scholarly journals Permasalahan dalam Penyelenggaraan Pendidikan Inklusi di SDN Se Kecamatan Soko Kabupaten Tuban

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Ina Agustin
Keyword(s):  
Elementary Schools ◽  
Special Needs ◽  
Inclusive Education ◽  
Learning Process ◽  
Primary Schools ◽  
Children With Special Needs ◽  
The Public ◽  
Special Services ◽  
Teacher Students ◽  
Management Curriculum

Abstrak: Penerapan pendidikan inklusi di Indonesia bertujuan untuk memberikan fasilitas dan layanan pendidikan bagi anak berkebutuhan khusus (ABK). Penyelenggaraan pendidikan inklusi sudah di terapkan di sekolah dasar seluruh Indonesia khususnya kota-kota besar, tetapi dalam pelaksanannya menemukan banyak permasalahan.. Penelitian ini bertujuan untuk mendeskripsikan permasalahan-permasalahan yang dialami oleh sekolah penyelenggara pendidikan inklusi di SD Negeri Se Kecamatan Soko Kabupaten Tuban. Subjek dalam penelitian ini adalah: guru Pembimbing Khusus (GPK), guru Kelas, kepala Sekolah di SD Negeri inklusif se-Kecamatan Soko Kabupaten Tuban.Teknik pengumpulan data menggunakan teknik wawancara, observasi, dokumentasi. Data yang diperoleh dari penelitian ini berupa data kualitatif yang kemudian dianalisis melalui kegiatan reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan ada berbagai permasalahan yang di temukan dalam penyelenggaraan pendidikan inklusi, yaitu dari komponen guru, siswa, proses pembelajaran, manajemen sekolah, kurikulum, sarana prasarana, dan kerjasama. Permasalahan utama berkaitan dengan kurangnya kompetensi guru dalam menghadapi siswa ABK, minimnya kemampuan guru dalam proses pembelajaran, belum tersedianya ruang sumber untuk pemberian layanan khusus bagi ABK, belum adanya kurikulum plus,  dan berbagai jenis ABK yang memiliki keberagaman karakteristik. Permasalahan lainnya adalah berkaitan dengan kurangnya kepedulian orangtua terhadap ABK dan kurangnya kerjasama dari berbagai pihak seperti masyarakat, ahli professional dan pemerintah.Kata Kunci: Permasalahan, Pendidikan Inklusi, Anak Berkebutuhan KhususAbstract: The application of inclusive education in Indonesia aims to provide educational facilities and services for children with special needs (ABK). The implementation of inclusive education has been implemented in primary schools throughout Indonesia, especially in big cities, but in its implementation there have been many problems. This study aims to describe the problems experienced by schools providing inclusion education in the Public Elementary Schools in Soko Sub-District, Tuban Regency. Subjects in this study were: Special Advisors (GPK), Class teachers, headmaster all state Elementary Schools inclusive of Soko sub-district, in Tuban Regency. Data was collected through interview, observation, documentation techniques. The data obtained from this study are qualitative data which are then analyzed through data reduction activities, data presentation and conclusion drawing. The results showed that there were various problems found in the implementation of inclusive education, namely from the components of the teacher, students, the learning process, school management, curriculum, infrastructure, and collaboration. The main problem is related to the lack of competency of teachers in dealing with ABK students, the lack of teachers' ability in the learning process, the unavailability of source space for providing special services for ABK, the absence of a plus curriculum, and various types of crews who have diverse characteristics. Other problems are related to the lack of awareness of parents to ABK and the  lack of cooperation of various parties such as professional government and soceity.Keywords: Problems, Inclution Education, Children With Special Needs

scholarly journals Inclusive Primary Schools Without Shadow Teachers: Can Learning Services be Optimal?

2020 ◽  
Vol 5 (2) ◽  
pp. 149
Author(s):  
Arif Widodo ◽  
Umar Umar
Keyword(s):  
Elementary Schools ◽  
Data Collection ◽  
Special Needs ◽  
Inclusive Education ◽  
Learning Process ◽  
Primary Schools ◽  
Educational Institutions ◽  
Students With Special Needs ◽  
Learning Programs

<p class="abstrak" style="text-align: justify;">The Shadow Teacher is urgent in inclusive education. However, the shadow teacher cannot be found in all-inclusive educational institutions. The purpose of the study is to evaluate learning programs in inclusive primary schools that do not have Shadow Teachers. This case study was carried out in SDN Gunung Gatep, one of Central Lombok's inclusive elementary schools, from May to November 2020. The data was obtained through interviews with teachers, principals, and students with special needs. In addition to interviews, the data collection was taken by recording and observation during the learning process. Based on the results of the report, the teaching services provided by teachers are not satisfactory.</p><p class="abstrak" style="text-align: justify;"><em>Guru pendamping khusus berperan penting dalam pendidikan inklusif. Permasalahannya adalah tidak semua penyelenggara pendidikan ink</em><em>l</em><em>usif memiliki guru pendamping khusus. Penelitian ini bertujuan untuk menganalisis layanan belajar di sekolah dasar inklusif yang tidak memiliki guru pendamping khusus. Pengambilan data </em><em>dilaksanakan di SDN Gunung Gatep</em><em>, salah satu sekolah dasar inklusif di</em><em> Lombok Tengah, </em><em> </em><em>sejak </em><em>Mei </em><em>hingga </em><em>November 2020. </em><em>Data p</em><em>enelitian </em><em>deskriptif kualitatif jenis studi kasus ini dilaksanakan </em><em>melalui wawancara</em><em> dengan</em><em> </em><em>i</em><em>nforman utama</em><em> </em><em>guru, kepala sekolah dan siswa berkebutuhan khusus. Selain dengan wawancara, pengumpulan data dilakukan dengan dokumentasi dan observasi pada saat proses pembelajaran. Berdasarkan hasil penelitian</em><em>,</em><em> layanan belajar yang dilakukan guru belum optimal. </em><em></em></p>

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 Implementation of Inclusive Education in Learning Process at Senior High School Malang City, Indonesia

2021 ◽  
Vol 8 (01) ◽  
pp. 179-189
Author(s):  
Ediyanto Ediyanto ◽  
Aris Setiawan ◽  
Irvan Handaka ◽  
Nurul Rofiah ◽  
Suhendri Suhendri
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Learning Process ◽  
Negative Attitude ◽  
Learning System ◽  
Students With Special Needs ◽  
The Public ◽  
Special Services ◽  
Inclusive Schools ◽  
Academic Year

One of the Public Senior High Schools in Malang has been implementing an inclusive education system since 2009. This School has been trying to serve children with special needs hitherto. In one of the inclusive schools in Malang city, the number of students with special needs (the academic year 2017-2018) is recorded in the school document of 9 students with special needs and 37 students with special services (have health problems). However, it is indicated that the learning process in class is not suitable for the type of student needs in the class. This study aims to investigate the learning process in these inclusive schools. The current research is explained in a descriptive qualitative method. As a result, schools do not make curriculum modifications that are compatible with inclusive education. This school only has one special guidance teacher, and only he has attended a training program in inclusive education. In addition, there are indications that the teacher's attitude toward students with special needs is negative. The indication can be seen from the teacher's efforts in implementing learning. The teacher still uses a classical learning system that is not modified. Thus, it is necessary to improve services for students' diversity in schools, increase the number of special tutors, include them in inclusive education training programs, and make curriculum modifications that are appropriate for students with special needs. The teacher is also indicated to have a negative attitude towards students with special needs in the classroom.

scholarly journals Inclusive Education Reform In Mentawai Islands Cooperation for Teachers

2019 ◽  
Vol 20 (1) ◽  
pp. 54
Author(s):  
Irdamurni Irdamurni ◽  
Mega Iswari ◽  
Asep A Sopandi ◽  
Johandri Taufan ◽  
Yarmis Hasan
Keyword(s):  
Elementary School ◽  
Education Reform ◽  
Elementary School Teachers ◽  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Lesson Plans ◽  
Children With Special Needs ◽  
School Teachers ◽  
Mentawai Islands

Reforms on inclusive education began to be carried out in Tua Pejat area, North Sipora District, Mentawai Islands by conducting training on the implementation of inclusive education by Padang State University lecturers in the context of carrying out community service for special education lecturers, followed by elementary school teachers from six elementary schools and special school teachers from two special schools in the North Sipora sub-district of the Mentawai islands. The training was conducted with a question and answer lecture method, accompanied by a demonstration simulation method and assignments on developing a learning plan (RPP) in an inclusive class, namely modified lesson plans and modified lesson plans adapted to the characteristics and learning needs of children with special needs in the classroom. The results of the training show that collaboration between elementary and high school teachers is established, both by collaborating and cooperating in serving children with special needs in primary schools, where ing to assist elementary school teachers in matters related to the identification and assessment of children with special needs in inclusive schools, as well as working together in developing lesson plans and PPI for children with special needs in inclusive classes, and learning strategies in inclusive settings.

scholarly journals STUDI IMPLEMENTASI PEMBELAJARAN MODEL SISWA INKLUSI DI SDS MUTIARA HATI PONOROGO

2021 ◽  
Vol 1 (1) ◽  
pp. 84-90
Author(s):  
Dian Puspita Sari ◽  
Fuad Fitriawan
Keyword(s):  
Data Analysis ◽  
Special Needs ◽  
Students With Disabilities ◽  
Teacher Learning ◽  
Inclusive Education ◽  
Learning Process ◽  
Learning Model ◽  
Children With Special Needs ◽  
Inclusive Schools ◽  
The Impact

Inclusive education is education for children with special needs so that they can study together with regular children in general. One school that implements inclusive education is SDS Mutiara Hati Ponorogo. Students with disabilities can study together with regular children without being discriminated against. The form of learning model applied in this school pays attention to the condition of the child. With the existence of inclusive schools, it can help children with special needs to get the same place to learn as other regular children and can bring the development of children with special needs to be better. Based on the results of the data analysis, it was concluded that (1) the learning process of inclusive students at SDS Mutiara Hati Ponorogo, namely inclusion students accompanied by a special companion teacher, learning in the same class with regular children and for the gradation is lowered, (2) the form of learning model Inclusion students who are applied at SDS Mutiara Hati Ponorogo are paying attention or adjusted to the conditions of their students by being monitored by psychologists and also the principal, and (3) the impact of implementing the learning model for inclusive students at SDS Mutiara Hati Ponorogo, namely that the development is getting up to the class the better and able to develop its potential.

MODEL PENDIDIKAN INKLUSI BAGI ANAK USIA DINI DI PAUD TERPADU PUTRA HARAPAN PURWOKERTO

2017 ◽  
Vol 18 (2) ◽  
pp. 356-370
Author(s):  
Azhariyanti Mei Ghita ◽  
Wahyuningsih Wahyuningsih ◽  
Zakiyah Ulfa
Keyword(s):  
Early Childhood ◽  
Public Schools ◽  
Special Needs ◽  
Inclusive Education ◽  
Learning Process ◽  
Cluster Model ◽  
Children With Special Needs ◽  
Childhood Education ◽  
Inclusion Education ◽  
Keywords Education

Abstract: Inclusion education is one model of education that mixes students or children with special needs (ABK) with other students (normal) to study together in a classroom. The curriculum used in inclusive education is the same as that used in public schools, only the curriculum for children with special needs (ABK) is more specific and in accordance with the abnormalities that each child suffers. According to the researcher, the learning process in inclusion class with cluster model which implemented in PAUD Terpadu Putra Harapan Purwokerto can be said successful. This can be seen from the development of children with special needs (ABK) is increasing. In addition, it can happen because of various factors that support the process of learning model of inclusion education. Such as: factors of the principal, teachers, parents, and peers. Keywords: Education, Inclusion, Early Childhood Education

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 Comparative Analysis of Inclusive Education in Germany and Sweden

2021 ◽  
Vol 18 (2) ◽  
pp. 90-99
Author(s):  
E.V. Tretyak
Keyword(s):  
Comparative Analysis ◽  
Special Needs ◽  
Inclusive Education ◽  
Learning Process ◽  
Educational Needs ◽  
Equal Access ◽  
Children With Special Needs ◽  
Access To Education ◽  
Special Educational Needs ◽  
The World

Currently, inclusive education is the dominant approach to ensuring equal access to education for students with special educational needs around the world. Inclusion entails the restructuring of basic school education, taking into account the needs of each student, and because of this, problems arise associated with the organization of the learning process. This article provides a comparative analysis of inclusive education on the example of countries such as Germany and Sweden, which have different views on how to implement inclusive education for children with special needs.

scholarly journals LEARNING PROCESS IN INCLUSIVE PRIMARY SCHOOL

2019 ◽  
Author(s):  
Lanny Anggraini ◽  
Zulfiati Syahrial ◽  
Robinson Situmorang
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Learning Process ◽  
Primary Schools ◽  
Best Practice ◽  
Equal Opportunity ◽  
Regular Class ◽  
Depth Interview ◽  
District Government ◽  
Evaluation Of Learning

Learning Process in Inclusive Primary SchoolLanny Anggraini, Zulfiati Syahrial, Robinson SitumorangJakarta Stated UniversityAbstractInclusive education is one of the innovation in educational system in order to reach education for all (EFA).It is very important part of equal opportunity in education.The objectives of this research are describing: inclusive education learning process and The evaluation of learning outcome of special needs student. The methodology of this study is using descriptive qualitative. The research was held in government primary schools in DKI Jakarta which held inclusive education. Techniques of Collecting data were using in depth interview, observation, and documentation study. The validity of instruments are using construct validity and technique of data analysis in qualitative research is using interactive model by Miles and Huberman which consist of of three steps, namely data collecting/data reduction, data presentation, and drawing conclusions with verification. Validity of data is done by triangulation data of techniques and resources.The results of these study are; (1) Learning process including class administration, and the curriculum as equal as regular class; (2) The learning outcomes process for special needs student as equal as the reguler class and it is lower than the reguler students. Therefore, the recommendation needed that should be synergized and collaboration among the central and district government, the society and school for improving inclusive education, including assessment policy, socialization, training for the teachers, teachers for special education recruitment, and sharing best practice among them.

scholarly journals INCLUSIVE EDUCATION IN THE BASIC LEARNING PROCESS

2019 ◽  
Vol 2 (2) ◽  
pp. 148
Author(s):  
Suci Ananda Putri ◽  
M. Jaya Adi Putra ◽  
Neni Hermita
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Learning Process ◽  
Primary Schools ◽  
Classroom Teacher ◽  
Students With Special Needs ◽  
Process Plan ◽  
Teaching Aids ◽  
Inclusive Learning

The background of this research is that researchers found several problems regarding the implementation of inclusive education, especially in terms of the process of learning inclusion in elementary schools. The study aims to describe how the inclusive learning process in one of the primary schools administering inclusive education in Pekanbaru. The inclusion learning process is seen from the application of indicators, there are three indicators The inclusion learning process studied in this study are: 1) Inclusion Learning Planning, 2) Inclusion Learning Implementation, 3) Evaluation and Follow-Up Inclusion Learning. The type of research used is qualitative research with descriptive methods, the instruments in this study are observation, interviews and documentation. Based on the results of the study it was found that: (1) In planning learning the classroom teacher first understood the characteristics of students in general, especially the characteristics of students with Special Needs, and learning planning contained in the same Learning Process Plan, both for regular students and students with Special Needs (2) The implementation of learning is carried out as planned in the Learning Process Plan . The teacher conducts conditioning by preparing students physically and psychologically. The use of models, methods, learning media is equated between regular and students with Special Needs, (3) In evaluation and follow-up, the teacher conducts a daily evaluation of each finished material and plans follow-up activities with special companion teachers in the form of enrichment carried out in special guidance. In special guidance students were given enrichment material with the drill method plus media assistance in the form of concrete teaching aids to strengthen the understanding of students with Special Needs in a learning concept.

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