scholarly journals PENGEMBANGAN MODEL KURIKULUM SEKOLAH INKLUSI BERDASARKAN KEBUTUHAN PERSEORANGAN ANAK DIDIK

2020 ◽  
Vol 21 (1) ◽  
pp. 51-63
Author(s):  
Melda Fajra ◽  
Nizwardi Jalinus ◽  
Jalius Jama ◽  
Oskah Dakhi
Keyword(s):  
Special Needs ◽  
School Principals ◽  
Students With Special Needs ◽  
Alternative Curriculum ◽  
Curriculum Model ◽  
Analysis Technique ◽  
Ability Levels ◽  
New Curriculum ◽  
Basic Competencies ◽  
Learning Constraints

The purpose of this study is to establish the empirical validity of the curriculum model for children with special needs (ABK). The data collection is carried out using interviews, documentation, and observation, involving teachers, students, and school principals. The data analysis technique uses descriptive qualitative. The results show that in general teachers and principals considered the curriculum model developed to be relevant and applicable, containing basic competencies that were appropriate to the ability levels of students with special needs; for mild ABK who had minimal learning constraints, the number of basic competencies is less 21,1% than in the regular curriculum; whereas for ABK with a moderate level of difficulty, the number of basic competencies in the new curriculum is 37,3% less than the regular curriculum, and this group of students needs maximum support from others. The guidebook for the new curriculum in general is also considered easy to understand, well-written, and the appearance is sufficient. Thus it can be used as an alternative curriculum for use by a wider audience. Tujuan penelitian ini ialah untuk menetapkan validitas empiris model kurikulum untuk anak-anak dengan kebutuhan khusus (ABK). Pengumpulan data dilaksanakan melalui wawancara, dokumentasi serta observasi, melibatkan guru, murid dan kepala sekolah. Teknik analisis data menggunakan deskriptif kualitatif. Hasil penelitian menunjukkan bahwa pada umumnya guru dan kepala sekolah menilai model kurikulum yang dikembangkan sudah relevan dan dapat diterapakan, karena memuat kompetensi dasar yang sesuai dengan tingkat kemampuan siswa-siswa berkebutuhan khusus, bagi ABK ringan yang mempunyai kendala minimal dalam belajar, kompetensi dasar menyusut 21,1%. Sedangkan ABK dengan tingkat kesulitan sedang, kompetensi dasar dalam kurikuum menyusut 37,3%, dan kelompok siswa ini membutuhka ndukungan orang lain yang lebih maksimal. Adapun buku pedoman yang dikembangkan secara umum dinilai mudah dipahami, dan dari segi fomat penulisan dan wujud sudah memadai. Dengan demikian dapat dijadikan sebagai alternatif kurikulum untuk digunakan oleh kalangan yang lebih luas. 

scholarly journals Analisis Kesulitan Belajar pada Anak Berkebutuhan Khusus (ABK) Di SMA Negeri 10 Kota Ternate

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Dewi Mufidatul Ummah
Keyword(s):  
Special Needs ◽  
Learning Difficulties ◽  
Secondary Data ◽  
Intellectual Ability ◽  
Learning Problems ◽  
Students With Special Needs ◽  
Descriptive Research ◽  
Learning Tasks ◽  
Analysis Technique ◽  
Descriptive Approach

This study aims to determine the analysis of learning difficulties in children with special needs (ABK) in students of SMA Negeri 10 Ternate. This research is descriptive research using descriptive approach. The focus of this study is focused on learning problems in students with special needs (ABK) on Deaf and Tuna Grahita in students of SMAN 10 Kota Ternate. The types and sources of data in this study consist of primary and secondary data that are qualitative in nature. Data collection techniques consist of interviews, observations, and documentation. Data Analysis Technique used is data reduction (reduction), Presentation of data (display), Verification Data (verification). The technique of data validation in this research is Triangulation and Member check. The results showed that SRN subjects showed low learning outcomes, were slow in doing learning tasks, were unable to capture material explanations, never collected and completed tasks and were difficult to adapt to the learning process at school. The SC subject shows the result that the SC Subject has below average intellectual ability and lack of confidence, learning difficulties experienced by SC subjects on all subjects related to practice and theory. SC learning difficulties are caused by psychic limitations of slow response and slow learner in receiving lessons and still difficult to write and read.

scholarly journals Kebutuhan layanan pendidikan khusus di sekolah dasar

2021 ◽  
Vol 7 (1) ◽  
pp. 78
Author(s):  
Bahrudin Bahrudin ◽  
Indra Jaya ◽  
Cecep Kustandi
Keyword(s):  
Elementary Schools ◽  
Special Needs ◽  
Real Data ◽  
Future Research ◽  
School Students ◽  
Students With Special Needs ◽  
Analysis Technique ◽  
Special Service ◽  
Inclusive School ◽  
Thousand Islands

There is no real data on students who need special service education in elementary schools for the DKI Jakarta area. This study is interested in identifying and analyzing elementary school students who need special service education. This study will determine the real condition of the prevalence of the number of students in elementary schools who need special education services. The research method used is a quantitative approach. The instrument in this study used questions derived from the variable characteristics and characteristics of children with special needs. We collaborated with 14 elementary schools in the Thousand Islands, DKI Jakarta and the number of respondents in this study was 70 teachers. The data analysis technique was carried out by statistical analysis for quantitative. Therefore, the results obtained from a number of questions were asked to respondents and then transferred to the frequency distribution table. The results showed that the special needs most needed by students with special needs are slow learning, learning difficulties and intellectual disorders. The demand for educational services can increase family outreach efforts with schools through communication according to the types of needs of students. Inclusive school environments are ready to change and adapt and consider the needs of all people. The future research is required for an IQ test to ascertain special needs for intellectual disabilities and learning disabilities.

scholarly journals PEMBELAJARAN KETERAMPILAN BERBICARA BERBASIS TEKS BIOGRAFI PADA KELAS INKLUSI BERDASARKAN KURIKULUM 2013 (STUDI KASUS DI SMAN 8 SURAKARTA)

2019 ◽  
Vol 6 (2) ◽  
pp. 71
Author(s):  
Gilang Jaka Sanjaya ◽  
Muhammad Rohmadi ◽  
Purwadi Purwadi
Keyword(s):  
Data Analysis ◽  
Special Needs ◽  
Case Study Research ◽  
Sampling Technique ◽  
Analysis Data ◽  
Language Teachers ◽  
Analysis Model ◽  
Students With Special Needs ◽  
Interactive Analysis ◽  
Analysis Technique

<p><em>This research is a case study research. The sampling technique was purposive sampling. Data sources used are events, informants and documents. Data collection techniques are carried out by observation, interviews, and data analysis. Data validity test used is source triangulation, method triangulation, and informant review. The data analysis technique used is an interactive analysis model. The results of this study are descriptions of: (1) RPP components prepared by teachers in accordance with Permendikbud, but the conformity of the contents can not be said either; (2) the implementation of biographical text-based speech-learning in the inclusion class of SMAN 8 Surakarta has been conducted based on the 2013 curriculum; (3) evaluations conducted by subject teachers in the form of giving remedial questions; (4) obstacles faced by Indonesian subject teachers in learning biographical texts at SMAN 8 Surkarta. Teacher constraints include</em></p><p><em>(a) lack of understanding of sign language to communicate with students with special needs for quadriplegic speech; (b) there is no special teacher for ABK; (c) students with special needs tend to close themselves, and (d) lack of use of the media as a medium of learning media. (5) efforts made by Indonesian language teachers at SMAN 8 Surakarta in addressing the problems faced in learning biographical texts in the inclusive class.</em></p>

scholarly journals Survey Of Management Facilities And Infrastructure Of Physical Education In Special Needs School In Malang City

2020 ◽  
Vol 3 (2) ◽  
pp. 141-155
Author(s):  
Laila Nur Rohmah ◽  
Luthfie Lufthansa ◽  
Habibulloh Mustofa
Keyword(s):  
Physical Education ◽  
Special Needs ◽  
School Principals ◽  
Implementation Process ◽  
Research Subjects ◽  
Students With Special Needs ◽  
Teachers And Students ◽  
Qualitative Descriptive ◽  
Health Teachers ◽  
Collection Methods

This study aims to determine the management process that includes planning, procurement, use, maintenance, control, and condition of physical education facilities and infrastructure in SLB throughout Malang City in 2018. Qualitative descriptive methods with research subjects: school principals, health teachers, and students with special needs. Data collection methods by interview, observation, and documentation. Then analyzed through data reduction, data presentation, and drawing conclusions. The results showed that the management of physical education facilities and infrastructure in SLB throughout Malang was quite good with the following results the suitability value is 76%. Then SDLB Sumber Darma has a process suitability value of 60%, SDLB BCG Idayu 64%, SDLB Putra Jaya 60% and SDLB River Kids 64%. The average suitability of the implementation process of the management of physical education infrastructure facilities in Malang City Elementary School SDLB is 64% in the quite good category.

scholarly journals Determining the Fears of Student with Special Needs in Inclusive Environments

2018 ◽  
Vol 11 (6) ◽  
pp. 174
Author(s):  
Osman OZOKCU ◽  
Taskin YILDIRIM
Keyword(s):  
Middle Schools ◽  
Special Needs ◽  
Primary Schools ◽  
Descriptive Analysis ◽  
Structured Interview ◽  
Inclusive Classrooms ◽  
Students With Special Needs ◽  
Interview Technique ◽  
Analysis Technique ◽  
Death And Loss

This study aims to determine and identify the fears of students with special needs in inclusive classrooms. The study was conducted with a total of 69 students (32 female, 37 male) from 36 classrooms across 12 different schools (including six primary schools and six middle schools) in Malatya, Turkey. The data were collected using a semi-structured interview technique and analyzed through descriptive analysis technique. These results revealed that students feared animals, spiritual associations, being negatively evaluated by figures of authority and other students, harm and suffering, death and loss, being subject to violence, and natural events and phenomena.

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

Jurnal Qiroah ◽  
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.

Composing Music in Special Education

2021 ◽  
Vol 108 (1) ◽  
pp. 43-49
Author(s):  
Julia Clipper ◽  
Keishel X. Lee
Keyword(s):  
Special Education ◽  
Music Education ◽  
Special Needs ◽  
Music Composition ◽  
Creative Thinking ◽  
Music Educators ◽  
Students With Special Needs ◽  
Wide Range ◽  
Ability Levels

Composition is an important and creative part of any child’s music education, yet many music educators feel unprepared to teach composition to students with special needs. This article explores the value of incorporating music composition in a special education classroom and outlines two compositional lessons based on creating a musical scenery. The first lesson took place in a classroom with seven students, ages six to twenty-three, and the follow-up lesson involved fourteen students, ages four to twenty-three, all possessing a wide range of ability levels. By encouraging students to collaborate and freely compose, teachers can guide students with special needs beyond playing precomposed music and into creative thinking and building an overall sense of confidence, community, and musicianship.

scholarly journals Management of Student with Special Needs in Inclusive Schools (Case Study in the State Junior High School 30 Surabaya and Alam Insan Mulia Junior High School Surabaya)

2021 ◽  
Vol 3 (1) ◽  
pp. 57
Author(s):  
Rizka Rahma Nur Baiti ◽  
Soedjarwo Soedjarwo ◽  
Endang Purbaningrum
Keyword(s):  
High School ◽  
Special Needs ◽  
Junior High School ◽  
Junior High ◽  
Student Evaluation ◽  
Analysis Model ◽  
Students With Special Needs ◽  
Student Management ◽  
Analysis Technique

This study was conducted to determine the management of students with special needs in schools at State Junior High School 30 Surabaya and Alam Insan Mulia Junior High School Surabaya by paying attention to student management which includes: (a) student planning, (b) student coaching , (c) student evaluation and (d) student mutation. Based on the problems or case studies that occur, at State Junior High School 30 Surabaya and Alam Insan Mulia Junior High School Surabaya, the management of students with special needs has many problems such as a lack of cooperation between educators and inadequate management processes for students with special needs. The method used is qualitative research, with a type of case study because it aims to obtain in-depth data and information so that the aim is to determine the implementation of management for students with special needs. The subjects of this study were the principal, deputy principal of student affairs, school teachers, coordinator of inclusion, teachers and homeroom teachers as well as most students with special needs from each school. Data collection techniques using observation, interviews, and documentation. The data analysis technique used in this study was an interactive analysis model consisting of three components, namely data condensation, data triangulation, data presentation and conclusion drawing.The results of research obtained at State Junior High School 30 Surabaya and Alam Insan Mulia Junior High School Surabaya show that the management of students carried out is mostly in accordance with the indicators in this study. The planning, coaching, evaluation and transfer processes are carried out in accordance with the procedures, vision and mission of the school and regulations of the education office. The inhibiting factors found were the lack of communication and cooperation between teachers, student coordinators with special needs and parents. This research is expected to be useful for researchers studying the field of inclusion and student management.

Differentiated Instruction and Technology

2011 ◽  
pp. 215-220
Author(s):  
Shellie Hipsky
Keyword(s):  
Special Needs ◽  
Differentiated Instruction ◽  
Curriculum And Instruction ◽  
Diverse Students ◽  
Instructional Approaches ◽  
Students With Special Needs ◽  
Differentiating Instruction ◽  
Ability Levels ◽  
The Individual ◽  
Diverse Cultures

The variety of students’ needs and backgrounds in classrooms include students with special needs, gifted, and typical students who have grown up in differing socio-economic levels and diverse cultures. Differentiated instruction is based on the premise that instructional approaches should vary and should be adapted in relation to individual and diverse students in classrooms (Tomlinson, 2001). When teachers engage in differentiated instruction, they address every student’s interests, ability levels, and learning profiles. The instructor plans both curriculum and instruction that honor the individual student’s strengths and needs in order to benefit the learning of all the students (Tomlinson, 1999; Tomlinson & Eidson, 2003). Teachers adapt their content (what will be taught), process (how it will be taught), and product (the assessment of the content through culminating projects) in order to differentiate instruction (Hipsky, 2006a). The reality of why instructors should be differentiating instruction goes beyond theory into the reality of today’s classrooms. Teacher Patricia Holliday expressed “Even though it takes a lot of time upfront to plan for a differentiated classroom, the benefits have been proven. Each year that I get better at planning for differentiation, I can see an improvement in the outcomes of my students” (Lewis & Batts, 2005, p. 32).

scholarly journals THE DETERMINATION OF PRIORITY SKILLS IN INCLUSIVE CLASSROOMS BASED ON THE VIEWS OF PRIMARY TEACHERS

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Vedat Aktepe ◽  
Murat Temur ◽  
Tansel Yazıcıoğlu
Keyword(s):  
Special Needs ◽  
Primary Schools ◽  
Primary Teachers ◽  
Structured Interview ◽  
Inclusive Classrooms ◽  
Students With Special Needs ◽  
Purposeful Sampling ◽  
Analysis Technique

It is important for students with special needs to acquire some skills in inclusive classes. Therefore, basic skills should be determined by teachers working in inclusive classes and it should be ensured that students with special needs transform these skills into behaviors. This study aims to determine the priority skills in inclusive classrooms based on the views of primary teachers.Moreover, the current study focuses on the methods and techniques used during the acquisition of these skills, reveals the problems experienced in the process, offers solutions for these problems. A case study, one of the qualitative research designs, was employed in the current study. The criterion sampling method, one of the purposeful sampling methods was used to determine the study group. Seven teachers working at primary schools in Nevşehir province participated in this study. The data were collected with semi-structured interview questions and analyzed by content analysis technique using an inductive approach. The findings of the study showed that the most important skills that should be acquired in inclusive classes are self-acquaintance, communication, and empathy.

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