scholarly journals Perceptions about individual education Program recognized by general teachers and Henceforward Tasks

2016 ◽  
Vol 11 (1) ◽  
pp. 1-20
Author(s):  
류규태 ◽  
박경옥
Keyword(s):  
Education Program ◽  
Individual Education Program ◽  
Individual Education

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.

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.

scholarly journals Individual Education Program (IEP) Paperwork : A Narrative Review

2018 ◽  
Vol 7 (2.29) ◽  
pp. 682
Author(s):  
Aniva Kartika ◽  
Dewi Retno Suminar ◽  
Mareyke M.W. Tairas ◽  
Wiwin Hendriani
Keyword(s):  
Education Program ◽  
Appropriate Technology ◽  
Narrative Review ◽  
Administrative Staff ◽  
Individual Education Program ◽  
Exclusion Criteria ◽  
Service Flow ◽  
Administrative Burden ◽  
Administrative Tasks ◽  
Individual Education

Previous studies have shown that teachers understand the importance of Individual Education Program (IEP), but they consider the administrative tasks of IEP as a burden. This review aims to illustrate how long the teacher completed the IEP administrative tasks, to explain why teachers view IEP as a burden, and to describe the strategies to minimize obstacles related to the administrative burden of IEP. The procedure of narrative review is selecting journals based on the inclusion and exclusion criteria related to administrative burden of IEP paperwork. The result shows that teachers spend more time doing IEP paperwork than assessing students’ assignments, communicating with parents, and sharing with colleagues. IEP paperwork takes up more than 10% of working time. The reasons IEP paperwork  perceived as burdens are because of a large number of IEP forms and details, the multiple IEP service flow, the lack of knowledge of the personnel relating to the preparation or implementation of IEPs, the lack of assistance of administrative staff to complete the IEP paperwork, and the short/limited deadlines for administrative duties of IEP. The proposed strategies are improving appropriate technology, streamlining the contents of IEP forms, group IEP and increase the IEP administrative skills of the teachers.  

scholarly journals Pendidikan Inklusi Di Perguruan Tinggi

2020 ◽  
Vol 2 (1) ◽  
pp. 101-118
Author(s):  
EE Junaedi Sastradiharja ◽  
Farizal MS ◽  
Maran Sutarya
Keyword(s):  
Education Program ◽  
Integrated Curriculum ◽  
Individual Education Program ◽  
Slow Learner ◽  
Individual Education

Pendidikan Inklusi di Perguruan Tinggi: Studi Pada Pusat Kajian dan Layanan Mahasiswa Berkebutuhan Khusus Politeknik Negeri Jakarta. Penelitian: Program Studi Magister Manajemen Pendidikan Islam Institut Perguruan Tinggi Ilmu Al-Qur’an (PTIQ) Jakarta.             Kesimpulan penelitian ini dapat dipahami bahwa setiap orang berhak mendapatkan pendidikan sesuai dengan landasan pendidikan inklusi baik landasan filosofis, yuridis maupun empiris. Prinsip-prinsip pendidikan inklusi juga dapat ditemukan dalam Al-Qur’an dan hadis nabi yang menggambarkan pendidikan inklusi pada masa Nabi Muhammad SAW. Pendidikan inklusi pada masa sahabat dapat kita telusuri melalui ulumul hadis yang menunjukan adanya para perawi hadis penyandang difabel khususnya tunanetra.             Penelitian ini menemukan bahwa jumlah warga negara berkebutuhan khusus (WNBK) dengan ketersediaan dan kesiapan lembaga pendidikan tinggi dalam memfasilitasi WNBK masih terdapat kesenjangan, sehingga WNBK yang dapat mengakses pendidikan tinggi masih sangat terbatas. Indikasi ini dapat terlihat dari kebijakan PNJ mengenai pembatasan penerimaan mahasiswa WNBK dengan pertimbangan sumber daya manusia dan prasarana yang belum cukup untuk menampung mahasiswa dalam jumlah yang lebih banyak.             Penulis juga menemukan langkah upaya implementasi pendidikan inklusi di PNJ melalui model kelas khusus penuh. Dalam model ini seluruh mahasiswa berkebutuhan khusus belajar di dalam kelas khusus pada perguruan tinggi reguler. Sementara mengenai kategori mahasiswa dalam kelas inklusi PNJ sebagian besar adalah slow learner di antaranya autisma ringan yang mengalami kesulitan belajar. Program inklusi di PNJ diselenggarakan pada satu jurusan yaitu Program Studi Manajemen Pemasaran untuk Warga Negara Berkebutuhan Khusus (MP-WNBK). Program ini adalah program studi vocational yang melaksanakan Individual Education Program berdasarkan pada adapting thematic integrated curriculum untuk melatih, mendidik dan membekali mahasiswa agar dapat menguasai bidang yang sesuai kemampuan dan minat masing-masing dengan beban 25% pendidikan kognitif (knowledge) dan 75% keterampilan (skill). Melalui penelitian ini penulis merekomendasikan pemenuhan hak memperoleh pendidikan dan mengupayakan berdirinya pendidikan inklusi di perguruan tinggi, dengan harapan agar masyarakat mampu melihat WNBK sebagai sebuah keragaman dalam masyarakat, di mana kelompok ini memiliki hak dan kewajiban yang setara dengan masyarakat umum. Metode yang digunakan dalam penelitian ini adalah: metode fenomenologi. Sedangkan pendekatan yang digunakan adalah pendekatan kualitatif.

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