scholarly journals The Collaborative Role of Counselors in Inclusive Schools

2019 ◽  
Vol 4 (1) ◽  
pp. 68-74
Author(s):  
Redita Yuliawanti
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
School Counselor ◽  
Shared Responsibility ◽  
Guidance And Counseling ◽  
Students With Special Needs ◽  
Developmental Guidance ◽  
Institutional Settings ◽  
Inclusive Schools

Strengthening Inclusive Education requires the role of various parties in educational institutions including guidance and counseling. Guidance and counseling services at the Inclusive Schools currently oriented towards developmental guidance and counseling with targeted services not limited to normal students in institutional settings, but will be directed to all students in various life and cultural settings including their special needs. Inclusive education is a shared responsibility between school Counselor, Teacher, Special Assistant teacher (GPK), and also Parents. Teachers cannot do everything themselves, because parents need to be involved so that the implementation of activities in school continues with the activities of students at home. Collaboration forms the basis between school and parents, as well as other experts, to provide assistance in a systematic, programmed, consistent and ongoing manner. Thus, the collaborative role of the counselors is needed, the development of the counselor's skills, and the professional implementation of the guidance and counseling program to optimize the development of students with special needs in inclusive schools. Collaboration for student success is an integral part of educational reform in inclusive schools

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 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 The Implementation of Inclusive Education for Students with Special Needs in Indonesia

2011 ◽  
Vol 2 (1) ◽  
pp. 1-10 ◽  
Author(s):  
, Sunardi ◽  
Mucawir Yusuf ◽  
, Gunarhadi ◽  
, Priyono ◽  
John L. Yeager
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Selection Process ◽  
Student Body ◽  
Special Equipment ◽  
Students With Special Needs ◽  
Institutional Management ◽  
Inclusive Schools ◽  
External Supports

Over the last decade, inclusion has become a world trend in special education. In response to that trend, the Indonesian government has adopted a progressive policy to implement inclusive education. The aim of this research is to describe the implementation process by focusing on the institutional management, student admission/identification/assessment, curriculum, instruction, evaluation, and external supports. The sample consisted of 186 schools with a total student body of 24,412, 12 percent of which (3,419) were students with special needs. In those schools, there were also 34 gifted students (0.1 percent). Of all the students with special education needs (SEN) students, 56 percent were males and 44 percent were females. The results showed, in terms of institutional management, that the majority of inclusive schools had developed strategic plans (for inclusion), legally appointed coordinators, involved related and relevant parties, and conducted regular coordination meetings. However, there were still many schools that had not restructured their school organizations. In terms of student admission/identification/assessment, 54 percent of schools set a quota for SEN students. Only 19 percent applied a selection process in student admission, half of which used different procedures for SEN candidates. Approximately 50 percent of inclusive schools had modified their curriculum, including a variety of standards. In terms of instruction, 68 percent of inclusive schools reported that they modified their instructional process. Only a few schools, however, provided special equipment for students with visual impairment, physical impairment, speech and hearing problems, and autism and gifted and talented students. In a student evaluation, more than 50 percent reported that test items, administration, time allocations, and students’ reports were modified. For the national exam, this number decreased dramatically. Finally, external supports in the forms of funding, coaching, and facilities were mostly provided by provincial governments and by the Directorate of Special Education.

scholarly journals Creating Inclusive Culture of Elementary Schools

2018 ◽  
Vol 6 (2) ◽  
pp. 307
Author(s):  
Nugraheni Dwi Budiarti ◽  
Sugito Sugito
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Community Partnership ◽  
Students With Special Needs ◽  
Negative Attitudes ◽  
Persons With Disabilities ◽  
The Social ◽  
Regular Teacher ◽  
Special Region

Karangmojo Sub-District, Gunungkidul Regency Is One Of The Minus Areas In Various Aspects Of Life With The Highest Number Of Persons With Disabilities In The Special Region Of Yogyakarta, Indonesia. In This Area, The Forerunner Of Inclusive Education In Indonesia Was Born. The Purpose Of This Study Was To Reveal: A) Attitudes Of Teachers Toward Students With Special Needs As A Reflection Of The School's Inclusive Culture, B) Role Of Principals In Creating School Inclusive Culture, And C) School, Parent, And Community Partnership In Promoting Inclusive Culture. Data Collection Techniques Were Interviews, Observation, And Documentation. The Findings Showed That In General The Regular Teacher Showed A Positive Attitude To The Students With Special Needs In The Social Interaction, But Negative Attitudes Could Appear During Classroom Teaching Practices Involving The Presence Of Students With Special Needs. In General, The Support And Ability Of School Principals In Embracing All Parties In The Implementation Of Inclusive Education In Schools Helped To Support Creating Inclusive Culture In Schools. School, Parents, And Community Partnership Also Supported Creating An Inclusive Culture In Schools, But Were Often Constrained By The Social And Economic Conditions Of The Surrounding Community.

scholarly journals Budaya Inklusif dalam Komunikasi Pendidikan Anak (Stud Etnografi Komunikasi pada Sekolah Dasar Inklusif di Bandung)

2020 ◽  
Vol 13 (2) ◽  
pp. 319-330
Author(s):  
Ike Junita Triwardhani
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Social Intelligence ◽  
Cultural Development ◽  
Education For All ◽  
Special Needs Children ◽  
Community Group ◽  
Students With Special Needs ◽  
Inclusive Schools ◽  
Inclusive School

Inclusive education is education for all; it is a form of resistance to discriminatory treatment in education through the provision of effective education for all children. In inclusive schools, children with normal conditions will learn together with special needs children. Normal students in inclusive schools will learn to build sensitivity and develop their social intelligence, while students with special needs learn to build confidence and develop more of their abilities. This paper aims to analyze and map the cultural development in the implementation of inclusive education for children. The case chosen is an inclusive school in Bandung which implements inclusive education. This paper uses ethnographic of communication method by tracking communication patterns established from the interactions of actors in a community group, namely communication between normal students and special needs students in inclusive schools. Field data explain that the interaction process results in an inclusive culture that develops in schools. The results show that inclusive cultures built are giving opportunities and trust, helping spontaneously, reminding each other, respecting personalities, building discipline, developing tolerance, and carrying out all activities based on religious precepts. The culture built in an inclusive school produces harmony in the implementation of learning by accommodating the diverse needs of students.

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

scholarly journals Improving Self-Resilience in Students with Special Needs through the Counseling Teachers’ Roles: A Case Study on Grounded Theory

2021 ◽  
Vol 2021 ◽  
pp. 1-6
Author(s):  
Beni Azwar ◽  
Deri Wanto ◽  
Rahmad Hidayat
Keyword(s):  
Grounded Theory ◽  
Special Needs ◽  
Learning System ◽  
Theory Approach ◽  
Students With Special Needs ◽  
Inclusive Schools ◽  
West Sumatra ◽  
Open Coding ◽  
Axial Coding

Previous studies show that self-resilience was significantly improved in students with special needs by supporting the social environment and the learning system. Additionally, support for the role of counseling teachers in inclusive schools fosters self-resilience. In this regard, this study aimed to understand the role of counseling teachers foster self-resilience among students with special needs in inclusive schools. The grounded theory approach was applied to produce theories related to these issues. The participants included eleven counseling teachers and the special needs students drawn from three schools in West Sumatra and Bengkulu, Indonesia. The data collected were analyzed based on three stages of grounded analysis, including open coding, axial coding, and selective coding. The findings indicated that self-resilience among students with special needs grows when the counseling teachers use three roles, namely, modifying behavior, giving instructions repeatedly and providing options according to students’ interest.

scholarly journals Evaluation of The Implementation of The Inclusion Program

2021 ◽  
Vol 5 (4) ◽  
pp. 675
Author(s):  
Abdul Rokhim ◽  
Suryadi Suryadi ◽  
Supadi Supadi
Keyword(s):  
Student Affairs ◽  
Special Needs ◽  
Inclusive Education ◽  
Evaluation Research ◽  
Education Curriculum ◽  
Students With Special Needs ◽  
Learning Abilities ◽  
Inclusive Schools ◽  
Assistant Teachers ◽  
Descriptive Method

In practice, inclusive schools face many obstacles, using a curriculum that has not been fully implemented properly. Teachers do not understand using methods and learning media for children with special needs. Be in a good instrument. Unique infrastructure that has not been adequate in supporting child development is an obstacle to implementing inclusive education successfully. This study aims to analyze the Inclusive Education program's context, inputs, processes, and products. This research is a program evaluation research using the CIPP model. The methodology used is a survey and descriptive method. The research informants were the principal, vice-principal for curriculum and student affairs, teachers, special assistant teachers data collection techniques through observation, questionnaires, and interviews. The technique used to analyze power is descriptive qualitative analysis. Based on the data, the problem with inclusive education programs experienced by schools is the presence of non-permanent accompanying teachers who only receive one time per week, thus hampering the development of students with special needs. In addition, the facilities and infrastructure that support the learning process are still incomplete. The uniqueness of the inclusive education curriculum needs to be reviewed to improve children's learning abilities with special needs.

scholarly journals Analisis penggunaan model think talk and write berbantuan video pada mahasiswa disabilitas

2020 ◽  
Vol 7 (2) ◽  
pp. 9
Author(s):  
Etriana Meirista ◽  
Mitra Rahayu ◽  
Karlina Wong Lieung
Keyword(s):  
Special Needs ◽  
Student Learning ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Descriptive Analysis ◽  
Active Role ◽  
Analysis Data ◽  
Students With Special Needs ◽  
Working Together

Abstract: This research is based on findings in the field regarding the existence of children with special needs in the regular classrooms where researchers teach. Students with special needs in the class show symptoms of forfeit and difficult to blend with normal friends in general in class. The situation that occurs is that students with special needs are very enclosed in class, not actively participating in lectures. The independence of students in doing assignments is very low. The existence of an inclusive education curriculum motivates researchers to continue to be able to provide educational services for all students without exception. Students with disabilities referred to in this study were one deaf student and one speech impaired student. This study will describe the independence and motivation of student learning in the classroom with the application of the cooperative model Think Talk and Write (TTW). The research method uses descriptive analysis. Data collection techniques by observation, interview and documentation. The collected data is then analyzed qualitatively including data reduction, data presentation and drawing conclusions. The results showed that the independence and motivation of student learning tended to be good with the active role of the teacher in applying the appropriate learning model. The communication difficulties that existed among students in the class were successfully overcome by the active role of all students in working together in discussion groups.  Keywords: hearing impaired, speech impaired, independence Abstrak: Penelitian ini didasari atas temuan di lapangan mengenai keberadaan anak berkebutuhan khusus di kelas reguler tempat peneliti mengajar. Mahasiswa berkebutuhan khusus di kelas tersebut menunjukkan gejala menarik diri dan sulit berbaur dengan teman-teman normal pada umumya di kelas. Keadaan yang terjadi adalah mahasiswa berkebutuhan khusus tersebut sangat tertutup di kelas, tidak berpartisipasi aktif dalam perkuliahan. Kemandirian mahasiswa berkebutuhan khusus dalam mengerjakan tugas sangat rendah. Adanya kurikulum pendidikan inklusi memotivasi peneliti untuk tetap dapat memberikan layanan pendidikan bagi seluruh mahasiswa tanpa terkecuali. Mahasiswa berkebutuhan dimaksud dalam penelitian ini adalah satu orang mahasiswa tuna rungu dan satu orang mahasiswa tuna wicara. Penelitian ini akan mendeskripsikan kemandirian dan motivasi belajar mahasiswa di kelas dengan penerapan model kooperatif tipe Think Talk and Write (TTW). Metode penelitian menggunakan analisis deskriptif. Teknik pengumpulan data dengan observasi, wawancara dan dokumentasi. Data yang terkumpul kemudian dianalisis secara kualitatif meliputi reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kemandirian dan motivasi belajar mahasiswa cenderung baik dengan adanya peran aktif guru dalam mengaplikasikan model pembelajaran yang sesuai. Kesulitan komunikasi yang ada diantara mahasiswa di kelas berhasil diatasi dengan peran aktif seluruh mahasiswa dalam bekerja bersama dalam kelompok diskusi. Kata kunci: tunawicara, tunarungu, motivasi, kemandirian

scholarly journals A FRIENDLY INCLUSIVE ENVIRONMENT TOWARD LEARNING IN INCLUSIVE EDUCATION

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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