scholarly journals Implementation of Adaptive Curriculum for Children with Special Needs in Inclusive Education Provider Schools in Surakarta

2021 ◽  
Vol 8 (10) ◽  
pp. 378
Author(s):  
Yuniviana Nur Hari Prajalani ◽  
Sunardi Sunardi ◽  
Herry Widyastono
Keyword(s):  
Data Analysis ◽  
Special Needs ◽  
Inclusive Education ◽  
Gifted And Talented ◽  
Children With Special Needs ◽  
Analysis Model ◽  
Research Subjects ◽  
Analysis Technique ◽  
Inclusive Schools ◽  
The City

The purpose of this study is to determine the implementation of the adaptive curriculum in inclusive schools in Surakarta. The adaptive curriculum is a curriculum developed to accommodate the needs of children with special needs with various backgrounds and abilities, with the aim that the curriculum pays more attention to the diversity of students and can create learning that is relevant to their abilities and needs. This research was conducted at four inclusive schools in the city of Surakarta, namely SDN Bromantakan, SDN Pajang I, SDN Kartodipuran, and SDN Wiropaten I. The research subjects were teachers who taught at inclusive schools totaling 33 respondents. Data collection techniques used are interviews and closed questionnaires. The data analysis technique used in this study is qualitative data analysis according to Miles and Huberman. This analysis model consists of three steps, namely data reduction, data presentation, and concluding. The findings of this study indicate that teachers at inclusive schools in the city of Surakarta have implemented an adaptive curriculum in the form of duplication, modification, omission, and substitution models, while escalation is not enforced because schools providing inclusive education in the city of Surakarta do not have students gifted and talented.

scholarly journals STUDI IMPLEMENTASI PEMBELAJARAN MODEL SISWA INKLUSI DI SDS MUTIARA HATI PONOROGO

2021 ◽  
Vol 1 (1) ◽  
pp. 84-90
Author(s):  
Dian Puspita Sari ◽  
Fuad Fitriawan
Keyword(s):  
Data Analysis ◽  
Special Needs ◽  
Students With Disabilities ◽  
Teacher Learning ◽  
Inclusive Education ◽  
Learning Process ◽  
Learning Model ◽  
Children With Special Needs ◽  
Inclusive Schools ◽  
The Impact

Inclusive education is education for children with special needs so that they can study together with regular children in general. One school that implements inclusive education is SDS Mutiara Hati Ponorogo. Students with disabilities can study together with regular children without being discriminated against. The form of learning model applied in this school pays attention to the condition of the child. With the existence of inclusive schools, it can help children with special needs to get the same place to learn as other regular children and can bring the development of children with special needs to be better. Based on the results of the data analysis, it was concluded that (1) the learning process of inclusive students at SDS Mutiara Hati Ponorogo, namely inclusion students accompanied by a special companion teacher, learning in the same class with regular children and for the gradation is lowered, (2) the form of learning model Inclusion students who are applied at SDS Mutiara Hati Ponorogo are paying attention or adjusted to the conditions of their students by being monitored by psychologists and also the principal, and (3) the impact of implementing the learning model for inclusive students at SDS Mutiara Hati Ponorogo, namely that the development is getting up to the class the better and able to develop its potential.

scholarly journals Inclusive Education in the Special Region of Yogyakarta: Equity Pedagogy Perspective

2019 ◽  
Author(s):  
Mulkanur Rohim ◽  
Dr. Taat Wulandari
Keyword(s):  
Career Development ◽  
Special Needs ◽  
Inclusive Education ◽  
School Environment ◽  
Children With Special Needs ◽  
Equity Pedagogy ◽  
Literature Reviews ◽  
Inclusive Schools ◽  
Special Region

Inclusive Education in Indonesia, especially in special regions of Yogyakarta, has been running on its regulations, but Equity Pedagogy is to see how inclusive education in school units needs to be deepened, because the implementation of inclusive education in inclusive schools in Yogyakarta is still a problem, especially at the learning level. This study uses the Systematic Literature Reviews (SLR) in the method. The findings obtained from the analysis of cementation in the form of perceptions, competencies, and actualization in the school environment, society and government are issues of equity pedagogy in inclusive education in special regions of Yogyakarta. This study shows that inclusive education in inclusive schools in special regions of Yogyakarta has not been able to contribute to the career development of children with special needs (careers are a form of manifestation of personal acceptance in their environment). Showing that Equity Pedagogy on inclusive education in inclusive schools in special regions of Yogyakarta is still in the process of forming a system.

scholarly journals Implementation of an individual educational route in inclusive practice

2021 ◽  
Vol 98 ◽  
pp. 01019
Author(s):  
Oksana Titova ◽  
Margarita Bratkova ◽  
Olga Karanevskaya ◽  
Elena Gravitskaya ◽  
Irma Barbakadze
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Educational Needs ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Educational Organization ◽  
Number Of Children ◽  
Advantages And Disadvantages ◽  
Inclusive Schools

There is currently a trend towards an increase in the number of children with special educational needs enrolled in inclusive schools. Thus, the number of children with special educational needs enrolled in inclusive schools is growing. This is caused both by significant changes in the legal regulatory framework, including the 2012 Federal Law on Education, the adoption of the Federal State Educational Standard of Primary General Education for Children with Special Needs, etc. and by the fact that in some regions the number of specialized schools is decreasing, inclusive education becomes a more affordable option for children with special education needs. School specialists, parents, and the public engage in an active dialogue about choosing the most efficient path for an educational route for special needs children, comparing the advantages and disadvantages of inclusive and special education. The design and implementation of an individual educational route, an individual curriculum is essential for children with special needs in terms of improving the quality of education and efficiently entering social life. The relevance of the study is determined by identifying the components that facilitate and complicate, hinder the development and implementation of an individual educational route for these children in an educational organization; the determination of the content of an individual educational route based on the current situation in a practical institution considering the requirements of inclusive education. The purpose of the study is to explore the problems of developing and implementing individual educational routes for children with special needs in the context of inclusion and to determine ways to solve these problems. The key methods of the study are a questionnaire and a structured interview. The empirical data confirms the assumption that the development and implementation of an individual educational route for children with special needs in an educational organization are problematic and inefficient for several reasons. The data obtained is new since similar research results have not been found in the open sources over the past five years.

scholarly journals Career Guidance in Preparing Students with Disabilities for Get in to the Worke in Preparing Students with Disabilities for Get in to the Work

2021 ◽  
Vol 9 (1) ◽  
pp. 135-145
Author(s):  
Liah Siti Syarifah
Keyword(s):  
Data Analysis ◽  
Students With Disabilities ◽  
Career Guidance ◽  
Sampling Technique ◽  
Analysis Model ◽  
Research Subjects ◽  
Deaf Students ◽  
Special Schools ◽  
Guidance Services ◽  
Analysis Technique

Abstract: This research aims to describe career guidance for students with disabilities in special schools (SLB). This research uses a qualitative approach with descriptive methods. The research subjects were the Principals and Teachers at SLB Negeri 1 Subang, SLB SLB Maliwis, SLB Negeri Cicendo, SLB Sukapura, SLB Negeri Handayani and SLB PGRI and the object of research was the implementation of career guidance for deaf and mentally retarded students. By using purposive sampling technique, the sample taken is the principal and teachers of skills subjects and/ or teachers accompanying apprentices. The data collection techniques in this research were carried out by observation, interviews and documentation study. And the data analysis technique used in this research was an interactive data analysis model. Based on the research, it was found that career guidance for deaf students was carried out with an individualized instructional approach and career guidance for students with mild mental retardation was carried out using the drill method. Based on the research results, career guidance services provided to students with disabilities are carried out using different methods and subject matter. Keywords: Career Guidance, Disabilities, Students Work

scholarly journals Fasilitas Ruang Khusus Pada Sekolah Inklusi Binar Indonesia (Bindo) di Bandung

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Mamiek Nur Utami ◽  
Wahyu Buana Putra
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Attention Deficit ◽  
National Level ◽  
Children With Special Needs ◽  
Normal Children ◽  
Attention Deficit Hyperactive Disorder ◽  
Inclusive Schools ◽  
Space Requirements ◽  
Descriptive Qualitative

ABSTRAK     Diterbitkannya Rencana Induk Pengembangan Pendidikan Inklusif Tingkat Nasional Tahun 2019 – 2024, memperkuat keinginan pemerintah dalam membuat konsep sekolah pendidikan inklusi. Sekolah Inklusi merupakan sebuah pelayanan pendidikan dimana Anak Berkebutuhan Khusus (ABK) belajar bersama satu ruang dengan anak normal. Mereka belajar bersama, meskipun kemungkinan materi yang diberikan berbeda. Saat ini belum ada standar fasilitas kebutuhan ruang untuk sekolah inklusi. Penelitian ini menganalisa kebutuhan ruang, persyaratan ruang sekolah yang dapat mendukung proses belajar pada sekolah inklusi. Analisa kebutuhan ruang untuk sekolah inklusi ini berdasarkan karakteristik umum yang terdapat pada anak lamban belajar, kesulitan belajar, autis dan Attention Deficit Hyperactive Disorder (ADHD). Metode yang dipakai pada penelitian ini adalah metodologi kualitatif deskriptif. Hasil dari penelitian ini menunjukkan bahwa sekolah inklusi harus memiliki ruang-ruang khusus yang merupakan bagian dari penanganan anak-anak berkebutuhan khusus, ruang tersebut memiliki persyaratan ruang yang spesifik sesuai dengan karaktek anak yang ditangani. Ruang khusus tersebut diantaranya: (a) Ruang Belajar Individu yang digunakan untuk anak belajar bersama guru secara individual atau bisa juga secara kelompok dengan jumlah siswa terbatas, yaitu maksimum 5 siswa, (b) Ruang Renung dibutuhkan untuk anak yang sedang mengamuk atau tantrum berat, (c) Ruang konsultasi dipergunakan untuk orang tua berkonsultasi dengan  guru , psikolog dan pedagog di sekolah.Kata kunci: inklusi, anak berkebutuhan khusus (ABK), metode kualitatif deskriptif, ruang-ruang khusus. AbstraCTThe issuance of the National Level Inclusive Education Development Master Plan for 2019-2024, strengthens the government's desire to conceptualize inclusive education schools. Inclusive School is an educational service where children with special needs (ABK) study in one room with normal children. They studied together, even though the material might be different. Currently, there are no standard facilities for the space requirements for inclusive schools. This study analyzes space requirements and school space requirements that can support the learning process in inclusive schools. The analysis of space requirements for inclusive schools is based on general characteristics found in slow learners, learning difficulties, autism and Attention Deficit Hyperactive Disorder (ADHD). The method used in this research is descriptive qualitative methodology. The results of this study indicate that inclusive schools must have special rooms which are part of the handling of children with special needs, these spaces have specific space requirements in accordance with the characteristics of the children being handled. These special rooms include: (a) Individual Study Rooms which are used for children to study with the teacher individually or in groups with a limited number of students, namely a maximum of 5 students, (b) The Reflection Room is needed for children who are raging or heavy tantrums, (c) The consultation room is used for parents to consult with teachers, psychologists and pedagogues in schools.Keywords: inclusive, special needs student, descriptive qualitative method, special rooms

scholarly journals NILAI-NILAI KEMANUSIAN DALAM PENDIDIKAN ANAK USIA DINI INKLUSI

2020 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Eko Suhendro ◽  
Syaefudin Syaefudin
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Special Needs ◽  
Inclusive Education ◽  
Human Values ◽  
Children With Special Needs ◽  
Literature Analysis ◽  
Data Display ◽  
Educational Sociology ◽  
Analysis Techniques

This study aims to analyze and map inclusive education for children who have special intelligence potential. And to find out whether the inclusive PAUD teacher has applied the concept of education that prioritizes the humanitarian side or not. This type of research is qualitative. Using an educational sociology approach. Data collection was obtained through literature analysis studies. Data analysis techniques used are data reduction, data display, data verification, and affirmation of conclusions. An important finding in this research is the existence of human values possessed by every educator, in positioning themselves as a facilitator for children with special needs. The conclusion in this study is that teachers in PAUD inclusion must have human values, which include: a) Awareness that all children are born the same, b) Educate professionally, c) Look at children with special needs that are special, d) Educate because they care, e ) Educate with love, f) Educate through example.

scholarly journals GAMBARAN PELAKSANAAN PENDIDIKAN INKLUSI SEKOLAH DASAR NEGERI DI JAKARTA BARAT

2019 ◽  
Vol 3 (1) ◽  
pp. 94
Author(s):  
Heni Mularsih
Keyword(s):  
Public Schools ◽  
Special Needs ◽  
Inclusive Education ◽  
Survey Method ◽  
Purposive Sampling ◽  
Public Elementary Schools ◽  
Analysis Technique ◽  
Inclusive Schools ◽  
Assistant Teachers ◽  
Public Primary School

Pelaksanaan pendidikan inklusif merupakan bentuk pelayanan pendidikan yang setara antara  anak yang memiliki kebutuhan khusus dengan anak normal yang pelaksanaan pendidikan di sekolah umum. Penekanan dalam penyelenggaraan Pendidikan inklusi yaitu adanya penerimaan  semua siswa, baik yang normal maupun yang berkebutuhan khusus tanpa ada deskriminasi. Namun, dalam perlakuan siswa yang memiliki kebutuhan khusus harus memperoleh pelayanan Pendidikan sesuai dengan kebutuhannya. Oleh karena itu, dalam praktik di lapangan, penyelenggaraan pendidikan inklusif hendaknya dilaksanakan dengan  baik pada setiap komponen-komponen penyelenggaraan pendidikan yang seharusnya dipenuhi, yang meliputi peserta didik, pendidik, kurikulum, serta sarana dan prasarana. Penelitian ini bertujuan mengetahui gambaran pelaksanaan pendidikan inklusif di sekolah dasar negeri  di Jakarta. Metode penelitian yang digunakan adalah metode survei. Partisipan dalam penelitian ini, yaitu guru atau kepala sekolah. Teknik pengumpulan data dengan purposive sampling, dengan kriteria  sekolah dasar negeri yang sudah menyelenggarakan Pendidikan inklusi selama minimal  tiga tahun. Instrumen berupa kuesioner tertutup dan kuesioner terbuka untuk memperoleh jawaban bebas dari partisipan. Materi kuesioner dikembangkan dari komponen-komponen dalam penyelenggraraan pendidikan inklusif melalui validasi isi dari pakar. Teknik analisis data dengan menggunakan analisis statistik deskriptif. Hasil penelitian menunjukkan bahwa secara umum Sekolah dasar Negeri Inklusi di Jakarta Barat belum  memenuhi persyaratan penyelenggaraan sekolah inklusi sesuai dengan Undang_Undang tentang Sekolah Inklusi, terutama terkait dengan belum dilakukannya identifikasi siswa ABK, belum tersedianya guru pendamping khusus, serta belum terpenuhinya sarana dan prasarana yang memadai.The implementation of inclusive education is a form of equal educational service between children with special needs and regular children in public schools. Therefore, in practice, the implementation of inclusive education should be carried out properly in every component of the administration of education which includes students, educators, curriculum, facilities and infrastructure. This study aims to find an image of the implementation of inclusive education in public elementary schools in Jakarta. The research used survey method with teachers or principals as participants. Data were collected by purposive sampling, while the instrument used was in the form of both closed and open questionnaires to obtain open-ended answers from participants. Data analysis technique was descriptive statistical analysis. The result shows that in general, the Inclusive Public Primary School in West Jakarta had not yet fulfilled the requirements for the implementation of inclusive schools in accordance with the Constitution on Inclusive Schools, especially related to the identification of special needs students, the unavailability of special assistant teachers, and the lack of adequate facilities and infrastructure. 

scholarly journals Thematic Learning for Children with Special Needs at Inclusion School During the Covid-19 Pandemic

2021 ◽  
Vol 10 ◽  
Author(s):  
Tri Nanda Maulidyah ◽  
Muhlasin Amrullah
Keyword(s):  
Distance Learning ◽  
Special Needs ◽  
Inclusive Education ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Normal Children ◽  
Learning Abilities ◽  
Inclusive Schools ◽  
Thematic Learning ◽  
Physical Accessibility

This study discusses thematic learning for children with special needs which is carried out online or online learning which is part of distance learning with contemporary special methods that consciously combine internet-based technologies to support the success of students in learning even though it is done remotely. far. As for the benefits of implementing inclusive education for both children with special needs and normal children, they will learn to interact and help each other, teach students that there is no difference and we are all the same. In order to carry out thematic education for children with special needs to the fullest. For this reason, knowing the thematic learning abilities of students with special needs online is very important although basically it is not easy to implement because it requires special supervision from both parents and other families who are at home. Inclusive education does not discriminate in educating normal and abnormal children. Thus, the characteristics of inclusive schools are, among others: having physical accessibility and non-physical accessibility, which aims to maximize services for all children.

scholarly journals PEMBELAJARAN KETERAMPILAN BERBICARA BERBASIS TEKS BIOGRAFI PADA KELAS INKLUSI BERDASARKAN KURIKULUM 2013 (STUDI KASUS DI SMAN 8 SURAKARTA)

2019 ◽  
Vol 6 (2) ◽  
pp. 71
Author(s):  
Gilang Jaka Sanjaya ◽  
Muhammad Rohmadi ◽  
Purwadi Purwadi
Keyword(s):  
Data Analysis ◽  
Special Needs ◽  
Case Study Research ◽  
Sampling Technique ◽  
Analysis Data ◽  
Language Teachers ◽  
Analysis Model ◽  
Students With Special Needs ◽  
Interactive Analysis ◽  
Analysis Technique

<p><em>This research is a case study research. The sampling technique was purposive sampling. Data sources used are events, informants and documents. Data collection techniques are carried out by observation, interviews, and data analysis. Data validity test used is source triangulation, method triangulation, and informant review. The data analysis technique used is an interactive analysis model. The results of this study are descriptions of: (1) RPP components prepared by teachers in accordance with Permendikbud, but the conformity of the contents can not be said either; (2) the implementation of biographical text-based speech-learning in the inclusion class of SMAN 8 Surakarta has been conducted based on the 2013 curriculum; (3) evaluations conducted by subject teachers in the form of giving remedial questions; (4) obstacles faced by Indonesian subject teachers in learning biographical texts at SMAN 8 Surkarta. Teacher constraints include</em></p><p><em>(a) lack of understanding of sign language to communicate with students with special needs for quadriplegic speech; (b) there is no special teacher for ABK; (c) students with special needs tend to close themselves, and (d) lack of use of the media as a medium of learning media. (5) efforts made by Indonesian language teachers at SMAN 8 Surakarta in addressing the problems faced in learning biographical texts in the inclusive class.</em></p>

scholarly journals Penerapan Tema Arsitektur Perilaku pada Desain Fasilitas Pendidikan Anak Berkebutuhan Khusus di Surabaya

2021 ◽  
Vol 2 (1) ◽  
pp. 31-36
Author(s):  
Ravi Andriyansa ◽  
Broto Wahyono Sulistyo ◽  
Firdha Ayu Atika
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Visually Impaired ◽  
Children With Special Needs ◽  
Educational Facilities ◽  
Normal Children ◽  
Descriptive Research ◽  
Special Needs Education ◽  
Qualitative Descriptive ◽  
The City

Abstract. Education is not only aimed at normal children in general, but children with special needs are also entitled to a proper education. Children with special needs usually go to school in Extraordinary Schools (SLB), but nowadays many regular schools that accept children with special needs to learn with normal children in general so that later can support inclusive educational facilities in their learning, between children with special needs and normal children in general are merged into one. so that children with special needs can adjust to the environment in East Java, especially in the city of Surabaya. But sometimes only one type of child with certain special needs is accepted in the school, thus encouraging researchers to combine all types of children with special needs in one area, while the types of children with special needs are Deaf, Visually Impaired, Visually Impaired. The research method used is qualitative descriptive research and data obtained from field case studies and literature. Design with macro educational concepts so that all designs can be a learning for residents. Micro land order concept is Flexible so that residents can be free to do activities and also easier to move or move around considering this building is a building for children with special needs. Micro concept of shapes is Geometric because geometric shapes are very easy to be known for kindergarten and elementary school children, and also have a variety of shapes such as triangles, circles, squares, etc. So that students can easily recognize the concrete shape of the surrounding buildings. Micro interior concept is Play Based Learning because most students will spend the most time in the room to do their activities. so that with the concept of Play Based Learning Keywords. Children with Special Needs, Education, Inclusive Education Abstrak. Pendidikan yang layak tidak hanya ditujukan kepada anak normal pada umumnya, namun anak berkebutuhan khusus juga berhak memperoleh nya. Sekolah Luar Biasa adalah sekolah khusus untuk anak berkebutuhan khusus. Namun sekarang ini sekolah regular pun juga menerima anak berkebutuhan khusus. Karena itu sekolah regular dituntut untuk menjadi sarana pendidikan inklusif, agar anak berkebutuhan khusus dan anak pada umumnya beraktivitas dalam satu atap. Dalam menerapkan system sekolah inklusif, sekolah regular di Jawa Timur khususnya kota Surabaya kurang memperhatikan kebutuhan anak berkebutuhan khusus. Bahkan hanya salah satu tipe anak berkebutuhan khusus tertentu yang diterima di sekolah tersebut. Hal itu  mendorong peneliti untuk  memfasilitasi pendidikan dari beberapa tipe anak berkebutuhan khusus dalam satu kawasan, antara lain Tunarungu, Tunanetra, dan Tunagrahita dari jenjang TK dan juga Sekolah Dasar. Metode yang digunakan adalah metode rancangan dengan makro konsep Edukatif agar semua desain bisa menjadi pembelajaran bagi penghuni. Mikro konsep tatanan lahan adalah Fleksibel agar penghuni bisa bebas beraktifitas dan juga lebih mudah bergerak atau berpindah tempat mengingat bangunan ini adalah bangunan untuk anak anak berkebutuhan khusus. Mikro konsep bentuk adalah Geometris karena bentuk geometri sangat mudah dikenal untuk anak TK maupun SD, Mikro konsep interior adalah Play Based Learning.Kata Kunci. Anak Berkebutuhan Khusus, Edukatif, Pendidikan Inklusif

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