Flexible Model on Special Education Services in Inclusive Setting Elementary School

Abstract

Picture Exchange Communication System is a common augmentative communication system used on children with Autism Spectrum Disorder (ASD), which is one of the categories of developmental problems in social interaction, communication and behavior patterns. The aim of this study is to see an increase in the utterance of the word by students with autism using PECS. This study is an action research using quantitative descriptive on data collection. Observations were implemented over a period of four weeks to see the effectiveness of PECS using cartoon picture cards and cards real pictures to enhance the utterance of two primary school autism students. From the result shown, the application of PECS successfully stimulates utterance among the students. This study is expected to enhance the communication and social interaction development of children with autism and other children who have difficulty mastering the language.

Indonesian Educators’ Knowledge and Beliefs about Teaching Children with Autism

“…In Indonesia, schools can be categorized as regular, inclusive or special, and all three have continued to exist (Aprilia, 2017). Regular schools typically do not admit pupils with disabilities or special educational needs.…”

“…These children might be taught in 'Sekolah Luar Biasa' (special schools), which traditionally have been orientated towards specific disability categories such as deafness (Purbani, 2013). The devolvement of school management to local levels has created a wide variation in school admission practices across special and regular schools (Aprilia, 2017) and this is seen as having a negative effect on school access rates, particularly in rural areas (Kristiansen, 2006). This local government at district (kota) level applies to state education.…”

Indonesian teachers’ epistemological beliefs and inclusive education

“…Indonesia’s inclusive education initiative began in 2003, with a government directive for each region to have at least four inclusive schools. Previously, schools could be categorized as either regular or special (Aprilia, 2017). Regular schools might accept pupils with a physical impairment, if they presented no behavioural problems and ‘only if they have normal intelligence, have orientation and mobility’ (Aprilia, 2017: 50).…”

“…Previously, schools could be categorized as either regular or special (Aprilia, 2017). Regular schools might accept pupils with a physical impairment, if they presented no behavioural problems and ‘only if they have normal intelligence, have orientation and mobility’ (Aprilia, 2017: 50). Children who did not meet these criteria might be taught in special schools ‘Sekolah Luar Biasa’, which typically catered for children within specific disability categories, such as blindness or deafness (Purbani, 2013).…”

“…Children who did not meet these criteria might be taught in special schools ‘Sekolah Luar Biasa’, which typically catered for children within specific disability categories, such as blindness or deafness (Purbani, 2013). However, children’s access to special schools has been seen as depending on the policy of individual school principals (Aprilia, 2017). The social stigmatization of children with IDs contributed to a situation in which many children with IDs did not have access to special school education (Tucker, 2013).…”