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Abstrak: Penelitian ini bertujuan untuk mengembangkan model modifikasi kurikulum anak berkebutuhan khusus dan mengetahui validitas empiris modifikasi kurikulum. Pengumpulan data dilakukan melalui interview, observasi dan dokumentasi. Tehnik analisis data menggunakan deskriptif kualitatif. Hasil penelitian menunjukkan bahwa 1) Pemahaman guru dan kepala sekolah terhadap panduan modifikasi kurikulum menunjukkan :(a) sangat baik 46,93%, (b) baik 32,65%, (c) kurang baik 16,32%, dan 4% tidak baik. 2) Validitas empiris buku panduan menunjukkan bahwa: a). 88,2% guru dan kepala sekolah menyetujui kebermaknaan/Substansi buku panduan dan 11% kurang menyetujui. b). 88,2% menyatakan buku panduan telah menggunakan bahasa yang baik dan sisanya 11,8% menyatakan belum. c) 88,2% menyatakan buku panduan telah menggunakan gaya penulisan yang singkat, padat dan baik, sedangkan sisanya 11,8% tidak menjawab pertanyaan. c). 64,7% menyatakan penampilan buku panduan telah memiliki penampilan yang baik, 29,4% belum baik dan 11,8% tidak menjawab pertanyaan. 88.2% guidance books have used proper language in its writing and only 11.8% which haven't usedproper language yet. (c) 88.2% guidance books have used good and proper style of writing while out of 11,8% haven't answered the question. And (d) the appearance of guidance books: 64.7% respondents states that guidance books have had good appearance, 29.2% consider that the appearance hasn't been good enough yet and the rest, 11.8% do not answer the question.Key words: curriculum modification and inclusive schools. PendahuluanPada hakekatnya semua anak memiliki kesempatan yang sama untuk memperoleh pendidikan.Melalui pendidikan, seluruh potensi anak didik dapat digali dan dikembangkan secara optimal.Baik anak didik yang normal maupun berkelainan.

Tolerance in the pluralism and multiculturalism is a demand. The diversity requires a unity through the acceptance and appreciation, furthers, it is a cooperative attitude that upholds the value of harmony. The aim of this research is to analyze and describe how the students' tolerance behavior in a religious-based primary school in the gender perspective. The distinct attitude on the male and female students in the daily basis heightens the fact of this case in tolerance also happened among them. Employing the qualitative method, this study implemented case study. The result shows that there is a distinct tolerance behavior to the male and female students in religious-based primary school. The male students tend to be more ignorant towards the differences; meanwhile; the female students are more sensitive towards the diversity in their environment.

Children with special needs are children who have abnormalities in him, thus causing the individual has a need to be tailored to their specific characteristics. Abnormalities of children with special needs, impact on the immediate environment of children, namely family. Many cases of divorce in parents who have children with special needs. The cause may be possible because of negative parents' perceptions of children, low acceptance and resilience in parents with special needs children. Divorced parents have a negative impact on the education of children with special needs, because they lose the ability to fully play a parent in fulfilling the rights of the child. One solution in dealing with divorce that occurs in parents who have children with special needs is to use family counseling and divorce therapy. Handling is expected to minimize the negative impact of divorce parents of children with special needs and prevent the occurrence of divorce cases in other families who have children with special needs.

This study aims to determine the implementation of special education management at Special School for Autism. This research is descriptive qualitative research. The speakers in this research are the principal and two teachers at Special School for Autism in Karanganyar. Data were collected by interview, observation, and documentation. Data analysis techniques using Miles and Huberman models. There are three steps in this model, namely data reduction, data display, and conclusion. The implementation of special education management at Special School for Autism in coordination by a principal. In planning educational programs, tailored to the ability of each autistic student using IEP (Individual Educational Program). The school has an organizational structure that works in accordance with its duties. The principal is in charge of coordinating school management, while the teacher is responsible for the management of the class. Special School for Autism is a recently established school. The condition of autistic students who have different characteristics, the location of the foundation's office with the school is very far away, and the entry of students with different disorder conditions with autistic students makes the implementation of education management in Special School for Autism not running optimally. Therefore, schools have made efforts to minimize these barriers.