INCLUSIVE EDUCATION IN THE BASIC LEARNING PROCESS

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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PERAN PENDIDIKAN DALAM PROSES PEMBELAJARAN INKLUSIF (STUDI KASUS DI SD MUHAMMADIYAH DADAPAN KABUPATEN SLEMAN)

Jurnal Fundadikdas (Fundamental Pendidikan Dasar) ◽

10.12928/fundadikdas.v1i1.67 ◽

2018 ◽

Vol 1 (1) ◽

pp. 29

Author(s):

Arum Umamil Banati ◽

Nurul Hidayati Rofiah

Keyword(s):

Special Needs ◽

Learning Process ◽

Classroom Teacher ◽

Target Object ◽

Classroom Teachers ◽

Children With Special Needs ◽

Students With Special Needs ◽

Regular School ◽

Inclusive Learning

Inclusive learning is to provide a service system for children with special needs to be served in the nearest school or regular school with their peers. In the implementation of inclusive learning in schools requires serious handling from related parties, especially parents, the school, government and the community. Therefore, researchers want to know how the role of educators in the inclusive learning process in SD Muhammadiyah Dadapan Sleman District. This research is a qualitative research with descriptive approach of case study. The subject of this research is principal, classroom teacher, subject teacher, special tutor and student. Target object in this research is the role of educator (classroom teacher, special tutor, and children with special needs) in inclusive learning at SD Muhammadiyah Dadapan, Sleman District.Based on the research results obtained conclusions as follows: (1) Educators referred to in this study are classroom teachers, special tutors and subject teachers. The role of special mentor teachers is only as a consultant if the class teacher has difficulty in guiding students with special needs during the learning process in the classroom. The role of classroom teachers and subject teachers is crucial in the inclusive learning process, in schools because students with special needs are more often guided by classroom teachers and subject teachers. (2) Competent educators will be better able to create an effective, enjoyable learning environment, and will be better able to manage the class, so that learning can run optimally. To create a conducive learning atmosphere the educator must have 4 competencies, namely pedagogic competence, personality competence, social competence, and professionalism.

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

Journal Educative Journal of Educational Studies ◽

10.30983/educative.v5i2.3196 ◽

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

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.Guru pendamping khusus berperan penting dalam pendidikan inklusif. Permasalahannya adalah tidak semua penyelenggara pendidikan inklusif memiliki guru pendamping khusus. Penelitian ini bertujuan untuk menganalisis layanan belajar di sekolah dasar inklusif yang tidak memiliki guru pendamping khusus. Pengambilan data dilaksanakan di SDN Gunung Gatep, salah satu sekolah dasar inklusif di Lombok Tengah, sejak Mei hingga November 2020. Data penelitian deskriptif kualitatif jenis studi kasus ini dilaksanakan melalui wawancara dengan informan utama guru, kepala sekolah dan siswa berkebutuhan khusus. Selain dengan wawancara, pengumpulan data dilakukan dengan dokumentasi dan observasi pada saat proses pembelajaran. Berdasarkan hasil penelitian, layanan belajar yang dilakukan guru belum optimal.

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Effective Academic Performance Assessment in Children with Autism Spectrum Disorders

Psychological Science and Education ◽

10.17759/pse.2020250102 ◽

2020 ◽

Vol 25 (1) ◽

pp. 16-25

Author(s):

D.S. Pereverzeva ◽

E.I. Braginets ◽

S.A. Tyushkevich ◽

N.L. Gorbachevskaya

Keyword(s):

Autism Spectrum Disorders ◽

Special Needs ◽

Inclusive Education ◽

Primary Schools ◽

Children With Autism ◽

Autism Spectrum ◽

Educational Process ◽

Students With Special Needs ◽

Children With Asd ◽

Spectrum Disorders

The article is dedicated to the problem of academic skills assessment in children with autism spectrum disorders (ASD) participating in the Adapted Educational Programmes 8.1 and 8.2. Implementation of inclusive education raises a question of academic assessment and test accommodation design for students with special needs. We provide a description of an approach called the ‘Universal Design of Assessment’ and analyse the main features of cognitive and social development in children with ASD which have to be accounted for in the educational process. We then discuss the International Performance Indicators in Primary Schools (iPIPS) and its modification for children with ASD developed according to their special needs. A brief outline of research results shows that the modification of the iPIPS technique does not affect the measured construct. Finally, we provide some recommendations on how to apply the technique depending on the students’ individual features.

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Teacher Engagement Mediates Self-Efficacy and Classroom Management: Focus on Indonesian Primary Schools

Electronic Journal of Research in Educational Psychology ◽

10.25115/ejrep.v19i53.3444 ◽

2021 ◽

Vol 19 (53) ◽

pp. 75-92

Author(s):

Anisa Rahmadani ◽

Farida Kurniawati

Keyword(s):

Classroom Management ◽

Special Needs ◽

Inclusive Education ◽

Self Efficacy ◽

Primary Schools ◽

Self Report ◽

Successful Implementation ◽

Demand Model ◽

Students With Special Needs ◽

Personal Resource

Introduction. The numbers of students with special needs studying in regular classes is increasing every year. This increase has consequences for teachers, who must manage classrooms to meet the students’ diverse needs and characteristics. The contributing factor to successful inclusive education is teachers’ self-efficacy in practicing it. Successful implementation of inclusive education, on the other hand, classroom management can be viewed as performance influenced by the extent to which teachers are involved in their work, that is, teachers’ “engagement.” Method. This quantitative correlational study aimed to determine whether teachers’ engagement mediates self-efficacy in inclusive practice and classroom management. A total of 242 inclusive primary school teachers in DKI Jakarta-Indonesia, completed three self-report questionnaires. Results. Teachers’ engagement significantly acts as mediator in the correlation between teachers’ self-efficacy and their classroom management. Discussion and Conclusion. Using motivational process in the job-demand model, results show that teachers’ self-efficacy functions as a personal resource in implementing inclusive education. This means that teachers’ self-efficacy conducted by teachers first raises the condition of the teacher involved in the role of work, before finally influencing the extent to which the teacher managed the classroom. Therefore that overall student, including students with special needs, get the optimal educational benefits.

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The value of differentiated instruction in the inclusion of students with special needs/ disabilities in mainstream schools

SHS Web of Conferences ◽

10.1051/shsconf/20184200003 ◽

2018 ◽

Vol 42 ◽

pp. 00003 ◽

Cited By ~ 2

Author(s):

Vasilis Strogilos

Keyword(s):

General Education ◽

Special Needs ◽

Differentiated Instruction ◽

Inclusive Education ◽

Individual Characteristics ◽

Students With Special Needs ◽

General Education Curriculum ◽

Mainstream Classrooms ◽

Inclusive Learning ◽

The Individual

The aim of this presentation is to analyse the current international policies on inclusion and to discuss the value and use of differentiated instruction as a means to the inclusion of students with special needs/ disabilities in mainstream settings. The movement to inclusion requires teachers to create inclusive learning environments, which would encourage the use of practices that would benefit all students. In this respect, differentiated instruction has rapidly evolved as a teaching approach to meet the diverse and heterogeneous needs of students with special needs/ disabilities in mainstream classrooms. Modifying and adjusting instruction to allow all students in a classroom to access the general education curriculum is at the heart of inclusive education. In this presentation, I shall discuss the development of differentiated instruction as a means to inclusion for students with special needs/ disabilities in mainstream classrooms. Information will be provided with regard to the main principles of DI as well as the basic criteria in designing individualized adaptations for these students. In addition to this, I will review the factors which influence the development of differentiated instruction based on research findings. Finally, I will argue that differentiated instruction provides a learning environment which takes into consideration the individual characteristics of students and, as such, is a useful approach for the inclusion of students with special needs/ disabilities in mainstream settings.

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Analisa Komparasi Perangkat Speech Recognizing dan Potensinya dalam Membantu Proses Pembelajaan Difabel Rungu Guna Terciptanya Kampus Inklusif Di Era 4.0

Risenologi : Jurnal Sains, Teknologi, Sosial, Pendidikan, dan Bahasa ◽

10.47028/j.risenologi.2020.51.79 ◽

2020 ◽

Vol 5 (1) ◽

pp. 56-63

Author(s):

Chandra Halim ◽

Febri Satria

Keyword(s):

Special Needs ◽

Inclusive Education ◽

Learning Process ◽

Deaf People ◽

Inferential Statistics ◽

Students With Special Needs ◽

Significance Level ◽

Public Facilities ◽

Input Signals ◽

Definition Of

The lack of facilities and infrastructures for students with special needs will hamper the learning process. In fact, this has been explained in the definition of inclusive education which is to accommodate students with special needs to comprehend the material in the class. The fact is that there are only public facilities such as the guiding block for the blind, and some interpreters in the class to explain the material. This situation is exacerbated by the limitations of an interpreter to explain scientific terms. Therefore, we need a technology that can help deaf people to comprehend the material in the classroom directly. The technology is speech recognizing device. This device enables to process input signals in the form of sound and is converted into text. This technology enables deaf people to comprehend material in the classroom without an interpreter. The research method is inferential statistics and observations. Observations were made by measuring 26 respondents speaking speed to obtain data using 3 different applications namely Speech Notes, Voice Notebooks, Speech to Text. Afterthat, the words obtained in the application are compared with the actual text to see the accuracy of each application. By using inferential statistics, the correlation test values obtained in the application of Voice Notebooks, Speech Notes, Speech to Text are 0.386,0.351, and 0.152, respectively. By using 5% significance level, we found that the most accurate speech recognizing application is Voice Notebook. Due to Voice Notebook application, we can support the special students in learning process in the class.

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Implementasi Pembelajaran Inklusif di SD Pelita Bangsa Global Islamic School (GIS) Tangerang Selatan

Jurnal Qiroah ◽

10.33511/qiroah.v10n1.91-122 ◽

2021 ◽

Vol 10 (1) ◽

pp. 91-122

Author(s):

Itsam Samrotul Fuadah ◽

Esi Hairani

Keyword(s):

Special Needs ◽

Inclusive Education ◽

Basic Education ◽

Arabic Language ◽

Ministry Of Education ◽

Students With Special Needs ◽

Islamic School ◽

Descriptive Research ◽

Analysis Technique ◽

Inclusive Learning

In this study the researchers attempted to investigate, find, describe, and explain how SD Pelita Bangsa Global Islamic School (GIS) implements inclusive education learning properly so that the school's existence is still good until now, even more than 2 prospective students with special needs per year who list and want to go to school at the school and the majority of all students with special needs are complete until grade 6. The research uses descriptive research with the data analysis technique model of Miles and Huberman, namely the analysis consists of three flow activities that occur simultaneously, namely: data reduction, data presentation, withdrawal . The results of this study indicate that SD Pelita Bangsa GIS has attempted to plan lessons, especially in Arabic language subjects that are appropriate for students with special needs as described in the General Guidelines for the Implementation of Inclusive Education by the Directorate of PPK-LK Basic Education, Ministry of Education and Culture in 2014 Then, the implementation of inclusive learning, especially in Arabic subjects at SD Pelita Bangsa GIS, has been done well. And lastly, SD Pelita Bangsa GIS has carried out relevant assessments and reports of what schools implementing inclusive programs should do.

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ATTITUDES TOWARDS INCLUSIVE EDUCATION FROM THE PERSPECTIVE OF TEACHERS AND PROFESSIONAL ASSOCIATES

TEME ◽

10.22190/teme1801001d ◽

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.

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LEARNING PROCESS IN INCLUSIVE PRIMARY SCHOOL

10.31219/osf.io/de7n6 ◽

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.

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A FRIENDLY INCLUSIVE ENVIRONMENT TOWARD LEARNING IN INCLUSIVE EDUCATION

10.31227/osf.io/ja7wc ◽

2018 ◽

Author(s):

Mega Iswari ◽

marlina

Keyword(s):

High Schools ◽

Special Needs ◽

Inclusive Education ◽

Basic Education ◽

Students With Special Needs ◽

Inclusive Learning ◽

Inclusive Schools ◽

West Sumatra ◽

Environment Service ◽

Guidance Teachers

ABSTRACTThis study revealed that friendly schools are able to develop the potential of students with special needs as optimally as possible from a variety of students' diversity. Therefore, "all children" of school age without exception should receive education services at the school that closed to their place of residence. This study used a descriptive study with a qualitative approach that was related to the objective conditions of the students with special needs in inclusive schools who attended Basic Education. Furthermore, this research was designed with developmental research because it began by describing the initial data from the observation in the field, analyzing the data based on the literature review, and formulating the friendly inclusive environment service model for the Basic Education level. The results stated that there were 5140 students with special needs in West Sumatra Education Office (the year 2016) with details: 4358 elementary, 578 secondary, 204 high schools / vocational high schools. Thus, 2570 special guidance teachers were needed to handle two children for each. A friendly inclusive learning environment was expected to develop the potential of the students with special needs according to their needs and abilities.

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