No abstract

Providing real-world-based experience through a job internship program provides various benefits for developing intellectual disability skills. This study aims to find the right apprenticeship strategy for intellectual disability people who attend post-school education programs and undergo internships in inclusive workplace settings. This qualitative research was carried out on four intellectual disability people who experienced work internships in two business places. Research data was obtained from observations, in-depth interviews, and documentation. The data was analyzed by using data triangulation techniques. The results showed that work internships for the mentally retarded were carried out with modifications to the stages undertaken. Modification of the stage of work internship for mentally retarded is done by modelling, mentoring, supervising, and being independent. This work phase adapts the concept of mediated learning from Vygotsky. The modified apprenticeship strategy has implications for businesses to adjust the working stages and provide trainers or work assistants for the mentally retarded.

The competence of teachers in handling children with special needs, for instance, identifying, assessing and compiling programs will also determine the accuracy in providing services for children with special needs, especially in early children education units. However, the limited knowledge and understanding of early teachers on children with special needs has an impact on some teachers still equating teaching methods to all students because teachers do not understand the right methods in dealing with children with special needs. The purpose of this study is to describe the objective conditions of the competence of Early Children Education teachers in providing educational services to children with special needs. The research method applied in this research is descriptive with a qualitative data approach. The study population was 15 early childhood education (PAUD) teachers and the research sample was five PAUD teachers who had the criteria for teaching children with special needs in Cikalong district, Tasikmalaya regency. The results show that the competence of Early Children Education teachers in providing educational services to Children with Special Needs in Kindergarten, Cikalong sub-district is still low and there is a need for continuous improvement in competence according to the characteristics of children. The competency measured in the teacher, namely understand the characteristics and learning needs of children with special needs, developing a curriculum, participating in activities to improve competence.