Pelayanan Anak Berkebutuhan Khusus  Melalui Pendidikan Inklusi

Sukadari, Sukadari

doi:10.31316/esjurnal.v7i2.829

Cited by 16 publications

(20 citation statements)

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“…Therefore, if inclusive education is defined as education for all, and includes all persons with disabilities without exception, by including persons with disabilities in general classes with nondisabled persons, then persons with disabilities who have special services in the National Education System Law must be interpreted more broadly, not only who have physical (blind, deaf) and non-physical (intellectual) barriers, but also persons with disabilities with learning disabilities due to geography, socio-economic and cultural factors (Sukadari, 2020).…”

Section: Resultsmentioning

confidence: 99%

Analysis Of The Pattern Of Education For Persons With Disabilities In Law Number 20 Of 2003 Concerning The National Education System

ABDUSSAMAD

Sudarsono

Koeswahyono

et al. 2022

IJESSS

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Inclusive education has many different meanings and interpretations. There is still some uncertainty about the difference between inclusive and special education for individuals with disabilities, sometimes known as special schools (SLB). Meanwhile, the term inclusive education is not known in the National Education System Law, which uses the term "special education and special services," which is explained in Article 32 of Law No. 20 of 2003 concerning the National Education System: (i) Special education is education for students who have difficulty levels. Participating in the learning process due to physical, emotional, mental, social, intellectual potential and special talents. (ii) Special service education is education for students in remote or underdeveloped areas, remote indigenous peoples, and experiencing natural disasters, social disasters, and economically disadvantaged. This research's problem approaches are conceptual, statutory, and case approaches. Based on this, we found that the ambiguity of norms affects the pattern of providing education for persons with disabilities, namely the dualism of providing education for persons with disabilities with a special and inclusive approach which has an impact on legal uncertainty in norms, concepts and implementation.

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Section: Resultsmentioning

confidence: 99%

Analysis Of The Pattern Of Education For Persons With Disabilities In Law Number 20 Of 2003 Concerning The National Education System

ABDUSSAMAD

Sudarsono

Koeswahyono

et al. 2022

IJESSS

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“…Inclusive education is education or school that accepts all children regardless of their potential, physical, mental, social emotions, religion, gender, and economic background. Still, it is a system that adapts to the needs of children, both regular and with special needs [8]. Inclusive education is classified as special education, regulated in Undang-Undang Republik Indonesia No 20 Tahun 2003 Tentang Sistem Pendidikan Nasional.…”

Section: Literature Reviewmentioning

confidence: 99%

Inclusive Learning from Home Model: Inclusive School Teacher’s Assistance Strategy During The Covid-19 Crisis

Kartono¹,

Akbar²,

Suryadinata³

et al. 2022

Proceedings of the 7th International Conference on Social and Political Sciences (ICoSaPS 2022)

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This article results from public service activities in inclusive schools. Public service activities are carried out with partners of the Yayasan Lembaga Pendidikan Al Firdaus (YLPAF) of Surakarta to carry out inclusive education, including children with special needs in a climate and learning process. The level of education in YLPAF is kindergarten, elementary school, and Secondary School. Schools are required to provide online education to prevent Coronavirus transmission in schools. The partner's primary problem is that they are not ready to change learning methods during the COVID-19 crisis. Teachers and parents lack understanding and experience in arranging inclusive learning to be held at home. Learning from Home, known as LFH, requires teaching media and methods. The learning-from-home model for inclusive schools that educate children with special needs has a different approach to non-inclusive education. Therefore, this public service assists schools in having an inclusive learning-from-home model with six stages of development in a participatory method with parents, teachers, and professionals. The results of this public service are in the form of increasing the understanding (knowledge) and skills of teachers in using the online-based application as interactive learning media and form Mother's Assistance for Children Learning Assistance Forum or Forum Bantuan Ibu Pendamping Belajar Anak. Implementing the learning-from-home model for inclusive schools must combine parental assistance at home and remote mentoring teachers, students, and professionals.

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“…Kemudian pemasalahan selanjutnya adalah mengenai anak yang sulit menerima pembelajaran ketika di kelas, hal ini disamapaikan siswa bahwa mereka sangat tidak paham mengenai apa yang dijelaskan guru, ternyata hal tersebut dipengaruhi oleh factor psikologi anak tersebut, kebiasaan bermain gadget mengakibatkan anak sulit untuk berkonsentrasi dalam belajar dan sulit untuk bisa berinteraksi baik dengan lingkungan sekitar. Serta permasalahan yang terakhir adalah penanganan yang tepat kepada anak inklusi, anak inklusi merupakan anak yang yang memiliki kekurangan atau hambatan dalam menerima pelajararan dan pemahaman seperti anak normal lainnya (Sukadari, 2020), dalam forum belajar rumah ilmu ini terdapat satu anak yang termasuk anak inklusi, ia sulit untuk menyampaikan pendapat di depan umum atau banyak orang. Setelah kami melakukan pengamatan, anak tersebut perlu pendekatan untuk memberanikan diri dalam menyampaikan pendapat, ketika kami berbicara focus pada dirinya, khususnya menggunakan metode bicara empat mata, anak tersebut sangat mudah menyampaikan apa yang menjadi pendapat pribadinya, bahkan ia seolah-olah seperti orang normal pada umumnya.…”

Section: Developmentunclassified

Membumikan Gerakan Literasi Pada Anak Tingkat Sekolah Dasar Dalam Kegiatan Rumah Ilmu

Wulandari¹,

Muqarrobin²

2022

DJCE: J. of Com. Eng.

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Pendirian rumah ilmu di dusun Kenteng, desa Pengkol, kecamatan Mantingan ini bertujuan untuk meningkatkan minat belajar pada siswa di daerah tersebut, dimana dengan adanya rumah ilmu ini diharapkakan dapat mengembangkan minat belajar siswa dan menciptakan mindset bahwa belajar itu menyenangkan, dalam pelaksanaan rumah ilmu ini, kami melakukan pengamataan mengenai masalah-masalah apa saja yang dialami anak tersebut, dalam hal ini kurangnya minat belajar terhadap mata pelajararan tertentu adalah masalah utama yang kami temukan, dengan adanya rumah ilmu ini, siswa yang mengalami masalah belajar dapat mengonsultasikan masalahnya dengan kami mahasiswa KKN, biasanya masalah yang sering dikeluhkan adalah susahnya pelajaran matematika, dimana mereka berfikir matematika adalah sesuatu yang menakutkan. Kami menerapkan beberapa metode pembelajaran yang dapat diaplikasikan secara langsung, diharapkan dengan metode pembelajaran yang tepat mampu membuat anak paham mengenai materi yang kami ajarakan, dan membuat mereka berfikir bahwa semua mata pejaran itu menyenangkan. Kata kunci: rumah ilmu, masalah pendidikan, covid-19

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Pelayanan Anak Berkebutuhan Khusus Melalui Pendidikan Inklusi

Cited by 16 publications

References 0 publications

Analysis Of The Pattern Of Education For Persons With Disabilities In Law Number 20 Of 2003 Concerning The National Education System

Analysis Of The Pattern Of Education For Persons With Disabilities In Law Number 20 Of 2003 Concerning The National Education System

Inclusive Learning from Home Model: Inclusive School Teacher’s Assistance Strategy During The Covid-19 Crisis

Membumikan Gerakan Literasi Pada Anak Tingkat Sekolah Dasar Dalam Kegiatan Rumah Ilmu

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