scholarly journals The benefits of inclusive education programs on character development of regular students in elementary schools

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Utomo Utomo ◽  
Hayatun Thaibah
Keyword(s):  
Character Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Positive Impact ◽  
Actual Condition ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Assistant Teachers ◽  
Regular Students ◽  
Research Show

The implementation of inclusive education does not only have a positive impact on children with special needs. Moreover, the presence of children with special needs in inclusive education can also be a means to develope character education for regular students. This study uses a qualitative approach. Data collection techniques using interviews, observation, documentation and triangulation then analyzed using an interactive model from Miles and Huberman. The results of the research show that: (1) regular students are able to appreciate the differences. (2) regular students are willing to invite students with special needs to participate in every class activity. (3) the great curiosity of regular students encourages them to ask questions, especially to special assistant teachers regarding the actual condition of students with special needs. (4) regular students give good appreciation to students with special needs when they show their talents and abilities in public. (5) regular students are willing to be invited to make friends and lend their belongings to help students with special needs (6) if something happens that is considered difficult for students with special needs, regular students will immediately help. (7) regular students are able to look after and protect students with special needs.

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 Dampak implementasi pendidikan inklusi terhadap aspek akademik siswa lamban belajar (slow learner)

2019 ◽  
Vol 11 (1) ◽  
pp. 23-28
Author(s):  
Suparno Suparno ◽  
N. Praptiningrum ◽  
Ernisa Purwandari
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Positive Impact ◽  
The Other ◽  
Slow Learner ◽  
Students With Special Needs ◽  
Academic Reading ◽  
The Subject ◽  
The Impact ◽  
The City

Pendidikan inklusi sebagai sebuah pendekatan untuk memenuhi kebutuhan pendidikan belajar semua anak, menjadi solusi bagi peserta didik berkebutuhan khusus untuk mendapatkan layanan pendidikan setara dengan peserta didik pada umumnya termasuk siswa berkebutuhan khusus lamban belajar (slow learner). Daerah Istimewa Yogyakarta (DIY) sebagai salah satu provinsi penyelenggara pendidikan inklusi telah menerapkan pendidikan inklusi di semua kabupaten dan kota. Kajian ini penting untuk memperbaiki praktik pendidikan inklusi di DIY selanjutnya. Subjek dalam penelitian ini adalah siswa lamban belajar (slow learner) tingkat dasar (dasar 1-3) di tujuh SD Inklusi di Bantul. Hasil penelitian menunjukkan bahwa 1) implementasi pendidikan inklusi memberikan dampak positif terhadap capaian akademik membaca dan aritmatika siswa lamban belajar; 2) implementasi pendidikan inklusi belum menunjukkan dampak yang positif terhadap capaian akademik menulis siswa lamban belajar. Penelitian masih terbatas pada siswa lamban belajar sehingga perlu pengkajian lebih lanjut akan dampak pendidikan inklusi pada siswa berkebutuhan khusus lainnya. Inclusive education as an approachment to meet the needs of learning all children be a solution for students with special needs to get the services of education equivalent to students in general included in it students slow learner. Daerah Istimewa Yogyakarta (DIY) as one of the provinces of the organizers inclusive education in all of the regency and the city. This study is an important to improve the practice of inclusive education in DIY next time. The subject in this research are students with slow learner the basic (basic 1- 3) in seventh inclusive elementary school in Bantul. The results of the research indicate that 1) implementation inclusive education give a positive impact on their academic reading and arithmetical students with slow learner; 2) implementation inclusive education has not shown a positive impact on their academic wrote students with slow learner. The research is still limited on the students with slow learner so that need to more assessment will be the impact of inclusive education on the other students with special needs.

scholarly journals Implementation of Islamic Religious Education Learning for Children with Special Needs at Al-Azhar Elementary School Kota Bukittinggi

2020 ◽  
Vol 17 (2) ◽  
pp. 217-228
Author(s):  
Suharjo Suharjo ◽  
Silfia Hanani ◽  
Jasmienti Jasmienti
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Special Needs ◽  
Religious Education ◽  
Inclusive Education ◽  
Education System ◽  
Inclusive Classroom ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
The Subject

The segregation education system is starting to be abandoned and shifting to an inclusive education system. The inclusive education system is to unite children with special needs (ABK) with children without special needs (ATBK) in the same class they interact with, communicate and learn together. This research uses descriptive qualitative research with data collection obtained from observations, interviews, and documentation. The implementation of Islamic religious education learning for students with special needs at SD Al-Azhar Bukittinggi unites ABK students with ATBK in a fully inclusive classroom under the supervision of class teachers and special companion teachers (GPK). The implementation of Islamic Religious Education learning for children with special needs through inclusive education at SD Al-Azhar Bukittinggi students with special needs assisted by a striking companion teacher has a better understanding of the subject matter than ABK without a special companion teacher.

scholarly journals Islamic Religious Education in Inclusive Education: Curriculum Modification for Slow Learner Students at SMP Muhammadiyah 1 Godean

2021 ◽  
Vol 4 (1) ◽  
pp. 19-27
Author(s):  
Difaul Husna ◽  
Yazida Ichsan ◽  
Unik Hanifah Salsabila
Keyword(s):  
Special Needs ◽  
Religious Education ◽  
Inclusive Education ◽  
Islamic Education ◽  
Education Curriculum ◽  
Research Subjects ◽  
Students With Special Needs ◽  
Observation Methods ◽  
The Right ◽  
Regular Students

Education for children with special needs began to change on the basis of diversity and the fulfillment of the right to obtain an education and an inclusive education. Inclusive educators enforce learning in the same learning environment for each student, for regular students or students with special needs, including for slow learners. This qualitative descriptive research was conducted with the intention of knowing the implementation of Islamic Religious Education curriculum in the setting of inclusive education, namely at SMP Muhammadiyah 1 Godean. The research subjects were obtained through purposive sampling method, with research data obtained through observation methods, interviews and documentation. Data analysis is carried out through several procedures, namely data reduction, data presentation, verification and data validity test using triangulation techniques. The results showed that Islamic Education learning was carried out in regular full inclusion classes using a modified regular curriculum for slow leaner students.  Learning Islamic Religious Education SMP Muhammadiyah 1 Godean faced several separate problems such as the un availability of Special Companion Teachers and differences in characteristics of each student, both regular students and special needs. Keywords:  Inclusive Education, Students Special Needs, Islamic Education

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 Application of Character Education for Children with Special Needs in Special Schools

2018 ◽  
Author(s):  
Firunika Intan Cahyani ◽  
Eko Purnomo ◽  
Eddy Marheni
Keyword(s):  
Character Education ◽  
Special Needs ◽  
Behavioral Problems ◽  
Children With Special Needs ◽  
Special Schools ◽  
Students With Special Needs ◽  
Interactive Analysis ◽  
West Sumatra ◽  
Mentally Retarded Children ◽  
Analysis Models

This research is a qualitative research,This research was conducted on August 2 to September 29, 2018 at Padang Perwari Special School, West Sumatra. The informants in this study were teachers who taught at the extraordinary Padang Perwari school which amounted to 5 people, with the object of research totaling 64 students with special needs. Data collection methods use observation, interviews and focus group discussions (FGD). Data analysis uses interactive analysis models through the stages of data reduction, data presentation and verification. The findings of the researcher indicate several behavioral problems which indicate that there is no personal character or social character in children with special needs (especially for mentally retarded children). The results of the study show the importance of applying the values of character education to children with special needs for the realization of a better national character.

scholarly journals ATTITUDES TOWARDS INCLUSIVE EDUCATION FROM THE PERSPECTIVE OF TEACHERS AND PROFESSIONAL ASSOCIATES

TEME ◽  
2018 ◽  
pp. 001
Author(s):  
Srboljub Djordjevic ◽  
Dragana Stanojevic ◽  
Lucija Djordjevic
Keyword(s):  
Elementary Schools ◽  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Positive Attitude ◽  
Comparative Methods ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Male And Female ◽  
The Republic

The paper analyzes opinions and attitudes of teachers and professional associates towards inclusive education and towards students with special needs in the Republic of. Serbia and Norway, and they are compared with each other. The research was conducted in fifteen regular elementary schools located on the territory of the Republic of Serbia on a sample of 220 teachers and 22 professional associates, as well as with 10 teachers and 6 professional associates from two primary schools in Oslo, Norway. The research used descriptive, analytical and comparative methods, and survey as the research technique. Based on the obtained research results, it is concluded that there is a generally positive attitude of teachers and professional associates in the Republic of Serbia towards inclusive education of children with special needs. Such results provide a guarantee for further perspective and implementation of inclusive education in the Republic of. Serbia. The conducted research did not show statistically significant differences in the attitudes of male and female respondents regarding the inclusive education of children with special needs. However, the attitudes of teachers and professional associates in the Republic of Serbia towards the inclusive education of children with special needs differ statistically and teachers generally have more positive attitude towards all categories of students. The obtained results also make it imperative to conclude that there is still the need to work on improving attitudes towards students with special needs in order to create certain support for further implementation of inclusive education.

scholarly journals General education institution readiness of students with special needs into the mainstream realizing inclusive education policy

2015 ◽  
Vol 2 ◽  
pp. 175
Author(s):  
Mārīte Rozenfelde ◽  
Rita Orska
Keyword(s):  
General Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Education Institution ◽  
Children With Special Needs ◽  
Real Situation ◽  
Students With Special Needs ◽  
Inclusive Education Policy ◽  
First Time ◽  
Practical Recommendations

The article deals with the historical process of integration/inclusion of children with special needs into mainstream educational establishments in Latvia since 1998 when the pedagogical staff in Latvia was introduced the term “inclusive education” broader for the first time and there were offered practical recommendations for school and class work; afterwards some educational establishments started implementing inclusive education; the current situation regarding inclusion/integration of children with special needs in mainstream educational establishments is evaluated in the questionnaire provided to the heads of educational establishments. There are provided the data of the provided questionnaires regarding the readiness of mainstream schools in Latgale and Vidzeme regions and real situation in the integration of children with special needs.

scholarly journals Inclusive Education: Planning Process in Primary School 20 Mataram

2020 ◽  
Vol 7 (7) ◽  
pp. 202
Author(s):  
Dian Eka Susanti ◽  
Agus Ramdani ◽  
Dadi Setiadi
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Special Needs ◽  
Inclusive Education ◽  
Planning Process ◽  
Reliability And Validity ◽  
Secondary Data ◽  
Primary Data ◽  
Children With Special Needs ◽  
Students With Special Needs

The aim of the study was to describe the planning of inclusive education programs in primary school 20 of Mataram. The study used a qualitative approach and was conducted at Elementary School 20 Mataram. Data sources used are primary data and secondary data. The data validity test in this study includes the credibility, reliability, and validity tests. The results showed that the planning carried out by Elementary School 20 Mataram was carried out by establishing an annual work program with student activities for a year, including students with special needs, these activities include identification and evaluation of students at the time of registration of new students, meetings of routine parents of children with special needs and schools, class promotion meetings, extracurricular exercises, training of managers of children with special needs, the composition of individual learning programs.

scholarly journals Evaluation of The Implementation of The Inclusion Program

2021 ◽  
Vol 5 (4) ◽  
pp. 675
Author(s):  
Abdul Rokhim ◽  
Suryadi Suryadi ◽  
Supadi Supadi
Keyword(s):  
Student Affairs ◽  
Special Needs ◽  
Inclusive Education ◽  
Evaluation Research ◽  
Education Curriculum ◽  
Students With Special Needs ◽  
Learning Abilities ◽  
Inclusive Schools ◽  
Assistant Teachers ◽  
Descriptive Method

In practice, inclusive schools face many obstacles, using a curriculum that has not been fully implemented properly. Teachers do not understand using methods and learning media for children with special needs. Be in a good instrument. Unique infrastructure that has not been adequate in supporting child development is an obstacle to implementing inclusive education successfully. This study aims to analyze the Inclusive Education program's context, inputs, processes, and products. This research is a program evaluation research using the CIPP model. The methodology used is a survey and descriptive method. The research informants were the principal, vice-principal for curriculum and student affairs, teachers, special assistant teachers data collection techniques through observation, questionnaires, and interviews. The technique used to analyze power is descriptive qualitative analysis. Based on the data, the problem with inclusive education programs experienced by schools is the presence of non-permanent accompanying teachers who only receive one time per week, thus hampering the development of students with special needs. In addition, the facilities and infrastructure that support the learning process are still incomplete. The uniqueness of the inclusive education curriculum needs to be reviewed to improve children's learning abilities with special needs.

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