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

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.

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

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

<p class="abstrak" style="text-align: justify;">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.</p><p class="abstrak" style="text-align: justify;"><em>Guru pendamping khusus berperan penting dalam pendidikan inklusif. Permasalahannya adalah tidak semua penyelenggara pendidikan ink</em><em>l</em><em>usif memiliki guru pendamping khusus. Penelitian ini bertujuan untuk menganalisis layanan belajar di sekolah dasar inklusif yang tidak memiliki guru pendamping khusus. Pengambilan data </em><em>dilaksanakan di SDN Gunung Gatep</em><em>, salah satu sekolah dasar inklusif di</em><em> Lombok Tengah, </em><em> </em><em>sejak </em><em>Mei </em><em>hingga </em><em>November 2020. </em><em>Data p</em><em>enelitian </em><em>deskriptif kualitatif jenis studi kasus ini dilaksanakan </em><em>melalui wawancara</em><em> dengan</em><em> </em><em>i</em><em>nforman utama</em><em> </em><em>guru, kepala sekolah dan siswa berkebutuhan khusus. Selain dengan wawancara, pengumpulan data dilakukan dengan dokumentasi dan observasi pada saat proses pembelajaran. Berdasarkan hasil penelitian</em><em>,</em><em> layanan belajar yang dilakukan guru belum optimal. </em><em></em></p>

scholarly journals INCLUSIVE EDUCATION IN THE BASIC LEARNING PROCESS

2019 ◽  
Vol 2 (2) ◽  
pp. 148
Author(s):  
Suci Ananda Putri ◽  
M. Jaya Adi Putra ◽  
Neni Hermita
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Learning Process ◽  
Primary Schools ◽  
Classroom Teacher ◽  
Students With Special Needs ◽  
Process Plan ◽  
Teaching Aids ◽  
Inclusive Learning

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.

scholarly journals Implementation of Inclusive Education in Learning Process at Senior High School Malang City, Indonesia

2021 ◽  
Vol 8 (01) ◽  
pp. 179-189
Author(s):  
Ediyanto Ediyanto ◽  
Aris Setiawan ◽  
Irvan Handaka ◽  
Nurul Rofiah ◽  
Suhendri Suhendri
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Learning Process ◽  
Negative Attitude ◽  
Learning System ◽  
Students With Special Needs ◽  
The Public ◽  
Special Services ◽  
Inclusive Schools ◽  
Academic Year

One of the Public Senior High Schools in Malang has been implementing an inclusive education system since 2009. This School has been trying to serve children with special needs hitherto. In one of the inclusive schools in Malang city, the number of students with special needs (the academic year 2017-2018) is recorded in the school document of 9 students with special needs and 37 students with special services (have health problems). However, it is indicated that the learning process in class is not suitable for the type of student needs in the class. This study aims to investigate the learning process in these inclusive schools. The current research is explained in a descriptive qualitative method. As a result, schools do not make curriculum modifications that are compatible with inclusive education. This school only has one special guidance teacher, and only he has attended a training program in inclusive education. In addition, there are indications that the teacher's attitude toward students with special needs is negative. The indication can be seen from the teacher's efforts in implementing learning. The teacher still uses a classical learning system that is not modified. Thus, it is necessary to improve services for students' diversity in schools, increase the number of special tutors, include them in inclusive education training programs, and make curriculum modifications that are appropriate for students with special needs. The teacher is also indicated to have a negative attitude towards students with special needs in the classroom.

scholarly journals Pengajaran Guru Pendidikan Islam Di Kelas Inklusif: Fenomena Semasa Dan Keperluan Pembentukan Model

Sains Insani ◽  
2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Suzana Harun ◽  
Zaharah Hussin ◽  
Abdul Muhsein Sulaiman
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Inclusive Classrooms ◽  
Islamic Education ◽  
Development Research ◽  
Design And Development ◽  
Students With Special Needs ◽  
Design And Development Research ◽  
Model Formation ◽  
Mainstream Students

Pendidikan Inklusif merujuk kepada suatu program pendidikan yang memberi peluang kepada murid-murid berkeperluan khas untuk mengikuti pembelajaran sepenuhnya dalam kelas aliran perdana bersama murid aliran perdana. Pendekatan pendidikan inklusif adalah sejajar dengan hasrat kerajaan yang terkandung dalam Pelan Pembangunan Pendidikan Malaysia 2013 – 2025, yang berinisiatif untuk meningkatkan enrolmen murid berkeperluan khas dalam program pendidikan inklusif. Terdapat banyak isu atau pemasalahan yang ditemui dalam kajian-kajian yang lepas berkaitan pengajaran dalam kelas inklusif di dalam negara. Salah satu isu yang ditemui dalam kelas inklusif ialah berkaitan pengajaran guru mata pelajaran arus perdana dalam kelas inklusif untuk murid bekeperluan khas. Kertas konsep ini bertujuan untuk meninjau pengajaran Guru Pendidikan Islam dalam kelas Inklusif yang mendorong keperluan terhadap pembinaan model pengajaran inklusif. Kajian yang dijalankan adalah dengan menggunakan rekabentuk Design and Development Research (DDR). Implikasi kajian diharap dapat menyumbang kepada keperluan pembentukan model.   Inclusive Education refers to an educational program that provides opportunities for students with special needs to fully pursue learning in mainstream classes with mainstream students. The inclusive education approach is in line with the government's aspirations contained in the Malaysia Education Blueprint 2013-2025, which initiatives to increase the enrollment of students with special needs in inclusive education programs. There are many issues or problems found in past studies related to teaching in inclusive classrooms in the country. One of the issues found in inclusive classrooms is related to the teaching of mainstream subject teachers in inclusive classrooms for students with special needs. This concept paper aims to review the teaching of Islamic Education Teachers in Inclusive classrooms which drives the need towards the construction of inclusive teaching models. The study was conducted using Design and Development Research (DDR) design. The implications of the study are expected to contribute to the need for model formation.

scholarly journals Dialogic Learning Environments That Enhance Instrumental Learning and Inclusion of Students With Special Needs in Secondary Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Diego Navarro-Mateu ◽  
Teresa Gómez-Domínguez ◽  
María Padrós Cuxart ◽  
Esther Roca-Campos
Keyword(s):  
Secondary Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Instrumental Learning ◽  
Educational Systems ◽  
Successful Implementation ◽  
Special Educational Needs ◽  
Educational Strategies ◽  
Students With Special Needs ◽  
Documentary Analysis

Across Europe, the enrolment of students with special educational needs in regular classrooms is increasing, although it does not always mean access to high quality educational experience. In this context, inclusive education has been enhanced in most educational systems, but its successful implementation is still limited and has become a challenge in most countries, and specially in secondary education, when segregation due to learning achievement is more frequent. Educational practices that take into account the potential of promoting learning interactions within heterogeneous groups of students have already demonstrated contributing to educational inclusion of students with special needs. In this study we analyse the case of a secondary education school located in Valencian Community (Spain), which educates students with special needs along with their typically developing peers and is characterized by its inclusive ethos. The analysis focuses on three educational strategies implemented in the school and their impact on educational improvement and inclusion of the students with special needs: (1) co-teaching, (2) interactive groups, (3) dialogic literary gatherings. Qualitative data were obtained from communicative focus groups with teachers, communicative life stories with students and relatives, communicative observations of the three educational strategies and documentary analysis. The findings show significant increase in the students' instrumental learning, as well as an improvement in these students' overall inclusion in the school.

scholarly journals EDUCATIONAL INSTITUTION ACTIVITY IN THE INCLUSIVE EDUCATION PROCESS

2017 ◽  
Vol 3 ◽  
pp. 90
Author(s):  
Marite Rozenfelde
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Educational Institution ◽  
Educational Process ◽  
Student Diversity ◽  
Students With Special Needs ◽  
Support Team ◽  
Inclusive Policy ◽  
Social Pedagogue ◽  
Education Process

The article provides a summary of a theoretical study on the main provisions of the activity of the educational institution’s administration in creating and implementing an inclusive educational process at the institution. Inclusive education is teamwork – the responsibility and obligation shared by the whole educational institution is a challenge to the whole team of the educational institution and first of all, a challenge to the administration of the educational institution. Inclusive education can be implemented in various ways all united by organizational culture with positive perception of student diversity, an understanding that the leaders working at educational institutions with their colleagues have a central role in promoting the inclusive culture. The role of administration in the development of the inclusive educational process at an educational institution is to ensure the implementation of the norms concerning the rights of students with special needs to be included, to maintain inclusive policy in the activity of the educational institution, to provide everyone involved in the learning process with information about the special needs of the students, to allocate funds for providing for the special needs, to guarantee accessibility of the educational institution. The administration and the support specialists of the educational institution must work as a team, must develop a plan of measures for the implementation of a further inclusive education process of the educational institution, for providing the support in education where the measures for educational support include determining and assessment of the needs of a student; consultations and support for all students, including the students with special needs, professional development, consultations and support for teachers, the students’ parents and the specialists; consultations of the support team specialists and services, also attracting specialists from other institutions; technical aids and equipment (if necessary); an opportunity to study using sign language and the services of an interpreter (if necessary); transportation services (if necessary, also with an accompanying person); assistant services, etc. The make-up of specialists of the support team of the educational institution – speech and language pathologist, psychologist, social pedagogue, special education pedagogue, medical specialist, etc. can vary depending on the needs and circumstances of the students of the specific educational institution. Work responsibilities of these support team professionals in the general support system of the educational institution are analyzed in the article.

scholarly journals The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments

2021 ◽  
Vol 12 ◽  
Author(s):  
Alfonso Rodríguez-Oramas ◽  
Pilar Alvarez ◽  
Mimar Ramis-Salas ◽  
Laura Ruiz-Eugenio
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Learning Environments ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Interactive Learning ◽  
Interactive Learning Environments ◽  
Evidence Based ◽  
Students With Special Needs ◽  
The Impact

In the international context of a progress toward more inclusive educational systems and practices, the role of Special Education teachers is being transformed. From an inclusive perspective, these professionals increasingly support students and their teachers in the mainstream classroom, avoiding segregation. However, Special Education teachers often struggle to reach and support all students with special needs and their teachers to provide quality inclusive education. For this reason, more research is still needed on in-service training strategies for the inclusion of students with special needs that effectively translate into evidence-based school practices that improve the education of all students. This article analyses the impact of two evidence-based dialogic training programs of Special Education teachers working in mainstream schools carried out in Mexico during the 2018–2019 school year. Through in-depth interviews with participants, it was identified how, after the training, teachers increasingly grounded their actions on scientific evidence and promoted interactive learning environments that improved the educational inclusion of their students with special needs. This training also became the venue to make evidence-based educational actions available to other students without special needs, improving the quality of education provided to all students.

scholarly journals The benefits of inclusive education programs on character development of regular students in elementary schools

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Utomo Utomo ◽  
Hayatun Thaibah
Keyword(s):  
Character Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Positive Impact ◽  
Actual Condition ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Assistant Teachers ◽  
Regular Students ◽  
Research Show

The implementation of inclusive education does not only have a positive impact on children with special needs. Moreover, the presence of children with special needs in inclusive education can also be a means to develope character education for regular students. This study uses a qualitative approach. Data collection techniques using interviews, observation, documentation and triangulation then analyzed using an interactive model from Miles and Huberman. The results of the research show that: (1) regular students are able to appreciate the differences. (2) regular students are willing to invite students with special needs to participate in every class activity. (3) the great curiosity of regular students encourages them to ask questions, especially to special assistant teachers regarding the actual condition of students with special needs. (4) regular students give good appreciation to students with special needs when they show their talents and abilities in public. (5) regular students are willing to be invited to make friends and lend their belongings to help students with special needs (6) if something happens that is considered difficult for students with special needs, regular students will immediately help. (7) regular students are able to look after and protect students with special needs.

Sign in / Sign up

Export Citation Format

Share Document