Postsecondary Transition Planning

Understanding one of the major purposes of a student's individual education program (IEP), the postsecondary transition planning section, is key for preservice teachers. Though federal guidelines mandate the transition plan to start by age 16, many states require the development of the plan much earlier. The author believes that for some students, the transition plan is completed too late to have full effect. The chapter will give the preservice teacher the knowledge needed to understand the component of the transition plan and offer some resources and suggestions for assessments to develop the transition plan.

Development of Avatar-Based Models and Tools for People With Intellectual Disabilities

The chapter is about development of consciousness, emotion, motivation, and level of aspiration, with the ways that people react to the psychological, traumatic experience caused by the gradual realization of incapacity. Some people with an intellectual disability are capable of learning together with normally-developing peers if provided with special support; however, there are others who will need an individual education program adapted to their capabilities. The most important focus in working with such students is the individual approach with regard to the specific mentality and health of each person. Such an approach can be achieved through instructional methods like avatar-based learning as the improved development of project-based learning.

School-Based Speech-Language Services Using Telepractice

Students diagnosed with specific learning disabilities, autism, or emotional disturbance may also receive speech-language services as part of their individual education program. This article focuses on the use of telepractice for providing speech-language services in schools. The benefits of telepractice are described, including the accessibility, efficiency, and preference of telepractice in delivering effective speech-language services. In addition, the implementation of telepractice services is outlined, strategies for troubleshooting are described, and two implementation checklists are provided.

Outcomes of Inclusive Versus Separate Placements: A Matched Pairs Comparison Study

This quasi-experimental study focused on 15 pairs of children with extensive support needs, matched across 12 characteristics based on their first complete Individual Education Program (IEP) in the school district. One child in each pair was included in general education for 80% or more of their day from their first IEP to the most current IEP at the time of the study. The other child in the pair was placed in a separate special education class, and was served there from the first IEP to the last IEP. All children were observed over a typical school day with time-sampling data collected on the types of activities, the contexts, and the types of engagement that occurred. In addition, outcome data from the first IEP to the most current IEP in the district were analyzed across three variables: communication levels, literacy levels, and numeracy levels. Results indicated that students in the general education classrooms had a significant, large effect size as compared with their pairs in separate classrooms on several variables. In addition, students in the general education classrooms demonstrated highly significant levels of progress as compared with the students in separate classrooms. Implications related to placement, disability characteristics, progress, and policy are discussed.

Individual Education Programs: What Music Teachers Need to Know When Working With Students With Disabilities

Since the original passing of the Individuals with Disabilities Education Act in 1975, students with disabilities are required to have services that are individualized to meet their needs as documented in their Individual Education Program, or IEP. These documents can often be long and determining the implications for students in music classrooms can be difficult. This article details the history of Individuals with Disabilities Education Act, what is required to be included in the IEP, and what music teachers need to know to be able to apply goals, adaptions, and individualized instruction from students’ IEPs in music classrooms.

Pendidikan Inklusi Di Perguruan Tinggi

Pendidikan Inklusi di Perguruan Tinggi: Studi Pada Pusat Kajian dan Layanan Mahasiswa Berkebutuhan Khusus Politeknik Negeri Jakarta. Penelitian: Program Studi Magister Manajemen Pendidikan Islam Institut Perguruan Tinggi Ilmu Al-Qur’an (PTIQ) Jakarta. Kesimpulan penelitian ini dapat dipahami bahwa setiap orang berhak mendapatkan pendidikan sesuai dengan landasan pendidikan inklusi baik landasan filosofis, yuridis maupun empiris. Prinsip-prinsip pendidikan inklusi juga dapat ditemukan dalam Al-Qur’an dan hadis nabi yang menggambarkan pendidikan inklusi pada masa Nabi Muhammad SAW. Pendidikan inklusi pada masa sahabat dapat kita telusuri melalui ulumul hadis yang menunjukan adanya para perawi hadis penyandang difabel khususnya tunanetra. Penelitian ini menemukan bahwa jumlah warga negara berkebutuhan khusus (WNBK) dengan ketersediaan dan kesiapan lembaga pendidikan tinggi dalam memfasilitasi WNBK masih terdapat kesenjangan, sehingga WNBK yang dapat mengakses pendidikan tinggi masih sangat terbatas. Indikasi ini dapat terlihat dari kebijakan PNJ mengenai pembatasan penerimaan mahasiswa WNBK dengan pertimbangan sumber daya manusia dan prasarana yang belum cukup untuk menampung mahasiswa dalam jumlah yang lebih banyak. Penulis juga menemukan langkah upaya implementasi pendidikan inklusi di PNJ melalui model kelas khusus penuh. Dalam model ini seluruh mahasiswa berkebutuhan khusus belajar di dalam kelas khusus pada perguruan tinggi reguler. Sementara mengenai kategori mahasiswa dalam kelas inklusi PNJ sebagian besar adalah slow learner di antaranya autisma ringan yang mengalami kesulitan belajar. Program inklusi di PNJ diselenggarakan pada satu jurusan yaitu Program Studi Manajemen Pemasaran untuk Warga Negara Berkebutuhan Khusus (MP-WNBK). Program ini adalah program studi vocational yang melaksanakan Individual Education Program berdasarkan pada adapting thematic integrated curriculum untuk melatih, mendidik dan membekali mahasiswa agar dapat menguasai bidang yang sesuai kemampuan dan minat masing-masing dengan beban 25% pendidikan kognitif (knowledge) dan 75% keterampilan (skill). Melalui penelitian ini penulis merekomendasikan pemenuhan hak memperoleh pendidikan dan mengupayakan berdirinya pendidikan inklusi di perguruan tinggi, dengan harapan agar masyarakat mampu melihat WNBK sebagai sebuah keragaman dalam masyarakat, di mana kelompok ini memiliki hak dan kewajiban yang setara dengan masyarakat umum. Metode yang digunakan dalam penelitian ini adalah: metode fenomenologi. Sedangkan pendekatan yang digunakan adalah pendekatan kualitatif.

Development of Avatar-Based Models and Tools for People With Intellectual Disabilities

The chapter is about development of consciousness, emotion, motivation, and level of aspiration, with the ways that people react to the psychological, traumatic experience caused by the gradual realization of incapacity. Some people with an intellectual disability are capable of learning together with normally-developing peers if provided with special support; however, there are others who will need an individual education program adapted to their capabilities. The most important focus in working with such students is the individual approach with regard to the specific mentality and health of each person. Such an approach can be achieved through instructional methods like avatar-based learning as the improved development of project-based learning.

IMPLEMENTATION OF RELIGIOUS VALUES ON INDIVIDUAL EDUCATION PROGRAM (IEP) BASED IN ISLAMIC ELEMENTARY SCHOOL

Elementary has emerged as an inclusive school in Indonesia recently. Eventhough some of them haven’t shown the proper planning of inclusive learning, learning process, and optimal outcome learning for special needs students. Moreover if the learning process connected with religious value in Islamic elementary school. How the implementation of religious value can be involved in Individual Education Program (IEP) in elementary school? This paper discuss about Individual Education Program (IEP) based on religious value which conduct as a particular curriculum for special needs students (SNS). Investigation for specific purpose on this study headed to Islamic values development in SNS. The data collected from interviews, documents, and observation from Ar-Roihan Inclusive Islamic Elementary School Lawang that has been pointed as inclusive pilot project since 2016. Prior study has shown the benefit of inclusive school for disability children, but it’s not focus on how Islamic values influence in their daily activities. Developed from data collected, the IEP program has reflected how the SNS used to and motivated to Islamic way in their daily activities, such as pray together, recite holy Qur’an, and respect for each other. Findings indicated that IEP which had given as individual treatment and lesson plan became an important thing for Islamic inclusive elementary school to reach their goal for disability students activities such as pray together, recite holy Quran, dan giving charity.