IMPLEMENTASI PENDIDIKAN INKLUSI DI SEKOLAH DASAR ANAK SALEH KOTA MALANG
| Main Author: | Sugmawati, Devia |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2019
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/46124/1/PENDAHULUAN%20.pdf http://eprints.umm.ac.id/46124/2/BAB%20I.pdf http://eprints.umm.ac.id/46124/3/BAB%20II.pdf http://eprints.umm.ac.id/46124/4/BAB%20III.pdf http://eprints.umm.ac.id/46124/5/BAB%20IV.pdf http://eprints.umm.ac.id/46124/6/BAB%20V.pdf http://eprints.umm.ac.id/46124/7/LAMPIRAN%20.pdf http://eprints.umm.ac.id/46124/ |
Daftar Isi:
- The implementation of inclusive education has obstacles. One of them is inadequate sources. It leads to the arrangement of learning program is not appropriate yet with the characteristic of learners. Ultimately, it causes learning purposes are not achieved in optimum. The elementary school of Anak Saleh Malang is one of inclusive schools with 16 children with special needs. They attends with their disabilities variety. Therefore, research is needed to develop planning, implementation, and process of individual learning evaluation for children with special needs. This evaluation should be appropriate with individual learning program. The purpose is to describe the planning, the implementation, and the evaluation of learning for children with special needs and to describe obstacles and efforts conducted by schools. This study used qualitative approach and descriptive study. It is conducted in second semester of 2019. Data sources were obtained from vice principal of inclusion curriculum, teachers for special children, and classroom teacher. Instruments to collect data are observation, interview guidance, and documentation. Data validity used source triangulation, technique triangulation, group review with colleague, and field note. Result of the study shows that (1) planning of school learning has no initial assessment and identification to children that furthermore, it modifies competence and analyze the result of assessment from the third party and arrange the individual learning program for children. (2) The learning process is in regular class and in inclusion class by using media. It is conducted based on arranged individual learning program. (3) Precious teachers conducted learning evaluation for children with special needs and standard for children with special needs is 75 by suitable description of children capability. (4) Obstacles and efforts had by teachers and school. There are five obstacles faced by school. The conclusion is the planning and the implementation of individual learning program is not appropriate because there are no team and evaluation for the program is appropriate, as it is suitable for children capability. Suggestion for individual learning program of PDBK at inclusive school is improvement. Initially, the school needs to have cooperation with other school and department to have intensive socialization for schools and prints detail guidance. The schools cooperate with teachers and finding funds to develop their facilities. In arranging and implementing individual learning program, the school should involve team that the learning purposes achieved in maximum. Teachers and parents could conduct coordination for once a week as the form of cooperation. For dependent children with special needs, they need services from teachers and team.