journals «REGULATIONS ON THE TRAINING AND REHABILITATION CENTER» – AS ONE OF THE FACTORS OF REFORMING SCHOOL EDUCATION FOR CHILDREN WITH SPECIAL NEEDS IN 2011–2017

2021 ◽  
Vol 1 (192) ◽  
pp. 147-151
Author(s):  
Svetlana Shevchenko ◽  
Keyword(s):  
Special Needs ◽  
Developmental Disorders ◽  
School Education ◽  
Special Role ◽  
Children With Special Needs ◽  
Rehabilitation Centers ◽  
Pedagogical Literature ◽  
Theoretical Foundations ◽  
Ukrainian Society

The article presents the results of the analysis of historical and pedagogical literature and regulatory documents in the field of education, historical prerequisites for the opening of educational and rehabilitation centers (NRC); the theoretical foundations of their creation were determined and their features of activity were clarified in the context of the current approaches of school education for children with special needs. The issues of reforming school education for children with special needs during the study period are highlighted, the information is of particular importance on the quality of the work of the NRC. It is it that determines the need to analyze existing and conduct new objective studies of their role in Ukrainian society. The author reveals the content of the concept of some special definitions for children and adolescents who need special conditions of upbringing. The urgency of the problem of the development of educational and rehabilitation centers due to educational needs, complex developmental disorders of children with special needs is substantiated, the activity of which provides for the implementation of complex rehabilitation measures aimed at restoring health, obtaining an education of the appropriate level, developing and correcting their disorders. It was determined that the theoretical foundations of the creation of educational and rehabilitation centers provided for diversity and versatility - from educational to rehabilitation. Their special role was to ensure the innovative development of domestic rehabilitation pedagogy. It was found that their features of activity in the context of current approaches to school education for children with special needs were not only educational, but also purposefully rehabilitative.

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 Eksistensi Pendidikan Islam Dalam Menghadapi Perkembangan Ilmu Pengetahuan Dan Teknologi (Iptek)

2019 ◽  
Vol 6 (1) ◽  
pp. 57-69
Author(s):  
Rumina Rumina
Keyword(s):  
Human Resources ◽  
Teaching And Learning ◽  
Science And Technology ◽  
Educational Activity ◽  
Learning Activity ◽  
Education Development ◽  
National Education ◽  
Technology Products ◽  
The Face

Education as a learning activity or teaching and learning process can occur both inside and outside, as an educational activity can take place in the family, as well as in official educational institutions, activities or institutions are able to instill and make Islam as the basis for implementing education. The strategy implemented in facing the development of science and technology is the motivation of students' creativity towards the development of science and technology itself where Islamic values become a source of reference, educating skills, utilizing science and technology products, creating a strong link between religion and science and relationships with scientists who hold science and technology authority in their respective fields, Instill broad attitudes and insights into the future of humanity through the ability to interpret religious teachings. One of the priorities of national education development in relation to the development of the quality of human resources is related to improving the quality of each type and level of education so the existence of Islamic education in the face of the development of science and technology needs to be developed policies that emphasize improving the quality of human resources, intellectual intelligence, emotional intelligence, and spiritual intelligence.

scholarly journals Mapping Schools’ Strength in Inclusive Education Learning for Building Language Competence in Wetland Ecological Awareness

2019 ◽  
Vol 4 (1) ◽  
pp. 38
Author(s):  
Moh. Yamin ◽  
Utomo Utomo
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Junior High School ◽  
Teaching And Learning ◽  
Children With Special Needs ◽  
Language Competence ◽  
Ecological Awareness ◽  
Limited Knowledge ◽  
Learning Plans ◽  
Peat Area

This research aims at mapping schools’ strength in facilitating the inclusive education learning towards for building language competence in wetland ecological awareness. It is descriptive in qualitative approach. The respondent is teachers in three schools, namely state junior high school 13, 15, and 21 in Banjarmasin. The instrument used is questionaire and interview. The results state that there has been positive teachers’ perception about inclusive education dealing the adaptation of the curriculum and/or individual learning plans, teaching and learning materials for learners with special needs, communication skill in accordance with the characteristics of children with special needs, and the minimum completeness criteria for children with special needs that are in accordance with their abilities and needs. There is also positive perception about Banjarmasin as the peat area, loving the river as the manifestation of taking care of the river, and the ecological education to maintain and keep Banjarmasin as a city of a thousand rivers inserted in certain subject. However, in practice, all teachers do the task based on limited knowledge and experience. Strengthening language competence so that the teacher can interact wih the learners for special needs inspite of limited knowledge and experience should be conducted.

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