The Management of Students with Special Needs in Inclusive School

There is no real data on students who need special service education in elementary schools for the DKI Jakarta area. This study is interested in identifying and analyzing elementary school students who need special service education. This study will determine the real condition of the prevalence of the number of students in elementary schools who need special education services. The research method used is a quantitative approach. The instrument in this study used questions derived from the variable characteristics and characteristics of children with special needs. We collaborated with 14 elementary schools in the Thousand Islands, DKI Jakarta and the number of respondents in this study was 70 teachers. The data analysis technique was carried out by statistical analysis for quantitative. Therefore, the results obtained from a number of questions were asked to respondents and then transferred to the frequency distribution table. The results showed that the special needs most needed by students with special needs are slow learning, learning difficulties and intellectual disorders. The demand for educational services can increase family outreach efforts with schools through communication according to the types of needs of students. Inclusive school environments are ready to change and adapt and consider the needs of all people. The future research is required for an IQ test to ascertain special needs for intellectual disabilities and learning disabilities.

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Model Of Disability Learning in Islamic Education at Inclusive School Malang, Indonesia

Turkish Journal of Computer and Mathematics Education (TURCOMAT) ◽

10.17762/turcomat.v12i3.2184 ◽

2021 ◽

Vol 12 (3) ◽

pp. 5388-5392

Author(s):

Zulfi Mubaraq Et. al.

Keyword(s):

Special Needs ◽

Assessment System ◽

Islamic Education ◽

Children With Special Needs ◽

Students With Special Needs ◽

Pull Out ◽

Inclusive School ◽

Learning Programs ◽

The Difference ◽

The Government

Education is the most basic need for every human being, even children with special needs also really need education. Given the importance of education for all, education for children with special needs is facilitated by disability or inclusive-based classes. The inclusive class model as an alternative recommended by the government to serve children with special needs. This study aims to find out the extent of planning, implementation, evaluation, and impact points of learning implementation Islamic education in inclusive schools at Malang city. This research used a qualitative approach, a type of case study with a multi-site study design. The data collected is organized, interpreted, and analyzed in cross-site cases and analyses. research instruments used include interviews, observation, and documentation. The results are Planning standard of islamic education learning in the inclusion class is the same as other schools using the 2013 curriculum which includes syllabus and learning planning. It's just that the special assistant teacher made a design of teaching materials that are appropriate to the situation of each child with special disabilities. Implementation Standard, there are at least many models, including inclusion classes, used regular full inclusion classes with simplified indicators, cluster classes, and pull out using individual learning programs. Evaluation conducted by disability schools is to separate between normal students and those with special disabilities who differ in the description of the indicators. Another model in this school the difference between normal students and those with special needs, the assessment system of students with special needs.

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KOMUNIKASI PEMBELAJARAN BERBASIS DARING UNTUK ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH INKLUSI

Translitera : Jurnal Kajian Komunikasi dan Studi Media ◽

10.35457/translitera.v10i1.1224 ◽

2021 ◽

Vol 10 (1) ◽

pp. 76-92

Author(s):

Mutiah Mutiah

Keyword(s):

Special Needs ◽

Implementation Process ◽

Communication Process ◽

Online Media ◽

Communication Model ◽

Children With Special Needs ◽

Students With Special Needs ◽

Face To Face ◽

Inclusive School ◽

Therapeutic Tools

This research looks at the phenomenon of the Covid 19 pandemic conditions which require learning activities at school to change to studying at home. This home school learning relies on online media, which of course has its own challenges in the implementation process. The challenge for inclusive schools is how this learning communication can be sent to students with special needs online. The purpose of this study was to see the online-based learning communication process for students with special needs, thus this study used a qualitative approach with descriptive data presentation. From this research, it was found that online media was not able to bridge the learning communication carried out by schools for students with special needs. Therefore all learning materials and learning messages are modified by shadow teachers (teachers accompanying children with special needs). Researchers discuss this modification with the analysis of the communication model from Berlo, namely the aspects of source, messages, channel and receiver. The conclusion of this study is that online-based learning processes for children with special needs cannot be done because children with special needs actually need face-to-face communication, face-to-face communication is one of the therapeutic tools for advancing the abilities of children with special needs. Key words: learning Communications, Children with Special needs, inclusive school

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How Do Regular Students in Inclusive Primary Schools Interpret the Term of 'Students with Special Needs'?

IJDS Indonesian Journal of Disability Studies ◽

10.21776/ub.ijds.2020.007.02.13 ◽

2020 ◽

Vol 7 (2) ◽

pp. 249-254

Author(s):

Ossy Firstanti Wardany

Keyword(s):

Special Needs ◽

Primary Schools ◽

Students With Special Needs ◽

Negative Perception ◽

Disability Awareness ◽

Positive Attitudes ◽

Inclusive Schools ◽

Inclusive School ◽

Definition Of ◽

Regular Students

A positive perception toward the student with special needs required to build positive attitudes and behaviours in inclusive schools. The aim of this study is to determine the perception of regular students in inclusive primary schools toward students with special needs. This study is a survey and the participants are 146 regular students in inclusive primary school. The study used questionnaires. The results show that only 35% of regular students who know and can interpret the definition of the student with special needs into the text. Most students interpret based on what they see, such as a physical problem, low academic achievement or help by shadow teacher. There are still misconceptions, stereotypes, and negative perception toward students with special needs. It suggests for the teachers in inclusive school for increase disability awareness to overcome the negative perception.

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PENGEMBANGAN MEDIA PAPAN BALIK (FLIPCHART) UNTUK MENINGKATKAN KEMAMPUAN BACA ANAK BERKEBUTUHAN KHUSUS DENGAN HAMBATAN AUTIS DI SEKOLAH INKLUSI

Autentik : Jurnal Pengembangan Pendidikan Dasar ◽

10.36379/autentik.v5i2.144 ◽

2021 ◽

Vol 5 (2) ◽

pp. 126-137

Author(s):

Suchaimatul Lutfia ◽

Setya Yuwana ◽

Hendratno Hendratno

Keyword(s):

Special Needs ◽

Reading Ability ◽

Reading Difficulties ◽

Children With Special Needs ◽

Students With Special Needs ◽

A Value ◽

Significant Difference ◽

Inclusive School ◽

Post Test ◽

The Right

This study aims to produce flipchart media products to improve the reading ability of children with special needs with autism in inclusive schools. Because education is the right of every child. Therefore, children with special needs with autism have the right to receive learning according to their conditions. This research method uses research and development methods with a 4-D cycle (define, design, develop and disseminate). The subjects of this study were 6 students with special needs with autism at SD Muhammadiyah, Tulangan sub-district Sidoarjo. The sample of 6 students was selected based on categories, 2 students with mild autism and reading difficulties, 2 students with moderate autism and reading difficulties and 2 students with severe reading difficulties. The results of the study are as follows: (1) the material from the flipchart media developed is declared very feasible with a percentage value of 85.5%. (2) the results of the percentage value of media flipchart get a value of 83.75% with a decent category. (3) the test of the effectiveness of the developed flipchart media obtained a percentage value of 83.33%, a significance value of 0.000 > 0.05 so that there was a significant difference between the pre-test and post-test. Through the n-gain test, the score was obtained 0.33 which means the effect of the application is categorized as 'medium'. It can be concluded that the flipchart media developed had a positive effect on the reading ability of students with special needs with autism at SD Muhammadiyah Tulangan Sidoarjo. Keywords: Reading Ability, Flipchart Media, Autistic Child, Inclusive School

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The Integration Of Among (Instantiating) System In The Inclusive Education At Taman Muda Ibu Pawiyatan Primary School Yogyakarta

Al-Bidayah Jurnal Pendidikan Dasar Islam ◽

10.14421/al-bidayah.v11i2.191 ◽

2020 ◽

Vol 11 (2) ◽

pp. 346-357

Author(s):

Eka Tusyana ◽

Wina Calista

Keyword(s):

Primary School ◽

Special Needs ◽

Inclusive Education ◽

Musical Instrument ◽

Learning Activity ◽

Students With Special Needs ◽

Inclusive School ◽

Jigsaw Method ◽

Minimum Criteria

The research aim is to describe the integration of among systems in inclusive education at Taman Muda Ibu Pawiyatan Primary School Yogyakarta. This research utilized case study method with a qualitative approach. The data collection instruments were interview, observation, and documentation. The result indicates that among systems in inclusive education at Taman Muda Ibu Pawiyatan Primary School Yogyakarta is integrated into classroom and outing class learning activities. Among system in the classroom learning activity is integrated by teachers to not only provide material but also advise and habituation to students such as maintaining a good attitude to peers. Teachers apply the jigsaw method in learning, which is aimed to train regular students or students with special needs to implement the attitudes of being responsible, cooperative, and respecting other people’s opinions. Teachers do not demand students with special needs to compare their ability with regular children to achieve scores based on Minimum Criteria of Mastery Learning (or usually called Kriterai Ketuntasan Minimal/KKM). They open the opportunity to students, especially they who have special needs at inclusive school to train their independence without continuously depending on guardian. In the among the system of outing class learning, teachers apply three systems, which are karawitan (playing a java musical instrument), dance art, and scout.

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Budaya Inklusif dalam Komunikasi Pendidikan Anak (Stud Etnografi Komunikasi pada Sekolah Dasar Inklusif di Bandung)

MediaTor (Jurnal Komunikasi) ◽

10.29313/mediator.v13i2.6873 ◽

2020 ◽

Vol 13 (2) ◽

pp. 319-330

Author(s):

Ike Junita Triwardhani

Keyword(s):

Special Needs ◽

Inclusive Education ◽

Social Intelligence ◽

Cultural Development ◽

Education For All ◽

Special Needs Children ◽

Community Group ◽

Students With Special Needs ◽

Inclusive Schools ◽

Inclusive School

Inclusive education is education for all; it is a form of resistance to discriminatory treatment in education through the provision of effective education for all children. In inclusive schools, children with normal conditions will learn together with special needs children. Normal students in inclusive schools will learn to build sensitivity and develop their social intelligence, while students with special needs learn to build confidence and develop more of their abilities. This paper aims to analyze and map the cultural development in the implementation of inclusive education for children. The case chosen is an inclusive school in Bandung which implements inclusive education. This paper uses ethnographic of communication method by tracking communication patterns established from the interactions of actors in a community group, namely communication between normal students and special needs students in inclusive schools. Field data explain that the interaction process results in an inclusive culture that develops in schools. The results show that inclusive cultures built are giving opportunities and trust, helping spontaneously, reminding each other, respecting personalities, building discipline, developing tolerance, and carrying out all activities based on religious precepts. The culture built in an inclusive school produces harmony in the implementation of learning by accommodating the diverse needs of students.

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EVALUASI PROGRAM PENDIDIKAN INKLUSI PADA SEKOLAH DASAR NEGERI BATU TULIS 2 KOTA BOGOR

Pedagonal : Jurnal Ilmiah Pendidikan ◽

10.33751/pedagog.v1i2.389 ◽

2017 ◽

Vol 1 (2) ◽

pp. 82-90

Author(s):

Rianty Rianty ◽

Fasli Jalal ◽

Pinta Deniyanti ◽

Yuyun Elizabeth Patras

Keyword(s):

Special Needs ◽

Inclusive Education ◽

School Principal ◽

Social Aspect ◽

Input Process ◽

Education Department ◽

Students With Special Needs ◽

The Social ◽

Inclusive School ◽

Process Product

ABSTRACTThis study evaluate the implementation of inclusive education program. The method use the qualitative analysis by explain and interpret data from each component evaluated and using model evaluation of CIPP (Context, Input, Process, Product). Sources of data in this study include inclusive education experts, officer of Education Department, school principal, teachers, normal students, and students with special needs. The data were collected by documentation, observation, and interview. The research on contextual component show that the legal process of inclusive education has been shown clearly according to regulation of Education System in Indonesia. The purpose of inclusive education is already in accordance with that has been formulated. Input component indicate that the number of students with special needs enrolled in schools is large enough with various types of disorders. Teachers, curriculum, and infrastructure facilities still have to be improved. The components of process indicate that the plan, process and evaluation activities for each aspect are considered good and good enough. The product shows that the academic aspect of students with special needs based on School Examinations value is considered good and the social aspect is good.This research gives recommendation for government and inclusive school to improve their program preparation more optimal.Keywords: Evaluation Program, Inclusive EducationABSTRAKPenelitian ini bertujuan untuk mengevaluasi implementasi program pendidikan inklusi. Metode yang digunakan adalah analisis kualitatif yaitu mendeskripsikan dan memaknai data dari masing-masing komponen yang dievaluasi dengan menggunakan model evaluasi CIPP (Context, Input, Process, Product). Sumber data dalam penelitian ini meliputi pakar pendidikan inklusi, Dinas Pendidikan, kepala sekolah, guru, siswa normal, dan siswa berkebutuhan khusus. Pengumpulan data dilakukan dengan dokumentasi, observasi, dan wawancara. Hasil temuan komponen konteks menunjukkan bahwa landasan hukum penyelenggaraan pendidikan inklusi secara jelas sudah tertuang dan ditemukan dalam UU Sistem Pendidikan Negara kita. Tujuan pendidikan inklusi pun sudah sesuai dengan yang telah dirumuskan. Hasil temuan komponen input menunjukkan input ABK yang bersekolah jumlahnya cukup banyak dengan berbagai jenis kebutuhan khususnya. Namun dalam komponen guru, kurikulum, dan sarana prasarana masih harus ditingkatkan lagi. Hasil temuan komponen proses menunjukkan kegiatan perencanaan, proses dan evaluasi pembelajaran untuk setiap aspek dinilai masuk dalam katagori baik dan cukup baik. Hasil temuan komponen produk menunjukkan produk perkembangan aspek akademik ABK berdasarkan nilai UAS dinilai cukup baik dan aspek sosialnya pun sudah baik. Penelitian ini memberikan rekomendasi untuk pemerintah dan pihak sekolah penyelenggara inklusi agar lebih meningkatkan kesiapannya dalam menjalankan program pendidikan inklusi yang lebih optimal.Kata Kunci: Evaluasi Program, Pendidikan Inklusi

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Perception of Physical Education Teachers on Adaptive Physical Education In Inclusive School

IJPTE International Journal of Pedagogy and Teacher Education ◽

10.20961/ijpte.v2i1.17042 ◽

2018 ◽

Vol 2 (1) ◽

pp. 67

Author(s):

Donni Prakosha ◽

Agus Kristiyanto ◽

Gunarhadi Gunarhadi ◽

Abdul Salim ◽

Sunardi Sunardi

Keyword(s):

Special Education ◽

Physical Education ◽

Special Needs ◽

Quantitative Research ◽

Physical Education Teachers ◽

Students With Special Needs ◽

Teachers Perceptions ◽

Adaptive Physical Education ◽

Inclusive Schools ◽

Inclusive School

Physical education is an important thing to teach in an effort to maintain health. In the term of special education, adaptive physical education is very necessary in teaching physical education for students with special needs. The main purpose of this study is to determine the perceptions of teachers, especially special teachers, on adaptive physical education in inclusive schools. This study is a descriptive quantitative research involving 15 teachers in Surakarta. Data was collected using questionnaires using 4 Likert scale.The results showed that teachers’ perception on the purpose of adaptive physical education was high for 70%. Meanwhile, teachers’ perception on the implementation of physical adaptive education was high for 62%. However, teachers’ perception on the adaptive physical education materials was moderate for 56%. Also for the assessment in adaptive physical education, teachers’ perception was moderate for 58%. In terms of the physical adaptive education tools, teachers’ perception was high for 81%. The result of this research can be used to develop the nature of adaptive physical education itself, especially in inclusive school. By knowing the teachers’ perceptions on adaptive physical education, some parties can determine which parts are lack and need to be developed, especially in adaptive physical education Keywords: Perception of teachers, adaptive physical education

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