scholarly journals Pendidikan kesetaraan di rumah inklusif Desa Kembaran Kecamatan dan Kabupaten Kebumen

2019 ◽  
Vol 6 (1) ◽  
pp. 83-92
Author(s):  
M. Mustolih
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Public Understanding ◽  
Children With Special Needs ◽  
Normal Children ◽  
Liberation Education ◽  
The Disabled ◽  
The Government ◽  
The Many

Penelitian ini bertujuan untuk menganalisis pola pendidikan di Rumah Inklusif Kembaran, dasar untuk pendidikan inklusif di sana dan tantangan dalam mengimplementasikan pendidikan inklusif di sana. Segmentasi lembaga pendidikan berdasarkan perbedaan agama, etnis, dan bahkan perbedaan kemampuan baik secara fisik maupun mental yang dimiliki oleh siswa masih terjadi di Indonesia, ini menunjukkan bahwa pendidikan di Indonesia belum mengakomodasi keragaman. Temuan pendidikan yang dilakukan di Rumah Inklusif adalah pendidikan pembebasan yang menempatkan anak-anak luar biasa atau anak-anak dengan kebutuhan khusus untuk belajar bersama dengan anak-anak normal dalam satu kelas di rumah joglo dekat dengan tempat mereka tinggal. Yang dimaksud dengan pembebasan adalah bahwa siswa diberi kebebasan untuk menentukan menu pendidikan mereka sendiri. Tantangan penerapan pendidikan inklusif di rumah inklusif Kembaran Kebumen adalah kurangnya pemahaman publik tentang kondisi anak-anak penyandang cacat. Dalam proses pendidikan, rumah inklusif terbatas dalam hal fasilitas, dan ada kekurangan staf sukarela untuk membantu anak-anak cacat. Hal ni terbukti dengan banyaknya fasilitas publik, terutama di Kebumen, yang tidak ramah bagi penyandang cacat. Kelahiran rumah inklusif di Kebumen adalah bentuk perlawanan terhadap kurangnya perhatian pemerintah dalam menangani anak-anak berkebutuhan khusus di Kebumen. Pemerintah belum melakukan apa-apa, tepatnya untuk mengecualikan anak-anak penyandang cacat di sekolah-sekolah Luar Biasa (SLB). Ini membuat siswa apalagi orang tua merasa minder.Kata kunci: inklusif, difabel, persamaan EQUALITY PEDAGOGY  DI RUMAH INKLUSIF DESA KEMBARAN KECAMATAN DAN KABUPATEN KEBUMENAbstractThis study aims to analyze the pattern of education in the Kembaran Inclusive Houses, the basis for inclusive education there and the challenges of implementing inclusive education there. Segmentation of educational institutions based on differences in religion, ethnicity, and even differences in abilities both physically and mentally possessed by students still occur in Indonesia, this indicates that education in Indonesia has not accommodated diversity.Findings of inclusive education carried out in Inclusive Houses is a liberation education that places exceptional children or children with special needs to study together with normal children in one class at a joglo house close to where they live. What is meant by liberation is that students are given the freedom to determine their own education menu. The challenge of implementing inclusive education in Kembaran Kebumen inclusive homes is the lack of public understanding the conditions of children with disabilities. In the process  education, inclusive homes are limited in terms of facilities, and there is a lack of volunteer staff to assist disabled children. This hall is proven by the many public facilities, especially in Kebumen, which are not friendly to the disabled. The birth of an inclusive house in Kebumen is a form of resistance to the lack of government attention in dealing with children with special needs in Kebumen. The government has not done anything, precisely to exclude children with disabilities in Extraordinary schools. This makes students more than parents feel less.Keywords: inclusive, difabel, equality

scholarly journals Sistem Pendidikan Inklusif Perspektif Neurosains

2020 ◽  
Vol 8 (1) ◽  
pp. 18
Author(s):  
Ely Novianti
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Soft Skills ◽  
Special Needs Children ◽  
Access To Education ◽  
Normal Children ◽  
Inclusion Education ◽  
The Government ◽  
The Individual ◽  
The Right

Assesing inclusion education in neuroscience perspectives is particularly interesting. This study is a literature review. Given the development of normal and special needs children have different backgrounds. Cognitive development of children are different according to parenting patterns. In this case the parents need to be aware of the type of child and need to understand in terms of neuroscience. Keep in mind education is the right of every child to gain knowledge and educate the individual. The background of every child is not an obstacle in getting a decent education. The government and education authorities now have acces to the concept of inclusive education. With the application of inclusive education can expand access to education for all groups including children with disabilities. This effort is made to develop the potential of intelligence, talent,and soft skills prossessed without discrimination.in addition, at the age of gold, children with special needs are directed to interest and talent. With experience early on hope when adolescents are able to hone and can compete with normal children. This is because there is already a maturity in the individual’s ability and creativity.

scholarly journals LIFE SKILLS AND INCLUSIVE EDUCATION

2018 ◽  
Vol 5 (43) ◽  
Author(s):  
Parul Aggarwal
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Life Skills ◽  
Literacy Skills ◽  
Children With Special Needs ◽  
Main Question ◽  
Social Emotional ◽  
Normal Children ◽  
Rapid Social Change ◽  
Basic Learning

The rapid social change consequent upon modernization, urbanization, globalization and media boon has made the lives of youth, their expectations, values and outlook very different from those of older generations. Youth is considered as the most powerful members of the society due to their physical and intellectual capabilities. But it is sad to see the fact that most of them are unable to utilize their potential in a suitable and pertinent way due to lack of guidance and motivation. Now, the main question arises that if the normal youth is unable to utilize their potential then what about the excluded groups who are deprived of vision, hearing, movement, communication, perceptual-motor, social-emotional, intelligence and adaptive behavior? Therefore, the challenges faced by normal children as well as children with special needs are many and they require more than even the best numeracy and literacy skills. That is why, many countries have included “Life Skills” as basic learning need for all the children including normal children as well as children with special needs (UNICEF).

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 SPECIAL FEATURE OFTHE COMMUNICATION BETWEEN CHILDREN IN THE INCLUSIVE ENVIRONMENT

2019 ◽  
pp. 33-36
Author(s):  
Y. Krasilova ◽  
V. Marchuk
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
School Children ◽  
Children With Disabilities ◽  
Physical Disabilities ◽  
Children With Special Needs ◽  
Children And Parents ◽  
Active Communication ◽  
Peer Community

We have considered approaches to define the concept "inclusive education". We have defined features of the communication between elder school children in the inclusive environment. Found that communication and perception of children with special needs depend much on disability form because kids with physical disabilities can more easy socialize, they are perceived better in the peer community, they are more communicated and interacted. It is proved that children's attitude to classmates with disabilities depends on attitude of their parents to the inclusiveness and inclusive environment. We have defined, that for successful introducing inclusive education and creating a comfortable environment for all we have to work directly with parents so that they understand that introducing an inclusive environment will not harm their children, but will form their tolerance skills for children with disabilities. Therefore, it is necessary to provide parents with an understanding of the features of children with disabilities, through lectures, trainings, and viewing films about inclusive education. Further directions for exploring effective ways of presenting information on inclusive education for children and parents are perspective, which will help to eliminate stereotypes and establish active communication in an inclusive environment.

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 PERAN PENGETAHUAN AWAL TENTANG ANAK BERKEBUTUHAN KHUSUS DAN EFIKASI GURU TERHADAP SIKAP GURU PADA PENDIDIKAN INKLUSIF

2020 ◽  
Vol 4 (2) ◽  
pp. 304
Author(s):  
Tita Tri Utami Dewi ◽  
Sri Tiatri ◽  
Heni Mularsih
Keyword(s):  
Teacher Efficacy ◽  
Primary School ◽  
Special Needs ◽  
Prior Knowledge ◽  
Inclusive Education ◽  
Quantitative Methods ◽  
Children With Special Needs ◽  
Inclusive Practices ◽  
Normal Children ◽  
Teachers Attitudes

In inclusive education, children with special needs (ABK) should get educational services together with normal children. However, inclusive education services that occur in Indonesia are still experiencing obstacles. Previous research has found that the problems are the lack of knowledge of teachers about children with special needs, the lack of teacher skills in dealing with children with special needs, and teachers' attitudes towards children with special needs. Current research intended to analyse the attitude of inclusive education teachers. The measurement of knowledge is developed by researchers using prior knowledge theory. In measuring teacher efficacy, we use the Teacher Efficacy for Inclusive Practices (TEIP) measurement. Teacher attitudes towards inclusive education was measured by the Multidimensional Attitudes Toward Inclusive Education Scale (MATIES). The participants were 60 teachers from state primary school, and incusive private primary school in Bogor Regency. Participants were recruited by convenience sampling technique. The research method uses correlational quantitative methods. The results showed that the knowledge and efficacy of teachers together did not provide a significant contribution to the attitude of teachers in inclusive education. Partially, knowledge about children with special needs has no effect on teachers' attitudes on inclusive education. However, independently, only teacher efficacy contributed significantly to teachers' attitudes regarding inclusive education. bersama dengan anak yang normal. Namun, pelayanan pendidikan inklusif yang terjadi di Indonesia masih mengalami hambatan. Penelitian terdahulu menemukan bahwa hambatan yang terjadi selama ini adalah kurangnya pengetahuan guru tentang anak berkebutuhan khusus, minimnya keterampilan guru dalam menangani ABK, dan sikap guru terhadap ABK yang dilihat masih memandang sebelah mata. Penelitian ini bertujuan untuk mengetahui peran pengetahuan awal tentang ABK dan efikasi guru terhadap sikap guru pendidikan inklusif. Pengukuran pengetahuan dikembangkan oleh peneliti dengan menggunakan teori prior knowledge. Untuk pengukuran efikasi guru, digunakan alat ukur The Teacher Efficacy for Inclusive Practices (TEIP). Pengukuran sikap guru terhadap pendidikan inklusif menggunakan alat ukur The Multidimensional attitudes toward inclusive education scale (MATIES). Partisipan berjumlah 60 guru dari SDN dan SD Swasta Inklusi di Kabupaten Bogor, yang terpilih dengan teknik sampling convenience. Metode penelitian menggunakan metode kuantitatif korelasional. Hasil penelitian menunjukkan bahwa pengetahuan dan efikasi guru secara bersama-sama tidak memberikan sumbangan yang signifikan terhadap sikap guru pendidikan inklusif. Secara parsial, pengetahuan mengenai anak berkebutuhan khusus tidak memberikan pengaruh terhadap sikap guru pada pendidikan inklusi. Namun secara independen hanya efikasi guru yang memberikan sumbangan yang signifikan terhadap sikap guru mengenai pendidikan inklusif. 

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

scholarly journals Implementasi Pendidikan Inklusi dalam Pembelajaran Pendidikan Agama Islam

2019 ◽  
Vol 2 (2) ◽  
pp. 201
Author(s):  
Nurhadisah Nurhadisah
Keyword(s):  
Special Needs ◽  
Religious Education ◽  
Inclusive Education ◽  
Learning Process ◽  
Time Allocation ◽  
Teaching And Learning ◽  
Research Approach ◽  
Children With Special Needs ◽  
Normal Children ◽  
Banda Aceh

SD Negeri (public elementary school) 25 Banda Aceh is one of the schools that join together children with special needs with normal children in one class in every school subject including Islamic religious education. This practice may cause teachers to encounter difficulties in teaching children with special needs; moreover, other problems also occur such as the limited number of teachers of Islamic religious education, inadequate facilities, and so forth. The focus of this research was related to the implementation, the role of teachers, as well as the constraints and solutions of the Islamic religious education teachers in performing the teaching and learning process at SD Negeri 25 Banda Aceh. This qualitative research employed a descriptive research approach. The data were collected through observation, interviews, and documentation. The results showed that the implementation of Islamic religious education learning for children with special needs was based on the 2013 curriculum. The modified curriculum was then grouped into the modifications of learning time allocation, learning materials, and the teaching and learning process of the children with special needs. The methods employed by the teachers were relatively similar to regular children such as memorization, lecture, question and answer, group work, demonstration, and practice. However, children with special needs also required further assistance and motivation. These children would also need a special escort teacher during the teaching and learning process. The roles of the teachers in implementing inclusive education included being correctors, inspirators, informers, organizers, motivators, initiators, facilitators, mentors, demonstrators, classroom managers, supervisors, mediators, and evaluators. In addition, teachers used learning tools and media to support students' understanding, especially in Islamic education learning. The obstacles faced by the teachers were due to the different abilities and characters of the students that made the teachers become very difficult in delivering the materials, the limited number of the teachers, the nonoptimal use of media, facilities, and infrastructure, and lack of study hours. The solutions to these issues included teachers being equipped with a guideline for handling children's special needs by making adjustments of time, manner, and material, and building togetherness, equality, and respect among fellow students.

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 INCLUSIVE EDUCATION: A ROADMAP FOR THE QUALITATIVE TRANSFORMATION IN EDUCATION

2021 ◽  
Vol 9 (1) ◽  
pp. 42-48
Author(s):  
Ms. Neetu Guleria, Prof. (Dr.) Alka Mudgal
Keyword(s):  
Physical Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Developmental Delays ◽  
Educational Institutions ◽  
Children With Special Needs ◽  
The Government ◽  
The Individual ◽  
Insight Into ◽  
Evaluation Of Policies

Inclusive Education (IE) is a revolutionary approach in the system of education to cater to the educational needs of marginalized Children with Special Needs (CWSN). CWSN also aspire & hope for additional guidance in meeting academic, social & emotional milestones apart from their medical requirements. By embracing learner centric approach, the distinction of children can be erased right from the beginning of their journey in life as Able bodied & Children with special needs. This paper aims to highlight project strategies which can give an insight into an effortless introduction of IE curriculum in educational institutions. Early Intervention & detection modalities discussed in this paper will help in preventing the developmental delays in CWSN.  The authors recommend change in the curriculum based on the individual needs of children, regular evaluation of Policies by the Government, integrating Physical education & shift in the ideology of the stakeholders in educational institutions which will aid in overcoming existing hurdles thereby paving the way towards seamless inclusion of CWSN in mainstream teaching.

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