scholarly journals IMPLEMENTASI PELAKSANAAN PENDIDIKAN INKLUSI DI SD BINA HARAPAN SEMARANG

2019 ◽  
Vol 3 (1) ◽  
pp. 257
Author(s):  
Eka Sari Setianingsih ◽  
Ikha Listyarini
Keyword(s):  
Special Education ◽  
Elementary School ◽  
Data Collection ◽  
Human Resources ◽  
Qualitative Analysis ◽  
Special Needs ◽  
Inclusive Education ◽  
School Administration ◽  
Children With Special Needs ◽  
New Students

The implementation of inclusive education enables children with special needs to learn together with the normal students in regular schools. The study aimed to analyze the implementation of inclusive education at Bina Harapan Semarang Elementary School. The method in this study was descriptive qualitative analysis. Subjects were students, teachers, and employees/staff. Data collection techniques used were interviews, observation, and documentation. To check the validity of the data, the researcher used data triangulation techniques. The results showed that the implementation of inclusive education at Bina Harapan Semarang Elementary School was not by the provisions. It was due to the absence of a decree on the appointment of the implementation of inclusive education so that the fulfillment of various supporting components for the implementation of inclusive education had not been fully fulfilled. And it was also found that school license was to administer the inclusive education, but in fact the curriculum used was a regular curriculum, all students in schools were dominated by children with special needs, teachers did not have special education skills, there were no common perceptions about children with special needs, teachers were still not considered sensitive and proactive yet to the special needs of children. Suggestions are needed to evaluate school licensing and implementation of school administration, human resources in teaching, acceptance of new students, and awareness of all parties to be actively involved in various activities to support the implementation of inclusive education.The implementation of inclusive education enables children with special needs to learn together with the normal students in regular schools. The study aimed to analyze the implementation of inclusive education at Bina Harapan Semarang Elementary School. The method in this study was descriptive qualitative analysis. Subjects were students, teachers, and employees/staff. Data collection techniques used were interviews, observation, and documentation. To check the validity of the data, the researcher used data triangulation techniques. The results showed that the implementation of inclusive education at Bina Harapan Semarang Elementary School was not by the provisions. It was due to the absence of a decree on the appointment of the implementation of inclusive education so that the fulfillment of various supporting components for the implementation of inclusive education had not been fully fulfilled. And it was also found that school license was to administer the inclusive education, but in fact the curriculum used was a regular curriculum, all students in schools were dominated by children with special needs, teachers did not have special education skills, there were no common perceptions about children with special needs, teachers were still not considered sensitive and proactive yet to the special needs of children. Suggestions are needed to evaluate school licensing and implementation of school administration, human resources in teaching, acceptance of new students, and awareness of all parties to be actively involved in various activities to support the implementation of inclusive education.

scholarly journals Historical Background of Inclusive Education Development in the Nordic Countries

2017 ◽  
Vol 4 (1) ◽  
pp. 97-104 ◽  
Author(s):  
Natalia Andriichuk
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Education System ◽  
Nordic Countries ◽  
Historical Background ◽  
Alternative Form ◽  
Children With Special Needs ◽  
Education Development ◽  
History Of

The article analyzes and interprets the comprehensive presentation of the development of inclusive education in some Nordic countries, namely Sweden, Norway and Iceland. The article states that the special education is still an alternative form of education for children with special needs who cannot attend secondary schools in the majority of the countries. Thus, the relation between inclusive and special education allows the author to draw some parallels between these two types of study to trace the transition from one to another. The author concludes that the history of inclusive education formation in Sweden, Norway and Iceland has much in common, but the Icelandic education system has characteristics which distinguish it from the two others

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 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 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 EVALUATION OF HANDLING OF CHILDREN WITH SPECIAL NEEDS IN PRIMARY SCHOOL INCLUSION

2018 ◽  
Vol 1 (2) ◽  
pp. 82
Author(s):  
Kurniayu T.R.A Ratu
Keyword(s):  
Special Education ◽  
Elementary School ◽  
Primary School ◽  
Special Needs ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
National Education ◽  
National Education System ◽  
Inclusive Schools ◽  
Qualitative Descriptive

According to article 15 of Law No. 20 of 2003 on National Education System, that kind of education for children with special needs is Special Education. Article 32 (1) of Law No. 20 of 2003 imposes limits that Special Education is education for students who have difficulty in following the learning process because of physical, emotional, mental, social, and/or have the potential intelligence and special talents. The purpose of this study was to determine the treatment of children with special needs in inclusive schools in elementary school inclusion and know the resistance received by teachers in dealing with children with special needs in elementary school inclusion Glagah subdistrict in Lamongan district. Researchers used purposive sampling to choice of subjects in this study, to specialize in the subject in accordance with the purpose or goal of this study. Subjects in this study were three teachers who teach in the classroom who are children with special needs, the three principals in three schools as well as the inclusion of six parents whose children including children with special needs in inclusive schools in the District Glagah Lamongan. Technique data collecting by observation, interview techniques, and documentation techniques. The benefits of research to contribute about appropriate handler for special needs children who enroll in primary school inclusion. This study used a qualitative approach. This study was a qualitative descriptive.

scholarly journals NILAI-NILAI KEMANUSIAN DALAM PENDIDIKAN ANAK USIA DINI INKLUSI

2020 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Eko Suhendro ◽  
Syaefudin Syaefudin
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Special Needs ◽  
Inclusive Education ◽  
Human Values ◽  
Children With Special Needs ◽  
Literature Analysis ◽  
Data Display ◽  
Educational Sociology ◽  
Analysis Techniques

This study aims to analyze and map inclusive education for children who have special intelligence potential. And to find out whether the inclusive PAUD teacher has applied the concept of education that prioritizes the humanitarian side or not. This type of research is qualitative. Using an educational sociology approach. Data collection was obtained through literature analysis studies. Data analysis techniques used are data reduction, data display, data verification, and affirmation of conclusions. An important finding in this research is the existence of human values possessed by every educator, in positioning themselves as a facilitator for children with special needs. The conclusion in this study is that teachers in PAUD inclusion must have human values, which include: a) Awareness that all children are born the same, b) Educate professionally, c) Look at children with special needs that are special, d) Educate because they care, e ) Educate with love, f) Educate through example.

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 KEMAMPUAN GURU DALAM MELAKUKAN IDENTIFIKASI ANAK BERKEBUTUHAN KHUSUS

2018 ◽  
Vol 16 (1) ◽  
pp. 16
Author(s):  
Dewi Ratih Rapisa
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Special Needs ◽  
Inclusive Education ◽  
First Year ◽  
Research Approach ◽  
Children With Special Needs ◽  
Research Subjects ◽  
Special Needs Education ◽  
Grade Increase

Penelitian berangkat dari masalah rata-rata guru kurang memiliki kemampuan dalam mengidentifikasi kendala yang dialami Anak Berkebutuhan Khusus. Oleh karena itu, kebutuhan akan kemampuan guru untuk mengidentifikasi Anak Berkebutuhan Khusus dalam menentukan layanan pendidikan secara optimal. Tujuan yang ingin dicapai dalam penelitian ini adalah untuk mengetahui bagaimana kemampuan guru dalam mengidentifikasi anak-anak berkebutuhan khusus di Sekolah Dasar 3 SD di Banjarmasin. Dalam penelitian ini, pendekatan penelitian yang digunakan adalah pendekatan deskriptif kualitatif. Subjek penelitian dalam penelitian ini adalah kepala sekolah, guru reguler dan guru kebutuhan khusus di SD Pasar Lama 3 di Banjarmasin. Hasil penelitian menunjukkan bahwa guru di SD Pasar Lama 3 di Banjarmasin belum dapat melakukan skrining. Guru tidak memberikan tes kepada anak-anak menggunakan alat identifikasi yang tepat. Guru di Sekolah Dasar 3 SD di Banjarmasin telah melakukan rujukan sejak awal penerimaan siswa baru di sekolah terutama pada awal tahun pertama sekolah dasar dan atau peningkatan kelas. Guru di SD Pasar Lama 3 Banjarmasin tidak melakukan klasifikasi karena semua kru langsung dilayani di kelas reguler. The research departs from the problem of the average teacher lacks ability in identifying the obstacles experienced Children with Special Needs. Primary School teachers especially graduates in addition to Special Education have not gained insight into Children with Special Needs education, even though Children with Special Needs is highly possible in regular schools of inclusive education providers. So that, the ability of teachers to identify the Children with Special Needs in determining the optimal education services. The goal to be achieved in this research is to find out how the ability of teachers in identifying children with special needs at Pasar Lama 3 Elementary School  in Banjarmasin.            In this research, the research approach used is qualitative descriptive approach. Research subjects in this study are principal, regular teachers and special need teachers at Pasar Lama 3 Elementary School in Banjarmasin.The results showed that teachers at Pasar Lama 3 Elementary School in Banjarmasin have not been able to do screening. Teachers do not provide tests to children using appropriate identification instruments. Teachers at Pasar Lama 3 Elementary School in Banjarmasin has been doing referral since the beginning of new students admission in school especially at the beginning of the first year of primary school and or grade increase. Therefore, the teacher does not create a database of children who need to switch and the database of children who do not need to switch because since the beginning the teacher has been doing the transfer (referral) all cases of Children with Special Needs to psycholog. Teachers at Pasar Lama 3 Elementary School in Banjarmasin did not do classification because all the crew were directly served in the regular class.

scholarly journals THE IMPLEMENTATION INCLUSIVE EDUCATION: IMPLICATION FOR CHILDREN WITH SPECIAL NEEDS IN TAMANSARI ELEMENTARY SCHOOL IN YOGYAKARTA

2020 ◽  
Vol 1 (1) ◽  
pp. 82
Author(s):  
Nurul Hidayati Rofiah ◽  
Dara Sudiraharja ◽  
Ediyanto Ediyanto
Keyword(s):  
Elementary School ◽  
Special Needs ◽  
Inclusive Education ◽  
Model Identification ◽  
Government Support ◽  
Children With Special Needs ◽  
Learning Program ◽  
Students With Special Needs ◽  
Number Of Children ◽  
Full Class

Many children with special needs do not have access to education. The number of children with special needs who have to attend primary school is still very minimal. Most schools only provide regular education, while students are ordinary children who do not need special needs in their education. This study aims to describe the model of implementing inclusive education in Tamansari Elementary Schools and find problems in implementing inclusive education. The research method is qualitative interactive. Data collection use interviews, observation, and documentation methods. Data analysis uses interactive analysis. The results showed that Tamansari Elementary School used a full class model. Identification and assessment are carried out before accepting students with special needs. This is done to gather information before preparing a learning program for students with special needs according to their learning needs. The curriculum is modified to suit the children’s needs. The special teacher comes from a special school near the location. Supporting factors are the acceptance of children with special needs, local government support in the implementation of inclusive education, while obstacle factors in the application of inclusive education are limited special teachers and limited infrastructure.

scholarly journals Implementation of Inclusive Education Model in Primary School at Serang City

2017 ◽  
Vol 7 (3) ◽  
pp. 36
Author(s):  
Hunainah .
Keyword(s):  
Elementary School ◽  
Special Needs ◽  
Inclusive Education ◽  
Sampling Technique ◽  
Research Problem ◽  
Children With Special Needs ◽  
Special Services ◽  
Qualitative Descriptive ◽  
Quantitative Descriptive ◽  
The City

This research try to describe the effectiveness of special education provision by inclusion model in public elementary schools in the city of Serang after Permendiknas in 2009 by analyzing the effectiveness of tutoring on classifications of Children with Special Needs, factors supporting the effectiveness of tutoring children with special needs in inclusive schools. This study used a qualitative descriptive design. This design has much similarity with quantitative descriptive design. This study using purposive sampling, which the sampling technique with particular consideration or define groups of participants who become informants in accordance with the selected criteria that are relevant to the research problem. The results showed that: First, the implementation of Inclusive Education after Permendiknas 70 In 2009 in Serang City has not run according to applicable regulations. Second, the availability of a tutor Especially for Children with Special Needs in Elementary School of Serang City is unfavorable category. Third, the availability of special services space for children with special needs in Elementary School at Serang City is categorized not good. Fourth, the effectiveness of tutoring services for children with special needs  in Serang City Elementary School is still not good enough.

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