Implementation of Inclusive Education Model in Primary School at Serang City

This research try to describe the effectiveness of special education provision by inclusion model in public elementary schools in the city of Serang after Permendiknas in 2009 by analyzing the effectiveness of tutoring on classifications of Children with Special Needs, factors supporting the effectiveness of tutoring children with special needs in inclusive schools. This study used a qualitative descriptive design. This design has much similarity with quantitative descriptive design. This study using purposive sampling, which the sampling technique with particular consideration or define groups of participants who become informants in accordance with the selected criteria that are relevant to the research problem. The results showed that: First, the implementation of Inclusive Education after Permendiknas 70 In 2009 in Serang City has not run according to applicable regulations. Second, the availability of a tutor Especially for Children with Special Needs in Elementary School of Serang City is unfavorable category. Third, the availability of special services space for children with special needs in Elementary School at Serang City is categorized not good. Fourth, the effectiveness of tutoring services for children with special needs in Serang City Elementary School is still not good enough.

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Penerapan Tema Arsitektur Perilaku pada Desain Fasilitas Pendidikan Anak Berkebutuhan Khusus di Surabaya

Tekstur (Jurnal Arsitektur) ◽

10.31284/j.tekstur.2021.v2i1.1476 ◽

2021 ◽

Vol 2 (1) ◽

pp. 31-36

Author(s):

Ravi Andriyansa ◽

Broto Wahyono Sulistyo ◽

Firdha Ayu Atika

Keyword(s):

Special Needs ◽

Inclusive Education ◽

Visually Impaired ◽

Children With Special Needs ◽

Educational Facilities ◽

Normal Children ◽

Descriptive Research ◽

Special Needs Education ◽

Qualitative Descriptive ◽

The City

Abstract. Education is not only aimed at normal children in general, but children with special needs are also entitled to a proper education. Children with special needs usually go to school in Extraordinary Schools (SLB), but nowadays many regular schools that accept children with special needs to learn with normal children in general so that later can support inclusive educational facilities in their learning, between children with special needs and normal children in general are merged into one. so that children with special needs can adjust to the environment in East Java, especially in the city of Surabaya. But sometimes only one type of child with certain special needs is accepted in the school, thus encouraging researchers to combine all types of children with special needs in one area, while the types of children with special needs are Deaf, Visually Impaired, Visually Impaired. The research method used is qualitative descriptive research and data obtained from field case studies and literature. Design with macro educational concepts so that all designs can be a learning for residents. Micro land order concept is Flexible so that residents can be free to do activities and also easier to move or move around considering this building is a building for children with special needs. Micro concept of shapes is Geometric because geometric shapes are very easy to be known for kindergarten and elementary school children, and also have a variety of shapes such as triangles, circles, squares, etc. So that students can easily recognize the concrete shape of the surrounding buildings. Micro interior concept is Play Based Learning because most students will spend the most time in the room to do their activities. so that with the concept of Play Based Learning Keywords. Children with Special Needs, Education, Inclusive Education Abstrak. Pendidikan yang layak tidak hanya ditujukan kepada anak normal pada umumnya, namun anak berkebutuhan khusus juga berhak memperoleh nya. Sekolah Luar Biasa adalah sekolah khusus untuk anak berkebutuhan khusus. Namun sekarang ini sekolah regular pun juga menerima anak berkebutuhan khusus. Karena itu sekolah regular dituntut untuk menjadi sarana pendidikan inklusif, agar anak berkebutuhan khusus dan anak pada umumnya beraktivitas dalam satu atap. Dalam menerapkan system sekolah inklusif, sekolah regular di Jawa Timur khususnya kota Surabaya kurang memperhatikan kebutuhan anak berkebutuhan khusus. Bahkan hanya salah satu tipe anak berkebutuhan khusus tertentu yang diterima di sekolah tersebut. Hal itu mendorong peneliti untuk memfasilitasi pendidikan dari beberapa tipe anak berkebutuhan khusus dalam satu kawasan, antara lain Tunarungu, Tunanetra, dan Tunagrahita dari jenjang TK dan juga Sekolah Dasar. Metode yang digunakan adalah metode rancangan dengan makro konsep Edukatif agar semua desain bisa menjadi pembelajaran bagi penghuni. Mikro konsep tatanan lahan adalah Fleksibel agar penghuni bisa bebas beraktifitas dan juga lebih mudah bergerak atau berpindah tempat mengingat bangunan ini adalah bangunan untuk anak anak berkebutuhan khusus. Mikro konsep bentuk adalah Geometris karena bentuk geometri sangat mudah dikenal untuk anak TK maupun SD, Mikro konsep interior adalah Play Based Learning.Kata Kunci. Anak Berkebutuhan Khusus, Edukatif, Pendidikan Inklusif

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Inclusive Education Reform In Mentawai Islands Cooperation for Teachers

Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat ◽

10.24036/sb.0410 ◽

2019 ◽

Vol 20 (1) ◽

pp. 54

Author(s):

Irdamurni Irdamurni ◽

Mega Iswari ◽

Asep A Sopandi ◽

Johandri Taufan ◽

Yarmis Hasan

Keyword(s):

Elementary School ◽

Education Reform ◽

Elementary School Teachers ◽

Special Needs ◽

Inclusive Education ◽

Primary Schools ◽

Lesson Plans ◽

Children With Special Needs ◽

School Teachers ◽

Mentawai Islands

Reforms on inclusive education began to be carried out in Tua Pejat area, North Sipora District, Mentawai Islands by conducting training on the implementation of inclusive education by Padang State University lecturers in the context of carrying out community service for special education lecturers, followed by elementary school teachers from six elementary schools and special school teachers from two special schools in the North Sipora sub-district of the Mentawai islands. The training was conducted with a question and answer lecture method, accompanied by a demonstration simulation method and assignments on developing a learning plan (RPP) in an inclusive class, namely modified lesson plans and modified lesson plans adapted to the characteristics and learning needs of children with special needs in the classroom. The results of the training show that collaboration between elementary and high school teachers is established, both by collaborating and cooperating in serving children with special needs in primary schools, where ing to assist elementary school teachers in matters related to the identification and assessment of children with special needs in inclusive schools, as well as working together in developing lesson plans and PPI for children with special needs in inclusive classes, and learning strategies in inclusive settings.

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EVALUATION OF HANDLING OF CHILDREN WITH SPECIAL NEEDS IN PRIMARY SCHOOL INCLUSION

JPI (Jurnal Pendidikan Inklusi) ◽

10.26740/inklusi.v1n2.p82-90 ◽

2018 ◽

Vol 1 (2) ◽

pp. 82

Author(s):

Kurniayu T.R.A Ratu

Keyword(s):

Special Education ◽

Elementary School ◽

Primary School ◽

Special Needs ◽

Children With Special Needs ◽

Special Needs Children ◽

National Education ◽

National Education System ◽

Inclusive Schools ◽

Qualitative Descriptive

According to article 15 of Law No. 20 of 2003 on National Education System, that kind of education for children with special needs is Special Education. Article 32 (1) of Law No. 20 of 2003 imposes limits that Special Education is education for students who have difficulty in following the learning process because of physical, emotional, mental, social, and/or have the potential intelligence and special talents. The purpose of this study was to determine the treatment of children with special needs in inclusive schools in elementary school inclusion and know the resistance received by teachers in dealing with children with special needs in elementary school inclusion Glagah subdistrict in Lamongan district. Researchers used purposive sampling to choice of subjects in this study, to specialize in the subject in accordance with the purpose or goal of this study. Subjects in this study were three teachers who teach in the classroom who are children with special needs, the three principals in three schools as well as the inclusion of six parents whose children including children with special needs in inclusive schools in the District Glagah Lamongan. Technique data collecting by observation, interview techniques, and documentation techniques. The benefits of research to contribute about appropriate handler for special needs children who enroll in primary school inclusion. This study used a qualitative approach. This study was a qualitative descriptive.

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PENGAPLIKASIAN MODEL KOMUNIKASI OSGOOD AND SCHRAMM OLEH PENGAJAR TK DALAM ACARA PARENTS WORKSHOP DI HIGHSCOPE BINTARO

Communcology Jurnal Ilmu Komunikasi ◽

10.21009/communicology.0602.05 ◽

2019 ◽

Vol 6 (2) ◽

pp. 69-83

Author(s):

Menati Fajar Rizki

Keyword(s):

Special Needs ◽

Descriptive Analysis ◽

Sampling Technique ◽

Communication Model ◽

Children With Special Needs ◽

Purposive Sampling ◽

Qualitative Descriptive ◽

Role Of Parents ◽

Teachers And Parents ◽

At Home

ABSTRACT The teacher is a person who is very close to students at school. The teacher teaches a variety of things, from basic lessons to ways of communicating and good attitudes to socializing to his students. In the process of forming kindergarten growth and development, it takes a balance between teaching at school and at home. In this case the role of parents immediately becomes a major factor in the success of teachers and parents in educating children. One way is to equate how to teach at school with at home. Various kinds of activities and rules that are carried out at school should also be done at home. To achieve this, a parents workshop was held at the highscope bintaro school by applying the Osgood Schramm communication model in it. This is related to the inappropriate communication methods of the instructors, so that they often experience different perceptions with parents. Based on the Osgood & Schramm communication model, it is expected that teachers can convey information that is appropriate to the needs of parents, resulting in the same perception in how to educate children with special needs. The method used is a qualitative descriptive analysis method with in-depth interviews with parents who have children with special needs at the Highscope Indonesia Bintaro School. Interviews were conducted with purposive sampling technique. The results of the research found were new parents knowing how to deal with children with special needs by interpreting information from the teacher in the workshop. In addition, there was a message exchange between parents and their students at home with their teachers in their active learning methods. The parents workshop program can be a good forum and is very useful in equating the perceptions of parents and teachers aimed at educating children to be more independent. Keywords: Teachers, Parents of Students, Parents Workshop, Osgood Schramm Communication Model, perception ABSTRAK Guru merupakan orang yang sangat dekat dengan murid di sekolah. Guru mengajarkan berbagai macam hal, mulai dari pelajaran-pelajaran dasar hingga cara berkomunikasi dan sikap yang baik untuk bersosialisasi kepada para muridnya. Dalam proses pembentukan tumbuh kembang anak TK, dibutuhkan keseimbangan antara pengajaran di sekolah dengan di rumah. Dalam hal ini peran orang tua serta merta menjadi faktor utama berhasilnya guru dan orang tua dalam mendidik anak. Salah satu caranya adalah dengan menyamakan cara mengajar di sekolah dengan di rumah. Berbagai macam kegiatan serta aturan-aturan yang dilakukan di sekolah hendaknya dilakukan pula di rumah. Untuk mencapai itu semua diadakanlah kegiatan parents workshop di sekolah highscope bintaro dengan mengaplikasikan model komunikasi Osgood Schramm di dalamnya. Hal ini berkaitan dengan cara berkomunikasi yang kurang tepat dari para pengajar, sehingga sering mengalami perbedaan persepsi dengan orang tua. Dengan berdasar pada model komunikasi Osgood & Schramm, diharapkan para guru dapat menyampaikan informasi yang sesuai dengan kebutuhan orang tua, sehingga menghasilkan persepsi yang sama dalam cara mendidik anak berkebutuhan khusus. Metode yang digunakan adalah metode analisis deskriptif kualitatif dengan wawancara mendalam kepada orang tua yang memiliki anak berkebutuhan khusus di Sekolah Highscope Indonesia Bintaro. Wawancara dilakukan dengan tehnik purposive sampling sebagai salah satu tehnik pengumpulan data. Hasil penelitian yang ditemukan adalah orang tua baru mengetahui bagaimana cara menangani anak berkebutuhan khusus dengan menafsirkan informasi dari guru dalam acara workshop tersebut. Selain itu terjadi pertukaran pesan antara orang tua dengan cara didiknya di rumah dengan guru dengan cara didik active learningnya. Acara parents workshop dapat menjadi wadah yang baik dan sangat berguna dalam penyamaan persepsi orang tua dan guru yang bertujuan untuk mendidik anak menjadi lebih mandiri. Kata Kunci: Guru, Orang Tua Murid, Parents Workshop, Model Komunikasi Osgood Schramm, persepsi

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IMPLEMENTASI PELAKSANAAN PENDIDIKAN INKLUSI DI SD BINA HARAPAN SEMARANG

TAMAN CENDEKIA Jurnal Pendidikan Ke-SD-an ◽

10.30738/tc.v3i1.2980 ◽

2019 ◽

Vol 3 (1) ◽

pp. 257

Author(s):

Eka Sari Setianingsih ◽

Ikha Listyarini

Keyword(s):

Special Education ◽

Elementary School ◽

Data Collection ◽

Human Resources ◽

Qualitative Analysis ◽

Special Needs ◽

Inclusive Education ◽

School Administration ◽

Children With Special Needs ◽

New Students

The implementation of inclusive education enables children with special needs to learn together with the normal students in regular schools. The study aimed to analyze the implementation of inclusive education at Bina Harapan Semarang Elementary School. The method in this study was descriptive qualitative analysis. Subjects were students, teachers, and employees/staff. Data collection techniques used were interviews, observation, and documentation. To check the validity of the data, the researcher used data triangulation techniques. The results showed that the implementation of inclusive education at Bina Harapan Semarang Elementary School was not by the provisions. It was due to the absence of a decree on the appointment of the implementation of inclusive education so that the fulfillment of various supporting components for the implementation of inclusive education had not been fully fulfilled. And it was also found that school license was to administer the inclusive education, but in fact the curriculum used was a regular curriculum, all students in schools were dominated by children with special needs, teachers did not have special education skills, there were no common perceptions about children with special needs, teachers were still not considered sensitive and proactive yet to the special needs of children. Suggestions are needed to evaluate school licensing and implementation of school administration, human resources in teaching, acceptance of new students, and awareness of all parties to be actively involved in various activities to support the implementation of inclusive education.The implementation of inclusive education enables children with special needs to learn together with the normal students in regular schools. The study aimed to analyze the implementation of inclusive education at Bina Harapan Semarang Elementary School. The method in this study was descriptive qualitative analysis. Subjects were students, teachers, and employees/staff. Data collection techniques used were interviews, observation, and documentation. To check the validity of the data, the researcher used data triangulation techniques. The results showed that the implementation of inclusive education at Bina Harapan Semarang Elementary School was not by the provisions. It was due to the absence of a decree on the appointment of the implementation of inclusive education so that the fulfillment of various supporting components for the implementation of inclusive education had not been fully fulfilled. And it was also found that school license was to administer the inclusive education, but in fact the curriculum used was a regular curriculum, all students in schools were dominated by children with special needs, teachers did not have special education skills, there were no common perceptions about children with special needs, teachers were still not considered sensitive and proactive yet to the special needs of children. Suggestions are needed to evaluate school licensing and implementation of school administration, human resources in teaching, acceptance of new students, and awareness of all parties to be actively involved in various activities to support the implementation of inclusive education.

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Inclusive Education: Planning Process in Primary School 20 Mataram

International Journal of Multicultural and Multireligious Understanding ◽

10.18415/ijmmu.v7i7.1774 ◽

2020 ◽

Vol 7 (7) ◽

pp. 202

Author(s):

Dian Eka Susanti ◽

Agus Ramdani ◽

Dadi Setiadi

Keyword(s):

Elementary School ◽

Primary School ◽

Special Needs ◽

Inclusive Education ◽

Planning Process ◽

Reliability And Validity ◽

Secondary Data ◽

Primary Data ◽

Children With Special Needs ◽

Students With Special Needs

The aim of the study was to describe the planning of inclusive education programs in primary school 20 of Mataram. The study used a qualitative approach and was conducted at Elementary School 20 Mataram. Data sources used are primary data and secondary data. The data validity test in this study includes the credibility, reliability, and validity tests. The results showed that the planning carried out by Elementary School 20 Mataram was carried out by establishing an annual work program with student activities for a year, including students with special needs, these activities include identification and evaluation of students at the time of registration of new students, meetings of routine parents of children with special needs and schools, class promotion meetings, extracurricular exercises, training of managers of children with special needs, the composition of individual learning programs.

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KEMAMPUAN GURU DALAM MELAKUKAN IDENTIFIKASI ANAK BERKEBUTUHAN KHUSUS

PEDAGOGIA Jurnal Ilmu Pendidikan ◽

10.17509/pdgia.v16i1.10731 ◽

2018 ◽

Vol 16 (1) ◽

pp. 16

Author(s):

Dewi Ratih Rapisa

Keyword(s):

Elementary School ◽

Primary School ◽

Special Needs ◽

Inclusive Education ◽

First Year ◽

Research Approach ◽

Children With Special Needs ◽

Research Subjects ◽

Special Needs Education ◽

Grade Increase

Penelitian berangkat dari masalah rata-rata guru kurang memiliki kemampuan dalam mengidentifikasi kendala yang dialami Anak Berkebutuhan Khusus. Oleh karena itu, kebutuhan akan kemampuan guru untuk mengidentifikasi Anak Berkebutuhan Khusus dalam menentukan layanan pendidikan secara optimal. Tujuan yang ingin dicapai dalam penelitian ini adalah untuk mengetahui bagaimana kemampuan guru dalam mengidentifikasi anak-anak berkebutuhan khusus di Sekolah Dasar 3 SD di Banjarmasin. Dalam penelitian ini, pendekatan penelitian yang digunakan adalah pendekatan deskriptif kualitatif. Subjek penelitian dalam penelitian ini adalah kepala sekolah, guru reguler dan guru kebutuhan khusus di SD Pasar Lama 3 di Banjarmasin. Hasil penelitian menunjukkan bahwa guru di SD Pasar Lama 3 di Banjarmasin belum dapat melakukan skrining. Guru tidak memberikan tes kepada anak-anak menggunakan alat identifikasi yang tepat. Guru di Sekolah Dasar 3 SD di Banjarmasin telah melakukan rujukan sejak awal penerimaan siswa baru di sekolah terutama pada awal tahun pertama sekolah dasar dan atau peningkatan kelas. Guru di SD Pasar Lama 3 Banjarmasin tidak melakukan klasifikasi karena semua kru langsung dilayani di kelas reguler. The research departs from the problem of the average teacher lacks ability in identifying the obstacles experienced Children with Special Needs. Primary School teachers especially graduates in addition to Special Education have not gained insight into Children with Special Needs education, even though Children with Special Needs is highly possible in regular schools of inclusive education providers. So that, the ability of teachers to identify the Children with Special Needs in determining the optimal education services. The goal to be achieved in this research is to find out how the ability of teachers in identifying children with special needs at Pasar Lama 3 Elementary School in Banjarmasin. In this research, the research approach used is qualitative descriptive approach. Research subjects in this study are principal, regular teachers and special need teachers at Pasar Lama 3 Elementary School in Banjarmasin.The results showed that teachers at Pasar Lama 3 Elementary School in Banjarmasin have not been able to do screening. Teachers do not provide tests to children using appropriate identification instruments. Teachers at Pasar Lama 3 Elementary School in Banjarmasin has been doing referral since the beginning of new students admission in school especially at the beginning of the first year of primary school and or grade increase. Therefore, the teacher does not create a database of children who need to switch and the database of children who do not need to switch because since the beginning the teacher has been doing the transfer (referral) all cases of Children with Special Needs to psycholog. Teachers at Pasar Lama 3 Elementary School in Banjarmasin did not do classification because all the crew were directly served in the regular class.

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Barriers to Access and Enrollment for Children with Disabilities in Pilot Inclusive Schools in Bole District in Ghana

Social Education Research ◽

10.37256/ser.122020430 ◽

2020 ◽

pp. 143-150

Author(s):

Jacob Kudjo Adjanku

Keyword(s):

Special Needs ◽

Inclusive Education ◽

Children With Disabilities ◽

Sampling Technique ◽

Children With Special Needs ◽

Negative Attitudes ◽

Barriers To Access ◽

Inclusive Schools ◽

Architectural Structures ◽

District Assemblies

This study focused on inherent barriers that are there to the success of inclusion of children with disabilities in education in Bole District. The targeted population in this study involved all teachers teaching in the selected inclusive schools. The random sampling and purposive sampling technique was used in selecting the ten schools practicing the inclusive education whose teachers were the target for the study. The study used questionnaire to collect data. Data collected was analysed by means of statistical methods into numbers, percentages tables and diagrammatical representation. The results revealed that majority of the respondents agreed teachers show negative attitudes towards children with special needs, schools environments are physically not accessible to children with disabilities, teachers are not trained towards teaching children with disabilities. It was suggested that, District Assemblies should encourage that architectural structures should be modified and also by making more physical adaptations to the existing buildings to have effective inclusive education. Also encourage school authorities to made school environments more disability friendly and make other schools facilities more accessible and more disability friendly for children with special needs to access.

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THE IMPLEMENTATION INCLUSIVE EDUCATION: IMPLICATION FOR CHILDREN WITH SPECIAL NEEDS IN TAMANSARI ELEMENTARY SCHOOL IN YOGYAKARTA

International Journal of Educational Management and Innovation ◽

10.12928/ijemi.v1i1.1517 ◽

2020 ◽

Vol 1 (1) ◽

pp. 82

Author(s):

Nurul Hidayati Rofiah ◽

Dara Sudiraharja ◽

Ediyanto Ediyanto

Keyword(s):

Elementary School ◽

Special Needs ◽

Inclusive Education ◽

Model Identification ◽

Government Support ◽

Children With Special Needs ◽

Learning Program ◽

Students With Special Needs ◽

Number Of Children ◽

Full Class

Many children with special needs do not have access to education. The number of children with special needs who have to attend primary school is still very minimal. Most schools only provide regular education, while students are ordinary children who do not need special needs in their education. This study aims to describe the model of implementing inclusive education in Tamansari Elementary Schools and find problems in implementing inclusive education. The research method is qualitative interactive. Data collection use interviews, observation, and documentation methods. Data analysis uses interactive analysis. The results showed that Tamansari Elementary School used a full class model. Identification and assessment are carried out before accepting students with special needs. This is done to gather information before preparing a learning program for students with special needs according to their learning needs. The curriculum is modified to suit the children’s needs. The special teacher comes from a special school near the location. Supporting factors are the acceptance of children with special needs, local government support in the implementation of inclusive education, while obstacle factors in the application of inclusive education are limited special teachers and limited infrastructure.

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