ANALISIS PELAKSANAAN PPI PADA SEKOLAH PENYELENGGARA INKLUSI DI SDN SUMBERSARI 2 MALANG
| Main Author: | Trisnarmiyati, Trisnarmiyati |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2018
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/39497/1/PENDAHULUAN.pdf http://eprints.umm.ac.id/39497/2/BAB%20I.pdf http://eprints.umm.ac.id/39497/3/BAB%20II.pdf http://eprints.umm.ac.id/39497/4/BAB%20III.pdf http://eprints.umm.ac.id/39497/5/BAB%20IV.pdf http://eprints.umm.ac.id/39497/6/BAB%20V.pdf http://eprints.umm.ac.id/39497/7/LAMPIRAN.pdf http://eprints.umm.ac.id/39497/ |
Daftar Isi:
- Inclusion education is an educational service that provides the widest oppotunity for students with special needs to learn together with regular students in the same class. Students with special needs have various specificity levels, whether from characteristics, obstacles or needs. That service porvided with characteristics and needs of each students with special needs. That service requires the program design so that the service objectives can be achieved right on target. That program design is called PPI. This research aims to describe: (1) individual service program design wich will be used in PPI implementation at school of inclusion organizer in Sumbersari 2 Primary School Malang, and (2) PPI implementation process at school of inclusion organizer in Sumbersari 2 Primary School Malang. This research is conducted by means of qualitative approach, and descriptive research. Special tutors and and shadow teachers are chosen as primary and sources, while the secondary sources are taken from documents of individual service program design (PPI) and documentation. In this research, the research procedures used are observation, interview, field note, documentation study. The research finding shows (1) From 16 students with special needs which spread out from I-VI classes, not all students with special needs have PPI. (2) From 16 students with special needs, there are only 3 students with special needs provided with PPI, they are Zh (class III), Ar (class IV) and S1 (class V). (3) Students with special needs wich are provided with PPI are students with CALISTUNG obstacles. (4) The implementation of PPI to the three students with special needs has been based on program design. (5) Most of PPI implementation is held inside source classroom, still, in regular classroom, it is given on the sidelines of learning process. (6) From 13 students with special needs which are not given PPI, there are 4 students which are regular transition students.