MODEL PELAYANAN PENDIDIKAN INKLUSIF SEKOLAH DASAR BAGI ANAK BERKEBUTUHAN KHUSUS (STUDI PADA SD ISLAM TERPADU PERMATA KOTA PROBOLINGGO)
| Main Author: | Khoirunnisa, Riski |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2018
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/42016/1/Pendahuluan.pdf http://eprints.umm.ac.id/42016/2/BAB%20I.pdf http://eprints.umm.ac.id/42016/3/BAB%20II.pdf http://eprints.umm.ac.id/42016/4/BAB%20III.pdf http://eprints.umm.ac.id/42016/5/BAB%20IV.pdf http://eprints.umm.ac.id/42016/6/BAB%20V.pdf http://eprints.umm.ac.id/42016/7/Lampiran.pdf http://eprints.umm.ac.id/42016/ |
Daftar Isi:
- Education plays an important role in the development of an increasingly sharp era. Injustice in obtaining education becomes a crucial issue in the world of education today. Inclusive education has become a very interesting issue in the national education system because it can provide arrangements to students with special needs in order to attend public or regular schools. Some of the issues arise concerning the inclusive education are the absence of special curriculum for children with special needs in regular schools, the lack of special escort teachers, and the absence of resource space that suits inclusive education needs. This research aimed to know the model and the supporting and inhibiting factors in the service of inclusive education in the Permata Integrated Islamic Elementary School in Probolinggo. The technique of data collection used were observation, interview, and documentation. Based on the results of this study, it showed that; first, the model of inclusive education services in Permata Integrated Islamic Primary School in Probolinggo was a pull out service and full inclusion which were good enough at handling the problem of children with special needs that they have adjusted themselves although there were some obstacles in the implementation. Second, Permata Integrated Islamic School in Probolinggo had several obstacles that caused less maximal implementation of inclusive education services in schools such as the lack of special escort teachers, the absence of special curriculum, and the school programs with commitment of parents at home were less synchronized in dealing with the problems of the children which were not only as the teacher's duties but also the parents and the environment around them. Third, the efforts or the supporting factors made in the Permata Integrated Islamic Primary School in Probolinggo provided the counseling guidance which could help in handling the problem of the children, the existence of reports or daily record conducted by special escort teachers who would also be reported to the parents of each student, and the friendly service of the educators there that made the students comfortable at school.