Differentiated Instruction for Special Needs in Inclusive Schools: A Preliminary Study

Rachmawati, Mira Aliza; Nu’man, Thobagus Muh; Widiasmara, Nur; Wibisono, Susilo

doi:10.1016/j.sbspro.2016.02.053

Cited by 13 publications

(6 citation statements)

References 5 publications

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“…ABK memiliki tantangan yang lebih banyak ketika mereka berada di sekolah inklusif (Marlina, 2019). Idealnya, penyelenggaraan pendidikan inklusif dapat memberikan kesempatan yang seluas-luasnya kepada semua siswa untuk belajar, memberikan layanan yang diperlukan, memberikan dukungan bagi guru dan administrator sekolah reguler, mendorong persahabatan antara ABK dan bukan ABK, menempatkan ABK di sekolah yang sama dengan anak bukan ABK, dan memberikan suatu program pendidikan yang berdiferensiasi (Rachmawati et al, 2016).…”

Section: Pendahuluanunclassified

“…Pembelajaran berdiferensiasi merupakan strategi pedagogis yang bertujuan menyesuaikan tujuan kegiatan pendidikan, materi ajar, isi, dan lingkungan pembelajaran disesuaikan dengan kebutuhan masing-masing siswa (C A Tomlinson & Allan, 2000). Untuk mewujudkan pembelajaran inklusif yang efektif, diperlukan adanya pengorganisasian dalam kurikulum yang ramah dengan kebutuhan anak melalui penyesuaian lingkungan belajar, materi, dan strategi yang dipilih guru dalam kegiatan belajar mengajar (Rachmawati et al, 2016). Disisi lain, pembelajaran berdiferensiasi juga membuat siswa lebih cocok dengan kegiatan belajar, pembelajaran berdiferensiasi juga memberikan hubungan positif antar siswa dalam hal keterampilan sosial melalui diferensiasi proses dan lingkungannya (Marlina et al, 2019).…”

Section: Perilaku Keterampilan Sosial DI Lingkungan Kelasunclassified

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Peningkatan Keterampilan Sosial Anak Berkebutuhan Khusus Melalui Strategi Pembelajaran Station Rotation Berbasis Tiered Task (Studi Eksperimen di Sekolah Inklusif Sumatera Barat)

Marlina

Kusumastuti²,

Makmur³

et al. 2022

jpk. Jurnal. Pendidik. Khusus

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The government's declaration of quality education equality is evidenced in the implementation of inclusive education which is in line with the philosophy of education for all. One of the learning strategies that accommodate differences in student learning needs is differentiated learning, using the Station Rotation (SR) strategy with Tiered Task (TT). The problem is that not all-inclusive schools have implemented this strategy in learning. This article aims to prove the effectiveness of implementing the SR learning strategy with TT towards improving the social skills of students with special needs (SSN) in inclusive schools. This study used an experiment, with 17 teachers participating in four inclusive schools in West Sumatra which included subject and classroom teachers, 8 observers, and 85 SSN with various types of special needs. Data were collected by observation, documentation, and questionnaires. The results showed that there was a significant effect of the SR learning strategy with TT on improving general social skills, during learning, and in the classroom environment for special needs children in inclusive schools. This increase occurs because SR and TT emphasize the flexibility of SSN in choosing study groups, evaluation of learning based on SSN abilities, and can increase positive relationships and eliminate obstacles that SSN has.

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Section: Pendahuluanunclassified

Section: Perilaku Keterampilan Sosial DI Lingkungan Kelasunclassified

Peningkatan Keterampilan Sosial Anak Berkebutuhan Khusus Melalui Strategi Pembelajaran Station Rotation Berbasis Tiered Task (Studi Eksperimen di Sekolah Inklusif Sumatera Barat)

Marlina

Kusumastuti²,

Makmur³

et al. 2022

jpk. Jurnal. Pendidik. Khusus

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“…Asimismo, la inclusión como acción para el proceso pedagógico de los niños y jóvenes con NEE en lo que se conoce como educación regular, ha imperado como tema de interés investigativo e incluso de práctica en el campo educativo. Los intereses investigativos y prácticos en esta materia abarcan preocupaciones por los procesos de socialización y participación en el aula (Bossaert, Colpin, Pijl & Petry, 2013;Gonçalves & Lemos, 2014), comprensión de la inclusión y la integración como procesos diferenciados en la Educación Especial (Castillo & Garro-Gil, 2015), hasta la pregunta por los procesos de evaluación diferenciados y modificados según la NEE (Dias, 2015;Rachmawati, Nu'man, Widiasmara & Wibisono, 2016;Arduini & Chiusaroli, 2013), así como el interés por construir metodologías que favorezcan el aprendizaje (Dias, 2015;Cramerotti & Ianes, 2016;Ab.Latiff, Wan & Azrani, 2015).…”

Section: Sobre Los Antecedentes Y El Problema De Investigaciónunclassified

El lugar de la subjetividad de las madres en los procesos psicopedagógicos de niños con necesidades educativas especiales

Alzate¹,

Córdoba²,

Agudelo³

2020

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“…The basic concept of the inclusive education is intended as a service system of education which includes children with special needs to learn in a regular class together with their peers, located close to the place where they live (Rachmawati, Nu'man, Widiasmara, & Wibisono, 2016). PAUD Inklusive is inspired by the enthusiasm to provide opportunities for all children to get a quality education that is in accordance with their needs, without any discrimination (Mastuti, 2014).…”

Section: Introductionmentioning

confidence: 99%

Balinese Folktales As A Medium: Modifying Stories Of The Special Need Concept To An Early Age Children

Tirtayani

Wulandari

Sessiani

2019

j. pendidik. indonesia.

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This article aimed at exploring more deeply the efforts made by teachers of early childhood education in introducing concepts of children with special needs. This article investigated the teachers' creativity in introducing concepts containing local values to children with special needs, which can support inclusive education. This study used an exploratory research model, with the aim of obtaining explanations of the relationships of causality case. The study was conducted to the teachers on early childhood education in Denpasar Bali. The subjects were determined by verifying the early childhood education institutions which had children with special needs first and this ended up with the involvement of 13 teachers from 10 early childhood education institutions in Denpasar. The data were collected through observation, directed individual and group interviews. The data were analyzed qualitatively by modifying Miles and Huberman's interactive model. The result showed that the teachers have introduced some types and characteristics of children with special needs by using tales as media and have creatively modified Balinese folktales to fit the needs.

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Differentiated Instruction for Special Needs in Inclusive Schools: A Preliminary Study

Cited by 13 publications

References 5 publications

Peningkatan Keterampilan Sosial Anak Berkebutuhan Khusus Melalui Strategi Pembelajaran Station Rotation Berbasis Tiered Task (Studi Eksperimen di Sekolah Inklusif Sumatera Barat)

Peningkatan Keterampilan Sosial Anak Berkebutuhan Khusus Melalui Strategi Pembelajaran Station Rotation Berbasis Tiered Task (Studi Eksperimen di Sekolah Inklusif Sumatera Barat)

El lugar de la subjetividad de las madres en los procesos psicopedagógicos de niños con necesidades educativas especiales

Balinese Folktales As A Medium: Modifying Stories Of The Special Need Concept To An Early Age Children

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