scholarly journals Teacher’s Attitude And Peer Acceptance To Children With Special Needs In Inclusive Primary Schools

2018 ◽  
Author(s):  
Marlina - Marlina
Keyword(s):  
Special Needs ◽  
Teacher Attitudes ◽  
Primary Schools ◽  
Peer Acceptance ◽  
Educational Background ◽  
Survey Method ◽  
Children With Special Needs ◽  
Full Time ◽  
Students With Special Needs ◽  
Inclusive Schools

The success of inclusion of children with special needs in inclusive schools largely depends on teachers’ attitudes towards students with special needs and their knowledge on how to properly educate them. Regular teachers have different views about the inclusion of students with special needs. The type and level of the children’s disabilities affect teachers’ willingness to accommodate students with special needs and effective classroom management. The research used descriptive survey method to know the attitude and level of peer acceptance to children with special needs in Padang inclusive schools, West Sumatera, Indonesia in year 2015. The subjects of research consist of 150 regular school teachers and special education teachers who worked full-time in inclusive schools and 85 children with special needs that had been identified with the Kit of Identification Children with Special Needs. The data were collected with teacher attitudes and sociometric nomination scales. The results show that teacher attitudes on integration are not related to teaching experience, teacher educational background is positively related to their attitudes, and teachers’ teaching experiences are related to attitudes. Other findings indicate that the level of peer acceptance in children with special needs is largely in the category of being ignored and even rejected by their peers.

scholarly journals IMPLEMENTASI TPS UNTUK MENINGKATKAN KARAKTER GOTONG ROYONG, KETERAMPILAN BERKOMUNIKASI DAN HASIL BELAJAR IPS PESERTA DIDIK KELAS IXC DI SMPN 1 KANDEMAN

2020 ◽  
Vol 5 (1) ◽  
pp. 1-11
Author(s):  
Wulan Dwi Aryani
Keyword(s):  
Social Skills ◽  
Social Studies ◽  
Special Needs ◽  
Qualitative Method ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Self Confidence ◽  
Inhibiting Factor ◽  
School Collaboration ◽  
Inclusive Schools

The teacher has an important role in the implementation of learning. Especially in masterring the characteristics of each students. Therefore teachers must be able to master pedagogical competencies to develop social skills especially in students with special needs in inclusive schools. The reseach method used is a qualitative method. The results showed that (1) Social studies teachers have implemented pedagogic science well so that they can develop social skills of students with special needs (2) Supporting factors for the development of social sskills of children with special needs is the availability of shadow teacher, school collaboration with parents, and facilities and infrastucture (3) Meanwhile, the inhibiting factor for the development of social skills stem from love self-confidence of students with special needs themselves. Guru mempunyai peran penting dalam pelaksanaan pembelajaran terutama penguasaan terhadap karakteristik setiap peserta didik. Oleh karena itu guru harus dapat menguasai kompetensi pedagogik untuk mengembangkan keterampilan sosial terutama pada peserta didik berkebutuhan khusus di sekolah inklusi. Metode penelitian yang digunakan adalah metode kualitatif. Hasil penelitian menunjukkan bahwa (1) Guru IPS telah mengimplementasikan ilmu pedagogik dengan baik sehingga dapat mengembangkan keterampilan sosial dari peserta didik berkebutuhan khusus (2) Faktor pendorong pengembangan keterampilan sosial anak berkebutuhan khusus yaitu dengan ketersediaan guru pendamping khusus, kerjasama sekolah dengan orangtua serta sarana dan prasarana (3) Sedangkan, faktor penghambat pengembangan keterampilan sosial berasal dari rasa kepercayaan diri yang rendah dari peserta didik berkebutuhan khusus sendiri dan kurangnya pelatihan pembelajaran kelas inklusi untuk guru mata pelajaran.

scholarly journals ANALISIS KOMPETENSI PEDAGOGIK GURU IPS DALAM PENGEMBANGAN KETERAMPILAN SOSIAL ANAK BERKEBUTUHAN KHUSUS (STUDI KASUS SMP N 12 SEMARANG)

2020 ◽  
Vol 5 (1) ◽  
pp. 52-59
Author(s):  
Azizah Nur Aini Muslichah ◽  
Aisyah Nur Sayidatun Nisa
Keyword(s):  
Social Skills ◽  
Social Studies ◽  
Special Needs ◽  
Qualitative Method ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Self Confidence ◽  
Inhibiting Factor ◽  
School Collaboration ◽  
Inclusive Schools

The teacher has an important role in the implementation of learning. Especially in masterring the characteristics of each students. Therefore teachers must be able to master pedagogical competencies to develop social skills especially in students with special needs in inclusive schools. The reseach method used is a qualitative method. The results showed that (1) Social studies teachers have implemented pedagogic science well so that they can develop social skills of students with special needs (2) Supporting factors for the development of social sskills of children with special needs is the availability of shadow teacher, school collaboration with parents, and facilities and infrastucture (3) Meanwhile, the inhibiting factor for the development of social skills stem from love self-confidence of students with special needs themselves. Guru mempunyai peran penting dalam pelaksanaan pembelajaran terutama penguasaan terhadap karakteristik setiap peserta didik. Oleh karena itu guru harus dapat menguasai kompetensi pedagogik untuk mengembangkan keterampilan sosial terutama pada peserta didik berkebutuhan khusus di sekolah inklusi. Metode penelitian yang digunakan adalah metode kualitatif. Hasil penelitian menunjukkan bahwa (1) Guru IPS telah mengimplementasikan ilmu pedagogik dengan baik sehingga dapat mengembangkan keterampilan sosial dari peserta didik berkebutuhan khusus (2) Faktor pendorong pengembangan keterampilan sosial anak berkebutuhan khusus yaitu dengan ketersediaan guru pendamping khusus, kerjasama sekolah dengan orangtua serta sarana dan prasarana (3) Sedangkan, faktor penghambat pengembangan keterampilan sosial berasal dari rasa kepercayaan diri yang rendah dari peserta didik berkebutuhan khusus sendiri dan kurangnya pelatihan pembelajaran kelas inklusi untuk guru mata pelajaran.

scholarly journals Learning Implementation for Students with Special Needs in Inclusive Schools During the Covid-19 Pandemic

2021 ◽  
pp. 90-103
Author(s):  
Teguh Prasetyo ◽  
Asep Supena
Keyword(s):  
Online Learning ◽  
Special Needs ◽  
Learning Outcomes ◽  
Primary Schools ◽  
Learning Activities ◽  
Structured Interviews ◽  
Online Data ◽  
Students With Special Needs ◽  
Offline Learning ◽  
Inclusive Schools

Learning activities during the Covid-19 pandemic are a new challenge for teachers in schools. especially special companion teachers or GPK in inclusive primary schools. GPKs still have to provide maximum service related to the learning process carried out during the Covid-19 pandemic. The purpose of this study was to obtain information related to the implementation of learning for students with special needs (PDBK) in inclusive schools during the Covid-19 pandemic. The research was conducted using a qualitative approach to the type of case study. The subjects studied were three GPKs in the Kreativa Inclusive Elementary School, Bogor City. Data collection was obtained through questionnaires and semi-structured interviews conducted online. Data analysis was carried out in a descriptive qualitative manner with the help of nvivo 12 plus. The results showed that the PDBK learning during the Covid-19 pandemic was as follows; (1) the GPK has prepared learning tools, especially individual learning programs, (2) offline learning in classrooms and center rooms focus on developing PDBK life skills, (3) learn the content is the same as before the pandemic, (4) online learning is carried out through the zoom application and WhatsApp, and (5) the process of assessing learning outcomes using google forms and worksheets related to PDBK learning activities. The learning challenges during the Covid-19 pandemic faced by GPK, namely; decreased learning outcomes of PDBK, problems with GDPK tantrums during online learning, and communication problems to provide an understanding of learning.

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

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.

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 Peer Assistance Strategy in the Management of Inclusion Students in Sawocangkring Elementary School

2020 ◽  
Vol 5 ◽  
Author(s):  
Tria Zuliatul Faiza ◽  
Istikomah Istikomah ◽  
Budi Haryanto
Keyword(s):  
Elementary School ◽  
Special Needs ◽  
Children With Special Needs ◽  
Peer Tutors ◽  
Interactive Approach ◽  
Students With Special Needs ◽  
Normal Children ◽  
Inclusive Schools ◽  
Peer Assistance ◽  
Development Of Attitudes

Inclusive schools are places for education for children with special needs who have the same rights as normal children. and learning in inclusive schools is one class without any difference. The purpose of this study was to determine peer assistance in managing students with special needs. The subjects of this study were 23 students at Sawocangkring Elementary School. This type of research is a descriptive qualitative method with an interactive approach. The results of this study are peers have a very important function in the development of attitudes, skills, socializing and peers can be used as peer tutors for children with special needs in explaining the material and accompany during breaks and other activities.

scholarly journals Bullying at Students with Special Needs in Inclusive Schools: The Implication for Role of Special Teachers

2019 ◽  
Author(s):  
Marlina
Keyword(s):  
Women Students ◽  
Special Needs ◽  
Primary Schools ◽  
Male Students ◽  
Students With Special Needs ◽  
Factors Associated ◽  
Self Perceptions ◽  
Inclusive Schools ◽  
Being Bullied

The article examines about students with special needs who are in inclusive schools that experience bullying by peers who without special needs. The purpose of this study was to describe the forms and patterns of bullying in students with special needs. Cognitive and self-perceptions factors associated with reports of peer victimization were also explored. Participants were 110 students including 56 student primary schools, 34 student junior schools and 20 student senior schools in inclusive schools. The results showed that bullying was carried out in the form of physical aggressiveness, shameful and racist behavior towards students with special needs and social isolation from peers, and attacks in the form of destruction of personal belongings. Bullying is more common in male students with special needs than women. Students with special needs self-reported significantly more incidents of being bullied than students without special needs. They experienced very significant intimidation. Socialization efforts are needed by special teachers specifically about rights and accessibility in education so that bullying in students with special needs does not occur again in inclusive schools.

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 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

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