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 Communicative Approach to Inclusive Education in Pre-School

2015 ◽  
Vol 4 (1) ◽  
pp. 50-56
Author(s):  
Sandra Kraukle
Keyword(s):  
General Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Communication Skills ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Social Emotional ◽  
Basic Principles ◽  
Teachers And Parents

Abstract The understanding of the basic principles of inclusive education motivates the inclusion of children with special needs in general education schools. The paper presents the process of implementing inclusive education in Latvia and the teachers' and parents' understanding of the role of communication in including children with special needs, communication strategies, basic qualities and their use in teachers' work with children with special needs. Teachers and parents were asked to answer a questionnaire to determine if: (1) parents and teachers understand the value of communication in developing social, emotional and cognitive development and the implementation of inclusive education for children with special needs and (2) teachers of general pre-schools are ready to communicate with special needs children with and their parents while implementation inclusive education. This research confirms that teachers lack communicative competencies working with children with special needs (especially with children with limited communication skills) and their parents.

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 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.

Pendidikan Inklusi Anak Usia Dini Meningkatkan Kreatifitas dan Kompetensi Guru PAUD

2019 ◽  
Vol 2 ◽  
Author(s):  
Indryani Indryani
Keyword(s):  
Early Childhood ◽  
Special Needs ◽  
Inclusive Education ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Teaching Staff ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Normal Children ◽  
Teacher Creativity

This study aims to determine the importance of inclusive education for early childhood education teachers. The teacher as the main working partner in the process of providing stimulation for child development, in preparing a good and appropriate curriculum in inclusive education is to eliminate differences, discrimination and bullying against children with special needs with this inclusive education will provide good for children, family backgrounds also affect towards giving attention and support for children with special needs. Children with unique development are different from one another need inclusive education for early childhood development, inclusive education that is education that carries out learning for all children both normal children and also children with special needs. The aim is for children with special needs to get the same rights in education, in the implementation of inclusive education there are many obstacles including lack of teaching staff, lack of therapist staff, and infrastructure. The development of teacher creativity in educating children is very necessary.

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 Implementasi Parenting Berkelanjutan TK Aisyiyah I, II, III dan IV Rawalo Kec. Rawalo, Kabupaten Banyumas

2017 ◽  
Vol 1 (2) ◽  
pp. 125
Author(s):  
Tatik Aryanti ◽  
Melati Ismi Hapsari
Keyword(s):  
Special Needs ◽  
Basic Education ◽  
Life Stage ◽  
Good Time ◽  
Children With Special Needs ◽  
Social Emotional ◽  
Normal Children ◽  
Abnormal Growth ◽  
Concept Art ◽  
Education Activity

Children are small people who have the potential to be developed. Children have certain characteristics that are unique and not the same as adults, they are always active, dynamic, enthusiastic and curiosity about what they see, hear, feel, as thought they never stop exploring and learning. The age of birth to enter the basic education is a golden period as well as a critical period in the life stage that will determine the development of the next child. This period is a good time to lay the groundwork for the development of physical, linguistic, social emotional, self concept, art, moral and religious value. Parenting progam aims to give provision and understanding the parents about nurture which give stimulation for childhood. This nurture will support childhood in education activity in PAUD Aisyiyah (Aisyiyah Kindergarten). The benefit for parents and society, can give understanding about childhoodeducation and sensitize parents about the important of early stimulation for child in daily nurture. For childhood, with environtmental conditions which condicive to development and growth from fmily and PAUD (Kindergrten) achieving success and development task. Children with special needs can be interpreted with children who are classified as disabled or who bear the disabilities and also potential and talented children. Children with special needs are those with temporary or permanent special needs that require more intense educational services. Needs may be caused by abnormalities or are indeed innate or due to distressing economic, political, social, emotional and behavioral pressures. Called special needs because children have abnormalities and presence with normal children in general. Having a healthy, active, and intelligent child would be the the dream off all parents. But, not a few parents of children with special needs who feel the dream is destroyed. To as children with abnormal growth because they have some diferrences with normal children. Children with special needs are usually referred Accepting reality is the key to the first handling of children with special needs and by giving love adn more attention. Through appropriate therapy and approprite education, children with special needs are able to get a relatively more normal life. Keywords : Sustainable parenting,children with special need

MODEL OF PEER-MEDIATED SOCIAL SKILLS INTERVENTION FOR CHILDREN WITH SPECIAL NEEDS IN INCLUSIVE PRIMARY SCHOOLS

2018 ◽  
Author(s):  
Marlina - Marlina
Keyword(s):  
Social Skills ◽  
Primary School ◽  
Special Needs ◽  
Primary Schools ◽  
Social Skills Training ◽  
Skills Training ◽  
Training Model ◽  
Children With Special Needs ◽  
Social Skills Intervention ◽  
Normal Children

This research is aimed at investigating a model of social skills training for children with special needs in inclusive primary school. The study is used at research and development. The training model involves the normal children as training mediators, the so-called peer-mediated social skills intervention (PMSSI), PMSSI model is developed into seven steps. The results of the development are: (1) PMSSI model is appropriate to meet the needs of children with special needs and normal children as social skills training; (2) PMSSI model has the steps description of social skills training which are organized, hierarchical, and clear; (3) PMSSI model is useful for classroom teachers and special educator teachers in inclusive primary school; and (4) PMSSI model is efficient in terms of cost but not of time. Based on the results of the development, there are two suggestions: (1) the need for training the trainers on the use of PMSSI model before being applied in inclusive primary school, and (2) the implementation of social skills training should be done integratedly in academic activities or in a playgroup setting.

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