Evaluation of Implementation of Inclusive Education at Primary School

Abstract

The purposes of this study are to identify and describe the strengths and weaknesses of institutions as providers of inclusive education with using the instruments that have been prepared. Evaluations are conducted to identify and explain both the opportunity and challenge of an institution that is able to be used for the institutional development in the implementation of inclusive education. The evaluation of the inclusive education at primary schools is intended as a process of identifying the indicator of the implementation of the inclusive education and finds out an event what is being done, what was done, and what is not done yet in implementing the inclusive education program at primary schools. This research uses a descriptive method with a quantitative approach. The sampling technique is used by surveying 5 primary schools with a sample of 30 teachers who taught children with special needs. The Evaluation data includes the data of general school, school-specific data and data on the implementation of inclusive schools. The data are collected using the ideal instrument index. The result of the general school is 11.6 with the ideal standard score of 19. The specific data of the inclusive school amounts to 104.2 with the ideal score of 138. While for the implementation of inclusive education data amounts to 159.1 with a total score of 381. The Conclusions of this study are the evaluation of the implementation of inclusive education at the primary school in Kebumen regency showed the mean is 60% in the medium category. This result implies that the implementation of inclusive schools in the regency of Kebumen needs to be optimized in terms of institution, curriculum, learning, appraisal, student affairs, human resources, facilities and infrastructure, finance and society participation.

The barriers in the implementation of mathematics learning for slow learner during the COVID-19

“…According to the Directorate of PPK-LK (2011), the adjustment includes a curriculum that can accommodate the needs and abilities of students, school infrastructure facilities equipped with accessibility, and learning systems implemented according to the needs of students in the setting of inclusion classes. The implementation of inclusive schools for learners with special needs must create a friendly learning environment, which allows all learners to learn with comfortable and enjoyable moments (Rokhmaniyah & Chamdani, 2018). Therefore, it presents learning using various approaches to mediate difficulties in learning abstract concepts (Mumpuniarti et al, 2011).…”

“…Another research conducted by Tarnoto (2016) based on the teachers' perception, the problems that arise in learning, such as the lack of teacher competence in dealing with children with special needs, lack of parental concern for children with special needs, a large number of learners with special needs in a study group, and lack of cooperation from various parties. In addition, research by Rokhmaniyah and Chamdani (2018) reported several obstacles in implementing inclusive education, namely the incomplete facilities for learners with special needs due to lack of funds resulting in learners experiencing barriers, unable to adapt to the environment thoroughly, and lack of enthusiasm for learning. Still, few teachers can teach and have the skills and knowledge of inclusive education.…”