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 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 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 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 Studi Kasus Manajemen Sekolah Inklusi SDN Manahan Surakarta

2020 ◽  
Vol 4 (2) ◽  
pp. 64-68
Author(s):  
Ahmad Hafizh ◽  
Herry Widyastono ◽  
Sunardi Sunardi
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Participant Observation ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Inclusive Schools ◽  
Assistant Teachers ◽  
Depth Interviews

Inclusive education is one form of special education in Indonesia to provide opportunities for children with special needs to get an education. But the reality faced by inclusive schools in management and implementation has not been satisfactory. Many things are not in accordance with predetermined standards. In this study using a qualitative approach with a case study design. The research technique was carried out by non-participant observation, in-depth interviews and documentation studies. The results obtained show that the management of inclusive schools is still unsatisfactory such as the lack of facilities and accessibility of children with special needs, special educators, special assistant teachers. This will certainly affect the quality of education, learning processes, and evaluations carried out so that certain stages also have an impact on the outputs and outcomes of students with special needs

scholarly journals Barriers to Access and Enrollment for Children with Disabilities in Pilot Inclusive Schools in Bole District in Ghana

2020 ◽  
pp. 143-150
Author(s):  
Jacob Kudjo Adjanku
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Sampling Technique ◽  
Children With Special Needs ◽  
Negative Attitudes ◽  
Barriers To Access ◽  
Inclusive Schools ◽  
Architectural Structures ◽  
District Assemblies

This study focused on inherent barriers that are there to the success of inclusion of children with disabilities in education in Bole District. The targeted population in this study involved all teachers teaching in the selected inclusive schools. The random sampling and purposive sampling technique was used in selecting the ten schools practicing the inclusive education whose teachers were the target for the study. The study used questionnaire to collect data. Data collected was analysed by means of statistical methods into numbers, percentages tables and diagrammatical representation. The results revealed that majority of the respondents agreed teachers show negative attitudes towards children with special needs, schools environments are physically not accessible to children with disabilities, teachers are not trained towards teaching children with disabilities. It was suggested that, District Assemblies should encourage that architectural structures should be modified and also by making more physical adaptations to the existing buildings to have effective inclusive education. Also encourage school authorities to made school environments more disability friendly and make other schools facilities more accessible and more disability friendly for children with special needs to access.

scholarly journals Optimalisasi Peran Sekolah Inklusi

2016 ◽  
Vol 1 (1) ◽  
pp. 38-47
Author(s):  
Reni Ariastuti ◽  
Vitri Dyah Herawati
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Soft Skills ◽  
Educational Games ◽  
Skills Training ◽  
Children With Special Needs ◽  
Design Learning ◽  
Inclusive Schools ◽  
Inclusive School ◽  
The Right

Every Indonesian citizen has the right to get a decent education and teaching, not least for those children with special needs (ABK). SD Lazuardi Kamila may use as an information referral inclusive school in Surakarta, existence is capable of being a facilitator for the inclusion of other schools to further develop and improve themselves for educational purposes such inclusion can be more optimal. This IbM activity aims to: (1) the teacher can determine the level of need crews primarily on the healthcare, (2) the teacher can understand how to be a teacher-friendly (welcoming teacher) in the school inclusion, (3) the teacher can make early detection of the growth protege (4) teachers can design learning, and (5) the management of the school is to prepare the required facilitation of inclusive education. Referring to objectives, the method is performed in service activities are conducting trainings and workshops directly to the participant/teacher. This activity was followed with the assistance of the participants that this activity can be sustained. From this activity provides benefits to the community, particularly the development of soft skills training and a teacher of children with special needs with the birth of inclusive schools friendly to children. Tools educational games are also given to crew members in order to support the therapy and also their education.

scholarly journals Persepsi dan Kesiapan Mengajar Mahasiswa Guru Terhadap Anak Berkebutuhan Khusus dalam Konteks Sekolah Inklusi

2020 ◽  
Vol 10 (2) ◽  
pp. 152-161
Author(s):  
M. Kusuma Wardhani
Keyword(s):  
Public Schools ◽  
Special Needs ◽  
Inclusive Education ◽  
Development Program ◽  
Individual Development ◽  
Children With Special Needs ◽  
Special Schools ◽  
Students With Special Needs ◽  
Inclusive Schools ◽  
Equal Right

The implementation of inclusive education in reality, really requires readiness and support from various parties, including fron the educators who are ready in the sense of being able and willing to educate children with special needs. The focus of this study is to examine the perceptions of pre-service teachers in Pelita Harapan University for children with special needs who have access to inclusive education, and what factors underlie these perceptions. The next focus is whether the pre-service teachers have the readiness or vice versa just that there is still doubt or reluctance to teach in inclusive schools. The research method is qualitative descriptive. The number of respondents was one class consisting of 40 students which was a combination of 2 two study programs. The results showed that pre service teachers had perceptions that children with special needs could attend school in inclusive schools, and will be successfull. The arguments that underlie these perceptions are three things: the equal right to education for everyone; curriculumadjustment, teaching methods, assessments and facilities for students with special needs; inclusive schools are a combination of public schools with special schools, and adjustments for each child with special needs in the form of PPI (Individual Development Program). All respondents stated their readiness to teach in inclusive schools. The reason are because a teacher should treat his student equally, the subject of Teaching Student With Special Ability courses has equipped them, and adjustments made in inclusive schools in terms of methods, curriculum, assessment and infrastructure.

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 PANDANGAN KEPALA SEKOLAH MENGENAI PENDIDIKAN INKLUSIF DAN ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH DASAR DIY

2018 ◽  
Vol 2 (2) ◽  
pp. 247
Author(s):  
Dinar Westri Andini ◽  
Ayu Rahayu ◽  
C Asri Budiningsih ◽  
Mumpuniarti Mumpuniarti
Keyword(s):  
Decision Making ◽  
Elementary School ◽  
Elementary Schools ◽  
Special Needs ◽  
Inclusive Education ◽  
Children With Special Needs ◽  
Narrow View ◽  
The Right ◽  
Agent Of Change ◽  
Special Region

The right view of inclusive education is very influential on the success of the implementation of inclusive education, starting from the policies applied, routines that will bring up a culture of acceptance of diversity and the implementation of classroom learning. The principal becomes the agent of change and as the main key in the development, initiator of innovation and decision making on the implementation of inclusive education until the realization of the success of the implementation practices in school. The purpose of this study is to explain the principal's view of inclusive education in Yogyakarta Elementary School. Questionnaires were distributed to 25 principals in elementary schools in five districts in Yogyakarta Special Region. The results showed that the majority of principals in SD DIY have a narrow view of inclusive education, which is still limited to the acceptance of children with special needs, but the majority of principals agree and are open that children with special needs for school and study together with other children in the classroom regular / general.

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