Strategi Optimalisasi Potensi Siswa Berkebutuhan Khusus Melalui Program Pembelajaran Individual

AKADEMIKA ◽  
2014 ◽  
Vol 8 (2) ◽  
pp. 222-230
Author(s):  
Diana Dwi Jayanti
Keyword(s):  
Special Needs ◽  
Learning Strategies ◽  
Inclusive Education ◽  
Learning Process ◽  
Learning Strategy ◽  
Educational Services ◽  
Learning Needs ◽  
Children With Special Needs ◽  
The Government ◽  
The Individual

Ability, problems, and needs that owned by children with special needs are very heterogeneous. These are the result of the diversity of the specificity and characteristics possessed by each of the individual with special needs. Those heterogeniety in turn have implications for the educational services needed to accommodate such diversity. So far, the government and the community has been organizing educational services for individuals with special needs either in the form of special education service or inclusive education. However, there are still some obstacles, one of which related to instructional strategies that applied. Learning process that has been applied, both in special schools and inclusive schools, it is less able to accommodate the learning needs of children with special needs. The curriculum is felt tends to be more traditional, the learning process is based solely on achieving the objectives of the curriculum, and less able to touch the basic needs of those children. Therefore, in order to develop the potential ability of children with special needs in a more optimal, it is required the development of learning strategy that emphasizes the distinctiveness of individual learning process. This paper tries to propose one of the learning strategies that enable to accommodate the basic learning needs of children with special needs to develop her potential ability, namely individualized educational program.

scholarly journals Learning Strategies For Children Special Needs

2020 ◽  
Vol 8 ◽  
Author(s):  
Anisa Julia Prawesti ◽  
Bayu Septian Anuraga ◽  
Rio Setya Budi Nugraha
Keyword(s):  
Special Needs ◽  
Learning Strategies ◽  
Inclusive Education ◽  
Educational Services ◽  
Children With Special Needs

This study aims to determine the Learning Strategies For Children Special Needs. The method used in this research is the study of literature. This research produces educational services for individuals with special needs is inclusive education by deepening the application of learning strategies for children with special needs.

scholarly journals INCLUSIVE EDUCATION: A ROADMAP FOR THE QUALITATIVE TRANSFORMATION IN EDUCATION

2021 ◽  
Vol 9 (1) ◽  
pp. 42-48
Author(s):  
Ms. Neetu Guleria, Prof. (Dr.) Alka Mudgal
Keyword(s):  
Physical Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Developmental Delays ◽  
Educational Institutions ◽  
Children With Special Needs ◽  
The Government ◽  
The Individual ◽  
Insight Into ◽  
Evaluation Of Policies

Inclusive Education (IE) is a revolutionary approach in the system of education to cater to the educational needs of marginalized Children with Special Needs (CWSN). CWSN also aspire & hope for additional guidance in meeting academic, social & emotional milestones apart from their medical requirements. By embracing learner centric approach, the distinction of children can be erased right from the beginning of their journey in life as Able bodied & Children with special needs. This paper aims to highlight project strategies which can give an insight into an effortless introduction of IE curriculum in educational institutions. Early Intervention & detection modalities discussed in this paper will help in preventing the developmental delays in CWSN.  The authors recommend change in the curriculum based on the individual needs of children, regular evaluation of Policies by the Government, integrating Physical education & shift in the ideology of the stakeholders in educational institutions which will aid in overcoming existing hurdles thereby paving the way towards seamless inclusion of CWSN in mainstream teaching.

scholarly journals Kebijakan Pemerintah Terhadap Pendidikan Inklusif

2018 ◽  
Vol 1 (3) ◽  
pp. 1-15
Author(s):  
Angga Saputra
Keyword(s):  
Mental Retardation ◽  
Special Needs ◽  
Inclusive Education ◽  
The Other ◽  
Educational Services ◽  
Children With Special Needs ◽  
Homeless Children ◽  
Regular School ◽  
The Government ◽  
Teachers And Parents

Inclusive education is the education given to students who have the disorder, has the potential intelligence and special talents. Also children are not able to learn for one thing: disability, autism, mental retardation, homeless children, the other had the talent and potential. Inclusive education is a system of educational services for children with special needs in the regular school education and this should be done as early as possible. This is in accordance with the policy internationally and nationally as stipulated in Law No. 20 of 2003 on article 32 and Permendiknas number 70 of 2009, by providing opportunities and opportunities for children with special needs to acquire education in schools regular ranging from elementary school, School junior High and High School / Vocational. The success of inclusive education will depend on the cooperation of the government, teachers and parents together.

scholarly journals Pendidikan Inklusif: Konsep Dasar, Ruang Lingkup, Dan Pembelajaran

2018 ◽  
Vol 6 (2) ◽  
pp. 195-206
Author(s):  
Totok Yulianto
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Learning Strategy ◽  
Educational Institution ◽  
Individual Characteristics ◽  
Assessment System ◽  
National Standard ◽  
Learning Assessment ◽  
Learning Needs ◽  
Children With Special Needs

Inclusive education provides educational services based on the variation of learners potential in an educational institution. This service is very suitable for children with special needs that has unique individual characteristics. The implementation of inclusive education is currently not aligned with national schooling systems that tend to implement a standardized service system. The term of standard service is the equal treatments for each individual and the learning completeness with the benchmarks of the national standard. In relation to the condition of children with special needs, who has various limitations and learning needs, the implementation of inclusive education requires curriculum modification, learning strategy, learning assessment system and school management in accordance with the needs for children with special needs.

scholarly journals Sistem Pendidikan Inklusif Perspektif Neurosains

2020 ◽  
Vol 8 (1) ◽  
pp. 18
Author(s):  
Ely Novianti
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Soft Skills ◽  
Special Needs Children ◽  
Access To Education ◽  
Normal Children ◽  
Inclusion Education ◽  
The Government ◽  
The Individual ◽  
The Right

Assesing inclusion education in neuroscience perspectives is particularly interesting. This study is a literature review. Given the development of normal and special needs children have different backgrounds. Cognitive development of children are different according to parenting patterns. In this case the parents need to be aware of the type of child and need to understand in terms of neuroscience. Keep in mind education is the right of every child to gain knowledge and educate the individual. The background of every child is not an obstacle in getting a decent education. The government and education authorities now have acces to the concept of inclusive education. With the application of inclusive education can expand access to education for all groups including children with disabilities. This effort is made to develop the potential of intelligence, talent,and soft skills prossessed without discrimination.in addition, at the age of gold, children with special needs are directed to interest and talent. With experience early on hope when adolescents are able to hone and can compete with normal children. This is because there is already a maturity in the individual’s ability and creativity.

scholarly journals EQUAL ACCESS TO QUALITY EDUCATION THROUGH THE PRISM OF ORGANIZING INCLUSIVE EDUCATION IN HUB SCHOOLS

2018 ◽  
pp. 56-61
Author(s):  
O. DENYSIUK ◽  
D. SULIMENKO ◽  
T. DRON
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Educational Institution ◽  
Quality Education ◽  
Equal Access ◽  
Educational Services ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
National Education ◽  
Wide Range

The process of reforming national education involves solving a number of overdue problems, among which an urgent issue of equal access to quality education still remains. Providing high-quality educational services to learners regardless of their social status, locality of residence, financial capacity, and other concomitant factors are a social and humanitarian task of the state.The introduction of the inclusive education system is an integral part of the functioning of the reference schools. The success of this process depends on the implementation of a number of systemic tasks, among which the following are the priorities: convenient location of the educational institution for the transportation of children from different settlements; provision of qualified pedagogical staff with appropriate training for working with children with special needs as well as staff units of correctional educators; presence of the modern level of material and technical support in accordance with the needs of children with special needs (meeting the requirements for the architectural accessibility of the premises of the educational institution); ensuring equal access to quality education for all persons, including those with special educational needs; creation of a single  information space  for the organization of distance learning for children with special needs; collection of reliable statistics to provide up-to-date information on reference schools and the organization of inclusive education for further analysis and adoption of sound management decisions based on it; bringing to a wide range of users of educational services, parents, communities of OTG, public organizations of positive experience of work of basic educational institutions; Disclosure of information about inclusive classes, forms and methods of training in them; monitoring of the functioning of the reference schools.

scholarly journals STUDI IMPLEMENTASI PEMBELAJARAN MODEL SISWA INKLUSI DI SDS MUTIARA HATI PONOROGO

2021 ◽  
Vol 1 (1) ◽  
pp. 84-90
Author(s):  
Dian Puspita Sari ◽  
Fuad Fitriawan
Keyword(s):  
Data Analysis ◽  
Special Needs ◽  
Students With Disabilities ◽  
Teacher Learning ◽  
Inclusive Education ◽  
Learning Process ◽  
Learning Model ◽  
Children With Special Needs ◽  
Inclusive Schools ◽  
The Impact

Inclusive education is education for children with special needs so that they can study together with regular children in general. One school that implements inclusive education is SDS Mutiara Hati Ponorogo. Students with disabilities can study together with regular children without being discriminated against. The form of learning model applied in this school pays attention to the condition of the child. With the existence of inclusive schools, it can help children with special needs to get the same place to learn as other regular children and can bring the development of children with special needs to be better. Based on the results of the data analysis, it was concluded that (1) the learning process of inclusive students at SDS Mutiara Hati Ponorogo, namely inclusion students accompanied by a special companion teacher, learning in the same class with regular children and for the gradation is lowered, (2) the form of learning model Inclusion students who are applied at SDS Mutiara Hati Ponorogo are paying attention or adjusted to the conditions of their students by being monitored by psychologists and also the principal, and (3) the impact of implementing the learning model for inclusive students at SDS Mutiara Hati Ponorogo, namely that the development is getting up to the class the better and able to develop its potential.

MODEL PENDIDIKAN INKLUSI BAGI ANAK USIA DINI DI PAUD TERPADU PUTRA HARAPAN PURWOKERTO

2017 ◽  
Vol 18 (2) ◽  
pp. 356-370
Author(s):  
Azhariyanti Mei Ghita ◽  
Wahyuningsih Wahyuningsih ◽  
Zakiyah Ulfa
Keyword(s):  
Early Childhood ◽  
Public Schools ◽  
Special Needs ◽  
Inclusive Education ◽  
Learning Process ◽  
Cluster Model ◽  
Children With Special Needs ◽  
Childhood Education ◽  
Inclusion Education ◽  
Keywords Education

Abstract: Inclusion education is one model of education that mixes students or children with special needs (ABK) with other students (normal) to study together in a classroom. The curriculum used in inclusive education is the same as that used in public schools, only the curriculum for children with special needs (ABK) is more specific and in accordance with the abnormalities that each child suffers. According to the researcher, the learning process in inclusion class with cluster model which implemented in PAUD Terpadu Putra Harapan Purwokerto can be said successful. This can be seen from the development of children with special needs (ABK) is increasing. In addition, it can happen because of various factors that support the process of learning model of inclusion education. Such as: factors of the principal, teachers, parents, and peers. Keywords: Education, Inclusion, Early Childhood Education

scholarly journals The Strategy of Forming Religious Characters on the Deaf Children: Study at Special Schools in Rejang Lebong

AL-TA LIM ◽  
2020 ◽  
Vol 27 (1) ◽  
pp. 16-29
Author(s):  
Ahmad Suradi ◽  
Mawardi Mawardi
Keyword(s):  
Special Needs ◽  
Religious Education ◽  
Learning Process ◽  
Qualitative Method ◽  
Learning Strategy ◽  
Deaf Children ◽  
Special School ◽  
Children With Special Needs ◽  
Special Schools ◽  
Special Service

The study aims to determine the strategy used in forming religious characters on the deaf children in Elemantary Special School. A qualitative method was used where the data taken from observation, interview and document analysis. The result showed that the learning strategy of Islamic religious education in the development of morals for children with special needs in special schools is by implementing expository strategy, adding hours of study using the habituation method. The finding also showed that the supporting factors in the learning process to form moral guidance are the involvement of school’s principal who is very concern on the development of students’ morals; the teachers who have great patience in dealing with children with special needs. Then, it was also found that there were some inhibiting factors that faced by the school. They were on the absence of a special curriculum for children with special needs, Islamic education teachers who are not teachers who are graduates of special service schools, as well as the lack of supporting facilities as learning media, doing the learning process run monotonously.

scholarly journals Peran Guru Bimbingan dan Konseling pada Sekolah Penyelenggara Pendidikan Inklusi

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Desje Lattu
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Developed Countries ◽  
The United States ◽  
Educational Services ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Mutual Support ◽  
Almost All ◽  
Contemporary Education

The development of contemporary education leads to the model of inclusive education. Almost all developed countries have appreciated, treated and respected children with special needs more detailed and very human. In the United States, for example, inclusive education is growing very rapidly in the presence of various elements of mutual support. In addition, in Japan children with special needs and parents are given the freedom to choose the school according to the wishes of children with special needs. Schools that receive special needs children provide educational services according to their specificity. Inclusive education is now beginning to be developed in Indonesia, with various areas being supported by the goal of implementing inclusive education.

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