IMPLEMENTASI KURIKULUM 2013 DALAM PENDIDIKAN INKLUSI DI ROYAL WELLS SCHOOL KOTA BEKASI

The curriculum in inclusive classes must be developed by following the needs and conditions of each student. The curriculum used is a modified curriculum as well as the embodiment of a child-friendly school. This study aims to look at the implementation of the curriculum in inclusive education providers related to aspects of planning, implementation and evaluation of learning as well as the supporting and inhibiting factors for the implementation of inclusive education. This research was conducted using a descriptive method, and a qualitative approach was carried out at the Royal Wells School in Bekasi City. Data mining used interview, observation and document study techniques. The results of the study indicate that schools are required to carry out curriculum alignment by conducting assessments-developing individual learning programs-discussions with parents, class teachers, and school principals. In the implementation of classroom learning carried out by class teachers, but for Inclusive Students who receive material during learning are guided by special assistant teachers. And for the evaluation of learning, it is done by adjusting the level of difficulty of the questions, the number of questions, and how to answer questions that are adjusted to the abilities of students. To achieve this goal, support from leaders, peers and parents of students is very much needed, while several inhibiting factors are that there are still policies at the school level that are not yet comprehensive, people who do not understand, planning for curriculum alignment that has not been supervised, inadequate facilities and infrastructure. adequate. The recommendation from the results of this study is that the school must disseminate policies to prospective parents of students both regularly and inclusively, pay attention to the competence of teaching staff resources, and supervise the implementation of inclusive education in schools. ABSTRAKKurikulum pada kelas inklusi harus dikembangkan dengan mengikuti kebutuhan dan kondisi masing-masing siswa. Kurikulum yang digunakan adalah kurikulum modifikasi dan juga sebagai perwujudan sekolah ramah anak. Penelitian ini bertujuan untuk melihat implementasi kurikulum pada sekolah penyelenggara pendidikan inklusif terkait aspek perencanaan, pelaksanaan dan evaluasi pembelajaran serta faktor pendukung dan penghambat penyelenggaraan pendidikan inklusif. Penelitian ini dilakukan dengan menggunakan metode deskriptif, dan pendekatan kualitatif yang dilakukan di Sekolah Royal Wells School di Kota Bekasi. Penggalian data menggunakan teknik wawancara, observasi dan studi dokumen. Hasil penelitian menunjukkan bahwa sekolah wajib melakukan penyelarasan kurikulum dengan cara melakukan asesmen-mengembangkan program pembelajaran individual-diskusi dengan orang tua, guru kelas, dan kepala sekolah. Pada pelaksanaan pembelajaran di kelas yang dilakukan oleh guru kelas, namun bagi Siswa Inklusiyang menerima materi saat pembelajaran dibimbing oleh guru pendamping khusus. Dan untuk evaluasi pembelajaran dilakukan dengan penyesuaian tingkat kesulitan pertanyaan, jumlah soal, dan cara menjawab pertanyaan yang disesuaikan dengan kemampuan peserta didik. Untuk mencapai tujuan tersebut dukungan pimpinan, rekan sejawat dan orang tua murid sangat dibutuhkan, sedangkan beberapa faktor yang menghambat adalah masih terdapat kebijakan di tingkat sekolah yang belum komprehensif, masyarakat yang belum paham, perencanaan penyelarasan kurikulum yang belum di supervisi, sarana dan prasarana yang kurang memadai. Rekomendasi dari hasil penelitian ini adalah sekolah tersebut harus melakukan sosialisasi kebijakan kepada calon orangtua siswa baik regular maupun inklusif, memperhatikan kompetensi sumber daya tenaga pengajar, serta melakukan supervisi implementasi pendidikan inklusif di sekolah.

Staying with discomfort: Early childhood teachers’ emotional themes in relation to children's peer-culture aggression

This research examines one lead teacher's and two assistant teachers’ emotional discomfort as they participated in an eight-month collaborative ethnography of 19 children's peer-culture aggression in an early care and education classroom in the USA. Two questions guided this analysis: (1) What are the emotional themes of teachers in relation to children's peer-culture aggression? (2) How did the teachers utilize an ethic of discomfort when responding to children's peer-culture aggression? Collaborative ethnographic procedures, along with a post-structural account of teacher emotion, were used in a qualitative thematic analysis to determine salient themes and patterns. The data consisted of participant observation, field notes, video recordings of children's play, audio-recorded teacher team meetings, classroom artifacts, informal discussions, and a data-revisiting journal. Over the course of the study, the three teachers moved from resistance to emotional discomfort with children's peer-culture aggression, to a less resistant and more reflexive position toward emotional discomfort and child aggression. This shift occurred as the teachers began to release the goal of certainty and instead acknowledge and accept the unknowing and complexities associated with an ethic of discomfort. The implications center on the importance of teachers’ openness to “staying with” emotional discomfort, as well as making time and space to uncover a range of teacher and child emotions.

Evaluation of The Implementation of The Inclusion Program

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.

The problems of digital ethics in higher education (using Kazan SMU as an example)

Актуальностьданного исследования обусловлена проблемой отсутствия системной области научного знания, всесторонне исследующего цифровизацию образования в период пандемии СOVID-19. Цель данной статьи – выявление проблем цифровой этики высшего образования, обусловленных переструктурированием классической образовательной среды, изменением образовательного пространства, норм и правил поведения преподавателей во взаимодействии со студентами, коллегами, администрацией. Ведущими методами исследования проблем являлись анализ педагогических, психологических источников, периодических профессиональных изданий, общенаучные идеи системного подхода. Экспериментальная часть заключалась в проведении опросов, бесед со студентами, преподавателями, администрацией Казанского ГМУ. В статье рассмотрены некоторые этические проблемы, связанные с использованием цифровых информационных потоков внутри образовательной среды. Изменение способов коммуникации со студентами (на примере «цифровых» ассистентов преподавателя), внедрение новых методов преподавания (на примере технологии «равный - равному» (peer - to - peer), повышение контроля за деятельностью преподавателя со стороны администрации требуют пересмотра норм и правил профессиональной этики преподавателя высшей школы. В статье даются рекомендации о необходимости разработки нового этического кодекса, учитывающего использование цифровых технологий в образовательных учреждениях. А также организации мастер - классов для преподавателей по выстраиванию этичных взаимоотношений со студентами, коллегами, администрацией с учетом новых реалий. Материалы статьи представляют практическую ценность для преподавателей высших учебных заведений, администрациям вузов, исследователям, занимающихся данной проблематикой. The urgency of this study is caused by the problem of absence of the field of scientific knowledge examining comprehensively the digitalization of education in the period of COVID–19 pandemic. The aim of this article is to reveal the problems of digital ethics in higher education due to reorganization of classical educational environment, change of educational environment, behavioral norms and rules for teachers in interaction with students, colleagues, and authorities. The leading methods of the problems’ study were analysis of pedagogical, psychological sources, professional periodicals, and general scientific ideas of system approach. The experimental part consisted in carrying out surveys, conversations with students, teachers, and authorities of the Kazan SMU. The article deals with some ethical problems associated with application of digital information flows within the educational environment. The change of ways of communication with students (as exemplified by “digital” assistant teachers), the introduction of new methods of teaching (as in the case of “peer – to - peer” techniques), exercising stronger control of the teacher’s activities by the authorities require the revision of norms and rules of professional ethics of a teacher in higher education. Recommendations оn the necessity of developing a new code of ethics, considering the application of digital technologies in educational institutions, as well as arrangement of master classes for teachers on building up ethical relationships with students, colleagues, and authorities with account of new realities are given in the article. The materials of the article are of practical relevance for the teachers of higher educational institutions, university authorities, and researchers dealing with these issues.

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

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.

Assistant Teachers During The Period Of The Bulgarian Enlightening And In Our Time

The proposed material is a modest attempt to connect the time of the Bulgarian Enlightening and the role of assistant teacher then with our time now and another ambition of the Bulgarian state to implement in the pre-school and school education the auxiliary position of “educational mediator”. For educational practice, the mediator is primarily intended for specialized work with Roma children and students and their parental communities to ensure their participation in educational institutions. The article also offers the opportunity to apply the Renaissance experience in the training of today's educational mediators, in the same way as the assistant teachers of that time. Their path was predetermined – from assistants they grew into the most famous teachers and scholars of their time.Why do we not take advantage of this experience today?

KINERJA GURU DALAM IMPLEMENTASI KURIKULUM 2013 DI SMA ISLAM AL-MA’ARIF PANDAN INDAH KABUPATEN LOMBOK TENGAH PROVINSI NUSA TENGGARA BARAT

Teacher performance is a necessity in improving the quality of learning services which includes the implementation of the curriculum for all components of the learning eye. The curriculum is a collection; the contents, objectives, and methods used by the teacher to achieve educational goals in school. This study aims to determine the teacher's performance and the obstacles faced by ISLAM AL-MA'ARIF high school teachers Pandan Indah district Lombok Tengah province Nusa Tenggara Barat in the implementation of the 2013 curriculum. To achieve this goal, this study uses a descriptive qualitative approach. While the subjects of the study were school supervisors, principals, deputy principals in the curriculum, K-13 assistant teachers and subject teachers. Data collection techniques are carried out through interviews, observation, and documentation studies. The data analysis procedure is data reduction, data display, and data verification.

Assistant Teachers, Workplace Satisfaction, and the Creation of a Culturally Competent Workforce Pipeline in Head Start

Early care and education programs like Head Start provide a critical foundation for later achievement for children from vulnerable communities. Notably, recruiting and retaining bilingual teachers is an ongoing struggle for many Head Start agencies. Assistant teachers are more likely to be bilingual than their lead teacher counterparts ( Jacoby, in press ) and are important contributors to a workforce pipeline that diversifies staff. We conducted this qualitative study with 35 assistant teachers to understand how workplace attributes influence satisfaction and job retention in Head Start. Workplace attributes such as wages and support for professional education and those with symbolic value, such as the robustness of the program, both played an important role. We also found that the instrumental-symbolic framework demonstrated utility for understanding how workplace attributes might be leveraged to recruit and retain linguistically and culturally competent teaching staff.

Evaluasi Pembelajaran Mapel Fiqih Bagi Anak Berkebutuhan Khusus di MTs Wachid Hasyim Surabaya

This research is motivated by the problem of children with special needs in inclusive schools. This study aims to reveal the process to the evaluation report using the ABK CPIP (Context, Input, Process, Product) model. Whereas the subject to be discussed is to focus on the subject of fiqh as one of the subjects of PAI that is applied at MTs Wahid Hasyim Surabaya. The object of this study is the principal, ABK assistant teachers, and the inclusive class coordinator, accompanied by data in the field that can support this research. The results of this study conclude that the evaluation of learning with the CIPP model provides optimal supervision between subject teachers and ABK companion teachers for mastery of material for children with special needs, ranging from planning, learning processes, evaluations and products, so that ABK does not miss lessons with special attention through the process of achieving learning objectives