Implementasi Pendidikan Inklusi Pada Sekolah Dasar Islam Terpadu Al-Firdaus Banjarmasin

This study aims to determine the implementation and inhibiting factors of the implementation of inclusive education in the Al-Firdaus Integrated Islamic Elementary School Banjarmasin. The research method used is a qualitative approach, and the type of research is case studies. The research informants were the school principal, inclusive school coordinator, class teacher, teacher assistant (special teacher), and students. The results of the study found the implementation of inclusive education in the Al-Firdaus Banjarmasin Integrated Islamic Elementary School including, 1). planning, each teacher is required to make lesson plans individually learning. 2). implementation, learning patterns carried out in the inclusive class consisted of three activities; tahfidz learning, regular classes, individual learning programs. 3). assessment, the school distinguishes the content of the questions and the difficulty level of the questions. Obstacles in the implementation of inclusive education at SDIT Al-Firdaus Banjarmasin occur in the implementation of learning in between classroom management and teachers need to repeatedly explain the material to students who are slow learners.

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Students Direct Inclusive School Development in an Australian Secondary School: An Example of Student Empowerment

Australasian Journal of Special Education ◽

10.1017/s1030011200025331 ◽

2005 ◽

Vol 29 (2) ◽

pp. 155-171 ◽

Cited By ~ 1

Author(s):

Suzanne Carrington ◽

Kris Holm

Keyword(s):

School Culture ◽

Students With Disabilities ◽

Inclusive Education ◽

School Community ◽

School Principal ◽

School Development ◽

Student Empowerment ◽

Policy And Practice ◽

Inclusive School ◽

Secondary State

This paper reports on processes employed at a secondary state high school in Australia, where students directed inclusive school development. The procedures used in the study were developed from the Index for Inclusion and included a student forum; a student presentation to parents, principal and teachers and a focus group interview with members of the school community. These procedures were designed to empower students to participate in school review and planning and evaluate the procedures developed from the Index for Inclusion. Samples of interview data from the school principal, staff, parents and the students illustrate a growing understanding of what inclusive education means for members of this school community. The research extends understandings of inclusive education in schools, from a focus on students with disabilities to a much broader philosophy that influences school culture, policy and practice for the diversity of students at the school. Discussion about feeling part of a ‘family’ in the school community and the description of the procedures linked to actions for change, provide evidence of a developing inclusive school culture that will inform educators interested in inclusive school development.

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PROFILE IMPLEMENTATION OF INCLUSIVE EDUCATION IN ELEMENTARY SCHOOL AT KEBUMEN

Social, Humanities, and Educational Studies (SHEs): Conference Series ◽

10.20961/shes.v1i2.26718 ◽

2019 ◽

Vol 1 (2) ◽

Author(s):

Muhamad Chamdani

Keyword(s):

Elementary School ◽

Elementary Schools ◽

Primary School ◽

Inclusive Education ◽

School Children ◽

Learning Process ◽

Elementary School Children ◽

Inclusive School ◽

Implementation Data ◽

The Ideal

<p><em>The purpose of this study is to : (1) the existence of children with special needs in elementary schools that organize inclusive education in Kebumen District, (2) inclusion index achieved in elementary schools that organize inclusive education in Kebumen District, and (3) Implementation of school inclusive education Basic in Kebumen Regency. Inclusion index is obtained through observation in the learning process in class based on 18 indicators. The study was conducted on 10 classes from 4 elementary schools in Kebumen District which organized inclusive education. Inclusive school implementation data were analyzed using an ideal instrument index.The results of the study show that ((1) the number of inclusive elementary school children varies from 1 to 3 children). ((2) The average inclusion index is 31.46 with the ideal inclusion index 54). ((3) Implementation of inclusive education is 227 with an ideal total score of 381).The conclusion of this study is the profile of the implementation of inclusive education in the Kebumen District Primary School shows an average of 59.6% in the medium category.</em></p>

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EKSPLORASI PENERAPAN SISTEM AMONG KI HADJAR DEWANTARA MELALUI PENDEKATAN PLURALISTIK DALAM PENGELOLAAN KELAS DI SD NEGERI TIMURAN YOGYAKARTA

TAMAN CENDEKIA Jurnal Pendidikan Ke-SD-an ◽

10.30738/tc.v4i1.7715 ◽

2020 ◽

Vol 4 (1) ◽

pp. 388

Author(s):

Dwi Wijayanti ◽

Biya Ebi Praheto

Keyword(s):

Elementary School ◽

Qualitative Study ◽

Classroom Management ◽

Group Process ◽

School Facilities ◽

School Principal ◽

Process Approach ◽

Pluralistic Approach ◽

Emotional Approach ◽

Depth Interviews

This study aims to: (1) Know and explain the application of the system among Ki Hadjar Dewantara through a pluralistic approach in classroom management, (2) Identifying various challenges faced in implementing the application of the Ki Hadjar Dewantara system through a pluralistic approach in classroom management, (3) Knowing and explaining the various efforts made to overcome obstacles in the application of the system among Ki Hadjar Dewantara through a pluralistic approach in classroom management. This research is a qualitative study conducted at the Timuran State Elementary School in Yogyakarta in June-December 2019. Data collection techniques used, namely: direct observation techniques, in-depth interviews, and documentation. The results showed that (1) The Implementation of Among Ki Hadjar Dewantara's System in Classroom Management in Timuran State Elementary School has been going well, namely implemented through a pluralistic approach in which there are 5 types namely instructional approach, authoritarian approach, democratic approach, socio-emotional approach and also the group process approach. (2) several obstacles that become challenges for schools include: the competence of teachers who do not all understand the among systems and also classroom management, heterogeneous student characteristics, incomplete school facilities, and also the lack of support from parents of students. (3) Efforts made by schools to deal with problems include: There is a policy from the school principal to involve teachers in turns in a series of training or training. The teacher makes observation sheets of students to get to know. strengths and weaknesses of students. The school tries to embrace parents in every activity

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EVALUASI PROGRAM PENDIDIKAN INKLUSI PADA SEKOLAH DASAR NEGERI BATU TULIS 2 KOTA BOGOR

Pedagonal : Jurnal Ilmiah Pendidikan ◽

10.33751/pedagog.v1i2.389 ◽

2017 ◽

Vol 1 (2) ◽

pp. 82-90

Author(s):

Rianty Rianty ◽

Fasli Jalal ◽

Pinta Deniyanti ◽

Yuyun Elizabeth Patras

Keyword(s):

Special Needs ◽

Inclusive Education ◽

School Principal ◽

Social Aspect ◽

Input Process ◽

Education Department ◽

Students With Special Needs ◽

The Social ◽

Inclusive School ◽

Process Product

ABSTRACTThis study evaluate the implementation of inclusive education program. The method use the qualitative analysis by explain and interpret data from each component evaluated and using model evaluation of CIPP (Context, Input, Process, Product). Sources of data in this study include inclusive education experts, officer of Education Department, school principal, teachers, normal students, and students with special needs. The data were collected by documentation, observation, and interview. The research on contextual component show that the legal process of inclusive education has been shown clearly according to regulation of Education System in Indonesia. The purpose of inclusive education is already in accordance with that has been formulated. Input component indicate that the number of students with special needs enrolled in schools is large enough with various types of disorders. Teachers, curriculum, and infrastructure facilities still have to be improved. The components of process indicate that the plan, process and evaluation activities for each aspect are considered good and good enough. The product shows that the academic aspect of students with special needs based on School Examinations value is considered good and the social aspect is good.This research gives recommendation for government and inclusive school to improve their program preparation more optimal.Keywords: Evaluation Program, Inclusive EducationABSTRAKPenelitian ini bertujuan untuk mengevaluasi implementasi program pendidikan inklusi. Metode yang digunakan adalah analisis kualitatif yaitu mendeskripsikan dan memaknai data dari masing-masing komponen yang dievaluasi dengan menggunakan model evaluasi CIPP (Context, Input, Process, Product). Sumber data dalam penelitian ini meliputi pakar pendidikan inklusi, Dinas Pendidikan, kepala sekolah, guru, siswa normal, dan siswa berkebutuhan khusus. Pengumpulan data dilakukan dengan dokumentasi, observasi, dan wawancara. Hasil temuan komponen konteks menunjukkan bahwa landasan hukum penyelenggaraan pendidikan inklusi secara jelas sudah tertuang dan ditemukan dalam UU Sistem Pendidikan Negara kita. Tujuan pendidikan inklusi pun sudah sesuai dengan yang telah dirumuskan. Hasil temuan komponen input menunjukkan input ABK yang bersekolah jumlahnya cukup banyak dengan berbagai jenis kebutuhan khususnya. Namun dalam komponen guru, kurikulum, dan sarana prasarana masih harus ditingkatkan lagi. Hasil temuan komponen proses menunjukkan kegiatan perencanaan, proses dan evaluasi pembelajaran untuk setiap aspek dinilai masuk dalam katagori baik dan cukup baik. Hasil temuan komponen produk menunjukkan produk perkembangan aspek akademik ABK berdasarkan nilai UAS dinilai cukup baik dan aspek sosialnya pun sudah baik. Penelitian ini memberikan rekomendasi untuk pemerintah dan pihak sekolah penyelenggara inklusi agar lebih meningkatkan kesiapannya dalam menjalankan program pendidikan inklusi yang lebih optimal.Kata Kunci: Evaluasi Program, Pendidikan Inklusi

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PROFILE IMPLEMENTATION OF INCLUSIVE EDUCATION IN ELEMENTARY SCHOOL AT KEBUMEN

Social, Humanities, and Educational Studies (SHEs): Conference Series ◽

10.20961/shes.v1i2.26734 ◽

2019 ◽

Vol 1 (2) ◽

pp. 286

Author(s):

Muhamad Chamdani

Keyword(s):

Elementary School ◽

Elementary Schools ◽

Primary School ◽

Inclusive Education ◽

School Children ◽

Learning Process ◽

Elementary School Children ◽

Inclusive School ◽

Implementation Data ◽

The Ideal

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Pre-service Preparation of Elementary School Teachers for Inclusive Education in Northern Mindanao, Philippines

JPAIR Multidisciplinary Research ◽

10.7719/jpair.v27i1.462 ◽

2017 ◽

Vol 27 (1) ◽

Author(s):

Therese June V. Aranas ◽

Ruth G. Cabahug

Keyword(s):

Special Education ◽

Elementary School ◽

Elementary Education ◽

Classroom Management ◽

Elementary School Teachers ◽

Inclusive Education ◽

Professional Education ◽

Inclusive Classrooms ◽

School Teachers ◽

High Coverage

The continuous push for ‘Education for All’ suggests that there will be more learners with disability or exceptionality attending inclusive classrooms. The study attempted to look at how higher education institutions in Northern Mindanao or Region 10 were preparing non-special education elementary school teachers for inclusive education. Employing qualitative curriculum content analysis, 252 syllabi of the foundational courses in 21 Bachelor of Elementary Education degree programs for non-special education majors were examined to determine how they addressed literature-based inclusion competencies. The findings are reflective of those in similar studies. One or two introductory theoretical courses in special education were required in preparing elementary school teachers for inclusive education. Analysis revealed few cases of moderate to high coverage of the inclusion competencies in understanding exceptionality, collaboration, inclusive instructional strategies, and inclusive assessment under the professional education courses. There was a predominantly zero-to-low coverage of the inclusion competencies related to the concept of inclusive education and classroom management. The limited coverage of literature-based inclusion competencies prompted recommendations for the enhancement of elementary teacher education programs to effectively prepare teachers for inclusive classrooms.

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