scholarly journals Optimalisasi Peran Sekolah Inklusi

2016 ◽  
Vol 1 (1) ◽  
pp. 38-47
Author(s):  
Reni Ariastuti ◽  
Vitri Dyah Herawati
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Soft Skills ◽  
Educational Games ◽  
Skills Training ◽  
Children With Special Needs ◽  
Design Learning ◽  
Inclusive Schools ◽  
Inclusive School ◽  
The Right

Every Indonesian citizen has the right to get a decent education and teaching, not least for those children with special needs (ABK). SD Lazuardi Kamila may use as an information referral inclusive school in Surakarta, existence is capable of being a facilitator for the inclusion of other schools to further develop and improve themselves for educational purposes such inclusion can be more optimal. This IbM activity aims to: (1) the teacher can determine the level of need crews primarily on the healthcare, (2) the teacher can understand how to be a teacher-friendly (welcoming teacher) in the school inclusion, (3) the teacher can make early detection of the growth protege (4) teachers can design learning, and (5) the management of the school is to prepare the required facilitation of inclusive education. Referring to objectives, the method is performed in service activities are conducting trainings and workshops directly to the participant/teacher. This activity was followed with the assistance of the participants that this activity can be sustained. From this activity provides benefits to the community, particularly the development of soft skills training and a teacher of children with special needs with the birth of inclusive schools friendly to children. Tools educational games are also given to crew members in order to support the therapy and also their education.

scholarly journals Inclusive Education in the Special Region of Yogyakarta: Equity Pedagogy Perspective

2019 ◽  
Author(s):  
Mulkanur Rohim ◽  
Dr. Taat Wulandari
Keyword(s):  
Career Development ◽  
Special Needs ◽  
Inclusive Education ◽  
School Environment ◽  
Children With Special Needs ◽  
Equity Pedagogy ◽  
Literature Reviews ◽  
Inclusive Schools ◽  
Special Region

Inclusive Education in Indonesia, especially in special regions of Yogyakarta, has been running on its regulations, but Equity Pedagogy is to see how inclusive education in school units needs to be deepened, because the implementation of inclusive education in inclusive schools in Yogyakarta is still a problem, especially at the learning level. This study uses the Systematic Literature Reviews (SLR) in the method. The findings obtained from the analysis of cementation in the form of perceptions, competencies, and actualization in the school environment, society and government are issues of equity pedagogy in inclusive education in special regions of Yogyakarta. This study shows that inclusive education in inclusive schools in special regions of Yogyakarta has not been able to contribute to the career development of children with special needs (careers are a form of manifestation of personal acceptance in their environment). Showing that Equity Pedagogy on inclusive education in inclusive schools in special regions of Yogyakarta is still in the process of forming a system.

scholarly journals Penyelenggaraan Pendidikan Inklusif Anak Berkebutuhan Khusus (Studi Multi Situs di SDN-4 Palangka dan SDN-3 Langkai Kota Palangka Raya)

2020 ◽  
Vol 1 (2) ◽  
pp. 134-142
Author(s):  
Bedha Tamela ◽  
Joni Bungai ◽  
Wawan Kartiwa
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Document Analysis ◽  
Substantial Improvement ◽  
Education For All ◽  
Children With Special Needs ◽  
Inhibiting Factors ◽  
Factors Influencing ◽  
Current Implementation ◽  
The Right

Every Indonesian citizen has the right to get education according to Article 31 paragraph (1) of the 1945 Constitution. To date, education for children with special needs (Anak Berkebutuhan Khusus/ABK) is held separately from the majority one. The separation, further, leads to the idea of inclusive education for all. This research aims to describe the implementation of inclusive education in SDN 4 Palangka and SDN-3 Langkai in Palangkaraya City. Besides, it looks for the supporting and inhibiting factors in its implementation. The data derived from observation, interviews and document analysis. The results confirm that the current implementation of inclusive education still needs substantial improvement and support, primarily in terms of qualified teaching staffs, facilities/infrastructure and funding. We found eleven supporting factors and four inhibiting factors influencing the implementation of inclusive education in SDN 4 Palangka and SDN-3 Langkai in Palangka Raya City.

scholarly journals Sistem Pendidikan Inklusif Perspektif Neurosains

2020 ◽  
Vol 8 (1) ◽  
pp. 18
Author(s):  
Ely Novianti
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Soft Skills ◽  
Special Needs Children ◽  
Access To Education ◽  
Normal Children ◽  
Inclusion Education ◽  
The Government ◽  
The Individual ◽  
The Right

Assesing inclusion education in neuroscience perspectives is particularly interesting. This study is a literature review. Given the development of normal and special needs children have different backgrounds. Cognitive development of children are different according to parenting patterns. In this case the parents need to be aware of the type of child and need to understand in terms of neuroscience. Keep in mind education is the right of every child to gain knowledge and educate the individual. The background of every child is not an obstacle in getting a decent education. The government and education authorities now have acces to the concept of inclusive education. With the application of inclusive education can expand access to education for all groups including children with disabilities. This effort is made to develop the potential of intelligence, talent,and soft skills prossessed without discrimination.in addition, at the age of gold, children with special needs are directed to interest and talent. With experience early on hope when adolescents are able to hone and can compete with normal children. This is because there is already a maturity in the individual’s ability and creativity.

scholarly journals Implementation of an individual educational route in inclusive practice

2021 ◽  
Vol 98 ◽  
pp. 01019
Author(s):  
Oksana Titova ◽  
Margarita Bratkova ◽  
Olga Karanevskaya ◽  
Elena Gravitskaya ◽  
Irma Barbakadze
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Educational Needs ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Educational Organization ◽  
Number Of Children ◽  
Advantages And Disadvantages ◽  
Inclusive Schools

There is currently a trend towards an increase in the number of children with special educational needs enrolled in inclusive schools. Thus, the number of children with special educational needs enrolled in inclusive schools is growing. This is caused both by significant changes in the legal regulatory framework, including the 2012 Federal Law on Education, the adoption of the Federal State Educational Standard of Primary General Education for Children with Special Needs, etc. and by the fact that in some regions the number of specialized schools is decreasing, inclusive education becomes a more affordable option for children with special education needs. School specialists, parents, and the public engage in an active dialogue about choosing the most efficient path for an educational route for special needs children, comparing the advantages and disadvantages of inclusive and special education. The design and implementation of an individual educational route, an individual curriculum is essential for children with special needs in terms of improving the quality of education and efficiently entering social life. The relevance of the study is determined by identifying the components that facilitate and complicate, hinder the development and implementation of an individual educational route for these children in an educational organization; the determination of the content of an individual educational route based on the current situation in a practical institution considering the requirements of inclusive education. The purpose of the study is to explore the problems of developing and implementing individual educational routes for children with special needs in the context of inclusion and to determine ways to solve these problems. The key methods of the study are a questionnaire and a structured interview. The empirical data confirms the assumption that the development and implementation of an individual educational route for children with special needs in an educational organization are problematic and inefficient for several reasons. The data obtained is new since similar research results have not been found in the open sources over the past five years.

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.

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 Enhancing the Pedagogical Competence of Inclusive School Teachers in Handling Children with Special Needs

2021 ◽  
Author(s):  
Sari Rudiyati ◽  
Bayu Pamungkas ◽  
Diajeng Tyas Pinru Phytanza
Keyword(s):  
Special Needs ◽  
Learning Needs ◽  
Children With Special Needs ◽  
Learning Tools ◽  
School Teachers ◽  
Inclusive Schools ◽  
Inclusive School ◽  
Pedagogical Competence ◽  
The Impact ◽  
Posttest Questionnaire

This study aimed to: 1) analyze the level of pedagogic competence of inclusive school teachers in dealing with children with special needs; 2) carry out activities to increase this competence; and 3) investigate the impact of these activities. An action research design was used. Data were collected through pretest and posttest questionnaire instruments and interviews. Two cycles of activities to increase the level of pedagogic competence were carried out: cycle 1 involved training and cycle 2 involved a workshop. The results showed that the training and workshops were effective in improving the pedagogic competence of inclusive school teachers in dealing with children with special needs and in improving the skills of teachers in preparing learning tools according to the learning needs of students, and this effect was significant. Keywords: teacher pedagogical competencies, inclusive schools, children with special needs

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 RE-INTERPRETASI DAN RE-ORIENTASI PENDIDIKAN INKLUSIF

2018 ◽  
Vol 10 (2) ◽  
pp. 128
Author(s):  
Nenden Ineu Herawati
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Education System ◽  
Children With Special Needs ◽  
National Education ◽  
National Education System ◽  
The Right ◽  
Article 5 ◽  
To Receive

Abstract: The understanding of inclusive education is still inaccurate, so the interpretation and orientation towards that implementation are not appropriate as it should be. Nowadays, be found in the field that term of inclusive education is only limited to children with special needs learned together with general children in regular schools. Whereas, the term of inclusive education refer to provide the possible opportunity or access widely for all children in order to obtain the quality of education and in accordance with the needs without discrimination. Therefore, schools that enroll in inclusive education are required to adjust in terms of curriculum, facilities, the infrastructure of education, and learning systems as well that adjusted with the needs of children with special needs. In the other hand, children with special needs are those with temporary or permanent special needs that require more intense educational services. If children are required to receive an education service that is appropriate to their needs and existence through an inclusive education program, it will provide the possible opportunity widely for all children with special needs to get a proper education according to their needs. Moreover, it can create an education system that respects to diversity, non-discrimination and friendly in learning. Thus, it can implement the mandate of the Constitution of 1945, article 31, paragraph 1, Law of 2003 No. 20 regarding National Education System on article 5, paragraph 1, and Law of 2002 No 23 regarding The Right and Protection of Children in article 51. Abstrak: Pemahaman terhadap pendidikan Inklusif masih belum tepat, sehingga in terpretasi dan o-rientasi pelaksanaannya pun belum sesuai  sebagaimana seharusnya yang sekarang dijumpai di lapangan bahwa yang dinamakan pendidikan inklusif adalah hanya sebatas anak kebutuhan khusus belajar bersama-sama dengan anak-anak normal di sekolah reguler.Padahal yang dinamakan pendidikan inklusif adalah memberikan kesempatan atau akses yang seluas-luasnya kepada semua anak untuk memperoleh pendidikan yang bermutu dan sesuai dengan kebutuhan tanpa diskriminasi, oleh karena itu sekolah yang menyeleggarakan pendidikan inklusif dituntut harus menyesuaikan baik dari segi kurikulum, sarana dan prasarana pendidikan maupun sistem pembelajaran yang sesuai dengan kebutuhan individu peserta didik yang berkebutuhan khusus. Sedangkan yang dimaksud dengan anak berkebutuhan khusus adalah mereka yang memiliki kebutuhan khusus sementara atau permanen yang membutuhkan pelayanan pendidikan yang lebih intens. Jika anak berkebutuhan mendapat layanan pendidikan yang sesuai dengan kebutuhan dan keberadaannya melalui program pemdidikan inklusif, maka akan memberikan kesempatan seluas-luasnya kepada semua anak berkebutuhan khusus mendapatkan pendidikan yang layak sesuai dengan kebutuhannya. Serta dapat menciptakan sistem pendidikan yang menghargai keanekaragaman, tidak diskriminasi serta ramah terhadap pembelajaran sehingga dapat mengamalkan amanat Undang-Undang-Undang 1945 pasal 31 ayat 1 juga undang-undang  No 20 tahun 2003 tentang system pendidikan Nasional pasal 5 ayat 1 dan Undang-Undang no 23 tahun 2002 tentang hak dan perlindungan anak pasal 51.

scholarly journals Pembelajaran Matematika pada Siswa Berkebutuhan Khusus di Sekolah Inklusi

2018 ◽  
Vol 2 (1) ◽  
pp. 99
Author(s):  
Ari Irawan ◽  
Chatarina Febriyanti
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Mathematics Learning ◽  
Children With Autism ◽  
Qualitative Approach ◽  
Children With Special Needs ◽  
Autistic Children ◽  
Curriculum Adaptation ◽  
Inclusive School ◽  
Additional Form

Penelitian ini bertujuan untuk mengungkap bagaimana proses pembelajaran yang terjadi pada anak autis berkategori sedang dan rendah di sekolah inklusi. Metode penelitian yang digunakan adalah survey eksploratif dengan pendekatan kualitatif. Instrumen yang digunakan adalah pedoman wawancara dan pengamatan langsung. Pengolahan data berupa analisis dari hasil wawancara dan pengamatan. Lokasi penelitian berada di SD Lentera Insan Kecamatan Cimanggis Kota Depok. Hasil penelitian menunjukan bahwa anak autis yang berkategori sedang dan rendah dapat mengikuti proses pembelajaran dikelas bergabung dengan anak reguler. Pembelajaran matematika yang diberikan juga memiliki tingkat kesulitan materi yang lebih sederhana atau yang biasa disebut sebagai kurikulum adaptasi. Anak autis juga diberikan kurikulum tambahan berupa pengembangan kurikulum individual dengan anak berkebutuh khusus dilatih untuk dapat lebih mandiri. Selain itu kurikulum juga diberlakukan untuk anak bersosialisasi. Kata kunci: pendidikan inklusi, autis, pembelajaran matematika.   ABSTRACT This study aims to reveal the process of learning that occurs in autistic children with special needs in medium and low achiever in inclusive school. The research method used was survey exploratory with a qualitative approach. The research location is in SD Lantera Insan District of Cimanggis Depok. The results show that the middle and low achiever of autistic children can follow the learning process along with the regular children. Mathematics content for those children is less difficult with simplified material or commonly referred to curriculum adaptation. Children with autism also given an additional form of curriculum development where children with special needs curriculum individual specially trained to be more independent. Besides the curriculum also apply for children to socialize. Keywords: inclusive education, autism, mathematics learning.

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