THE IMPLEMENTATION INCLUSIVE EDUCATION: IMPLICATION FOR CHILDREN WITH SPECIAL NEEDS IN TAMANSARI ELEMENTARY SCHOOL IN YOGYAKARTA
DOI:
https://doi.org/10.12928/ijemi.v1i1.1517Keywords:
special needs, inclusive education, diversity.Abstract
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.
References
Abosi, O & Koay, T.L. Attaining Development Goals of Children with Disabilities: Implication for Inclusive Education. International Journal of Special Education, 2008, Vol 23 No 3, 1-10
Fitria, R. Proses Pembelajaran dalam Setting Inklusi di sekolah dasar. Jurnal Imliah Pendidikan Khusus, 2012, Vol 1 No 1, 90-101
Kemdikbud, ”bahan pendidikan inklusif”, http://bahanpendidikaninklusif
Kurniawan, Muhammad Ragil dan Nurul Hidayati Rofiah. (2018). Acceptability of children with special needs in inclusive elementary school. Vol 12 no 4, 589-596.Hasyim, Yahya. Pendidikan Inklusif di SMK 2 Malang. Jurnal Kebijakan dan Pengembangan Pendidikan, 2013, Vol 1 No 2, 112-121.
Lisdiana, Supriyanto & Tarsidi. Sikap Guru terhadap Pendidikan Inklusi –kecenderungan internasional. JASSI ANAKKU, 2018, Vol 19 No 1, pp 1-10
Miles, M.B dan Huberman, A M.. Analisis Data Kualitatif. Jakarta: UI-Press. 1995.
Rofiah, Nurul Hidayati & Ina Rofiana. Penerapan Metode Pembelajaran Peserta Didik Slow Learner, NATURALISTIC: Jurnal Kajian Penelitian Pendidikan dan Pembelajaran, 2017, Vol 2 No 1 , 94-107.
Rudiyati, S. Potret Sekolah Inklusif di Indonesia. Prosidiing National conference Asosiasi Kesehatan Jiwa dan Remaja (AKESWARI) Yogyakarta, 2011.
Supriyanto, D.Teacher’s Attitude Towards Inclusive Education: A Literature Review. Indonesian Journal of Disability Studies, 2019, Vol 6 No 1, pp 29-37
Suryani. Persepsi Guru Regular Terhadap Penyelenggaraan Pendidikan Inklusif di SMP Negeri Kodya Surabaya”. Thesis. FIP jurusan PLB Unesa. 2014.
Tarnoto, Nissa. Permasalahan-permasalahan yang dihadai sekolah enyelenggara pendidikan inklusi pada tingkat SD. Humanitas: Jurnal Psikologi Indonesia, 2016, Vol 13 No 1, pp 50-61
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Universitas Ahmad Dahlan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The copyright to this article is transferred to Universitas Ahmad Dahlan (UAD) if and when the article is accepted for publication. The undersigned hereby transfers any rights in and to the paper including without limitation all copyrights to UAD. The undersigned hereby represents and warrants that the paper is original and that he/she is the author of the paper, except for material that is identified as to its source, with permission notices from the copyright owners where required. The undersigned represents that he/she has the power and authority to make and execute this assignment.
We declare that:
This paper has not been published in the same form elsewhere.
It will not be submitted anywhere else for publication before acceptance/rejection by this Journal.
Copyright permission is obtained for materials published elsewhere and which require this permission for reproduction.
Furthermore, I/We hereby transfer the unlimited rights of publication of the above-mentioned paper in whole to UAD. The copyright transfer covers the exclusive right to reproduce and distribute the article, including reprints, translations, photographic reproductions, microform, electronic form (offline, online), or any other reproductions of similar nature.
The corresponding author signs for and accepts responsibility for releasing this material on behalf of any and all co-authors. This agreement is to be signed by at least one of the authors who have obtained the assent of the co-author(s) where applicable. After submission of this agreement signed by the corresponding author, changes of authorship or in the order of the authors listed will not be accepted.
Retained Rights/Terms and Conditions
Authors retain all proprietary rights in any process, procedure, or article of manufacture described in the Work.
Authors may reproduce or authorize others to reproduce the Work or derivative works for the authors' personal use or for company use, provided that the source and the UAD copyright notice are indicated, the copies are not used in any way that implies UAD endorsement of a product or service of any employer, and the copies themselves are not offered for sale.
Although authors are permitted to re-use all or portions of the Work in other works, this does not include granting third-party requests for reprinting, republishing, or other types of re-use.