scholarly journals Individual Education Program Kaitannya dengan Differentiated Assessment: Strategi Mengakomodir Siswa Berkebutuhan Khusus di Sekolah Umum

Humaniora ◽  
2011 ◽  
Vol 2 (2) ◽  
pp. 996
Author(s):  
Dina Sekar Vusparatih
Keyword(s):  
Public Schools ◽  
Public School ◽  
Special Needs ◽  
Education Program ◽  
School Education ◽  
Individual Education Program ◽  
Students With Special Needs ◽  
Public School Education ◽  
Individual Education

Individual Education Program (IEP) is a plan made by a team consists of parents, teachers, and other school elements. The purpose of IEP is to help students reach expected academic target. IEP is designed for students in special needs that not only defined academic target but also the methods for reaching the target. Thearticle explains the stages in defining IEP. The primary purpose of IEP is to give the same chance for students with special needs to have standard and public school education for other normal students. Through public schools, the students with special needs could interact and socialize with other students.

Public School Education within a Democracy

2011 ◽  
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
United States ◽  
Public School ◽  
Music Education ◽  
Special Needs ◽  
Music Teachers ◽  
The United States ◽  
Label Free ◽  
Students With Special Needs ◽  
School Year ◽  
Public School Education

The beginning of the school year is a time when situations similar to Mrs. Johnson’s first day occur. It is when these first lessons go awry that some music teachers first begin to think of their individual students, rather than the collective group. Who is the girl who moves slower than the rest and uses a walker? Who are the students in the small group who come late each day with a teacher to assist them? Who is the boy who bounds down the hall and begins to take down one of the brand new bulletin boards that have just been finished? The answer to the questions above is that they are all our students. They all have a place in our schools and they all deserve to have an education that includes music. As music teachers, we have both the right and responsibility to educate all the students in our schools. We are charged with studying each student who enters our classroom and with providing all students the music education they deserve. To do this, however, we must begin to plan for the inclusive education of all students before that first group heads down our hall on the first day of school. Unfortunately, until recently this was not the educational philosophy of public schools within the United States. This chapter will introduce the process we as a nation have experienced as we have come to the understanding of what an education for all students in the United States entails, including: challenges within families; the real-world realities of inclusion in practice; and a label-free approach to teaching music in the public school setting. This book is designed to facilitate the planning, implementation, and assessment of music education for students with special needs. It is written from a paradigm that advocates thoughtful inclusion and honors the teaching and learning relationship between music teachers and their students. It is hoped that this text will present a philosophy and a set of guiding principles for teaching students with special needs in a helpful and pragmatic manner.

scholarly journals Willingness to Communicate in English among Saudi Female University Students

2016 ◽  
Vol 9 (7) ◽  
pp. 170
Author(s):  
Mona Obaid Alrahman Ashik Turjoman
Keyword(s):  
Public Schools ◽  
Public School ◽  
English Language ◽  
School Education ◽  
Willingness To Communicate ◽  
English Language Teaching ◽  
Public School Education ◽  
Significant Difference ◽  
English Major ◽  
Private And Public

<p class="apa">Since the English Language teaching system differs from public schools to private ones, it is presumed that this would have a great impact of students’ willingness to communicate in English in Saudi Arabia. The purpose of the current study is to investigate the effect of private and public school education on WTC in English among Saudi Female English major students. Second, the researcher considered the degree of WTC in English among the Saudi Female English major students based on their private and public school education. Results indicate there is a significant difference between Saudi Female English major students’ willingness to communicate in English based on their private and public school education. Further studies would be recommended to investigate why WTC is suppressed and English language not used among these students.</p>

scholarly journals IMPLEMENTATION OF RELIGIOUS VALUES ON INDIVIDUAL EDUCATION PROGRAM (IEP) BASED IN ISLAMIC ELEMENTARY SCHOOL

2019 ◽  
Vol 15 (1) ◽  
pp. 1-8
Author(s):  
Redite Kurniawan
Keyword(s):  
Elementary School ◽  
Special Needs ◽  
Learning Process ◽  
Education Program ◽  
Daily Activities ◽  
Individual Education Program ◽  
Special Needs Students ◽  
Inclusive School ◽  
Islamic Values ◽  
Individual Education

Elementary has emerged as an inclusive school in Indonesia recently. Eventhough some of them haven’t shown the proper planning of inclusive learning, learning process, and optimal outcome learning for special needs students. Moreover if the learning process connected with religious value in Islamic elementary school. How the implementation of religious value can be involved in Individual Education Program (IEP) in elementary school?  This paper discuss about Individual Education Program (IEP) based on religious value which conduct as a particular curriculum for special needs students (SNS). Investigation for specific purpose on this study headed to Islamic values development in SNS. The data collected from interviews, documents, and observation from Ar-Roihan Inclusive Islamic Elementary School Lawang that has been pointed as inclusive pilot project since 2016. Prior study has shown the benefit of inclusive school for disability children, but it’s not focus on how Islamic values influence in their daily activities. Developed from data collected, the IEP program has reflected how the SNS used to and motivated to Islamic way in their daily activities, such as pray together, recite holy Qur’an, and respect for each other. Findings indicated that IEP which had given as individual treatment and lesson plan became an important thing for Islamic inclusive elementary school to reach their goal for disability students activities such as pray together, recite holy Quran, dan giving charity.

Effective Grassroots Social Action in Public Education

2009 ◽  
Vol 3 (2) ◽  
pp. 1-9
Author(s):  
Charles V. Willie
Keyword(s):  
Public School ◽  
Public Education ◽  
Social Science ◽  
Social Action ◽  
School Education ◽  
Student Body ◽  
Public School Education

This article identifies public school education as a community affair which requires the talents of lawyers, social science scholars, and other kinds of people. Since public education is described as a community affair, diversity in student body and faculty is recommended as a way of gathering essential opinions on how education may benefit all individuals as well as the community. Grassroots strategies for achieving effective social action are discussed.

Development of Avatar-Based Models and Tools for People With Intellectual Disabilities

2020 ◽  
pp. 152-174
Author(s):  
Dalar Ghougassian
Keyword(s):  
Intellectual Disability ◽  
Education Program ◽  
Project Based Learning ◽  
Traumatic Experience ◽  
Individual Education Program ◽  
Special Support ◽  
People With Intellectual Disabilities ◽  
The Individual ◽  
Individual Education ◽  
Level Of Aspiration

The chapter is about development of consciousness, emotion, motivation, and level of aspiration, with the ways that people react to the psychological, traumatic experience caused by the gradual realization of incapacity. Some people with an intellectual disability are capable of learning together with normally-developing peers if provided with special support; however, there are others who will need an individual education program adapted to their capabilities. The most important focus in working with such students is the individual approach with regard to the specific mentality and health of each person. Such an approach can be achieved through instructional methods like avatar-based learning as the improved development of project-based learning.

Postsecondary Transition Planning

2022 ◽  
pp. 167-187
Author(s):  
Charles William Kemp
Keyword(s):  
Preservice Teachers ◽  
Preservice Teacher ◽  
Education Program ◽  
Transition Planning ◽  
Postsecondary Transition ◽  
Individual Education Program ◽  
Full Effect ◽  
Transition Plan ◽  
Federal Guidelines ◽  
Individual Education

Understanding one of the major purposes of a student's individual education program (IEP), the postsecondary transition planning section, is key for preservice teachers. Though federal guidelines mandate the transition plan to start by age 16, many states require the development of the plan much earlier. The author believes that for some students, the transition plan is completed too late to have full effect. The chapter will give the preservice teacher the knowledge needed to understand the component of the transition plan and offer some resources and suggestions for assessments to develop the transition plan.

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