Studi Kasus Implementasi Layanan Pendidikan Inklusif di Kota Madiun

Persada, Halim Jaya; Efendi, Mohammad

doi:10.17977/um031v4i12018p007

Cited by 3 publications

(7 citation statements)

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“…Inclusive schools in Banjarmasin (Mirnawati, 2019) already have GPKs as human resources who are considered competent in teaching children with special needs. However, unlike what happened in Madiun (Halim, 2018), inclusive schools that should have special assistant teachers whose job is to assist students with special needs in their learning, have not been provided by the Education Office as the parent education provider in Madiun City. The role of the GPK at school was eventually replaced by the teachers themselves, in this case, class teachers or parents who became special assistants for students with special needs in teaching and learning activities.…”

Section: Teachers' Perspectives On Inclusive Education Service Deliverymentioning

confidence: 99%

Teachers' Perspectives on the Implementation of Inclusive Education Services for Children with Special Needs (ABK) in Indonesia: A Literature Review

Ulya,

Hendriani

2023

Konseling

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Teachers' Perspectives on the Implementation of Inclusive Education Services for Children with Special Needs (ABK) in Indonesia: A Literature Review. Perspective is a certain point of view, way of thinking, and attitude about something, the ability to understand or interpret a comprehensive phenomenon in a way that makes sense, in this study, namely the implementation of inclusive education services for children with special needs. This study aims to find out teachers' perspectives on the implementation of inclusive education services for children with disabilities in various parts of Indonesia. The research method used was a systematic literature review using articles obtained online from three databases, namely google scholar, science direct, and Garuda portal with a limit of publishing the last five years. Six articles met the criteria and the results of this systematic literature review showed that in general, teachers' perspectives are positive toward the implementation of inclusive education for children with disabilities, however, it has not been maximized because there are not many adequate human resources so it is necessary to increase the capacity of educators to improve the quality of inclusive education in Indonesia.Keywords: Teachers' Perspectives, Inclusive Education, Special Needs

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Section: Teachers' Perspectives On Inclusive Education Service Deliverymentioning

confidence: 99%

Teachers' Perspectives on the Implementation of Inclusive Education Services for Children with Special Needs (ABK) in Indonesia: A Literature Review

Ulya,

Hendriani

2023

Konseling

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“…TK Talenta memberikan beberapa fasilitas untuk anak, fasilitas tersebut berupa pusat terapi, pusat asasmen dan pemeriksaan kesehatan rutin yang dilakukan oleh bidan dari TK Talenta itu sendiri. Sejalan akan hal itu, setiap penduduk bangsa berkelainan fisik, sosial-emosi, psikis, kecerdasan memiliki hak untuk mendapatkan pendidikan dengan pelayanan khusus" (Persada & Efendi, 2018). Berdasarkan wawancara dan observasi, proses pembelajaran sentra imtaq muslim di TK Talenta menerapkan empat pijakan, yang meliputi: Pertama pijakan pada lingkungan bermain, yang mana dalam pijakan lingkungan main itu bermacam-macam, seperti membangun masjid dengan balok dan peralatan yang ada di sekitarnya.…”

Section: Hasil Dan Pembahasan Pendidikan Inklusi DI Tk Talentaunclassified

Implementasi Pendidikan Inklusi pada Model Pembelajaran Sentra Imtaq Muslim di TK Talenta Semarang

Kumala

Hibana²,

Surahman³

2022

IJEC

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Setiap anak mempunyai latar belakang kehidupan sosial dan tumbuh kembang yang berbeda, tetapi dengan adanya perbedaan tersebut setiap anak berhak menerima pendidikan layaknya anak yang lain. Penelitian ini bermaksud untuk mengetahui pendidikan inklusi di TK Talenta dan implementasi pendidikan inklusi pada model pembelajaran sentra imtaq muslim di TK Talenta. Peneliti menggunakan penelitian kualitatif deskriptif, data yang didapatkan akan dianalisis dengan analisis deskriptif kualitatif. Pendidikan inklusi di TK Talenta dimana sekolah menerima dan mendidik Anak Berkebutuhan Khusus (ABK) sebagaimana layaknya anak lainnya, selain itu TK Talenta juga menerima semua anak dari berbagai ragam suku, agama, ras, perbedaan antargolongan, memodifikasi kurikulum 2013 dengan membuat program pembelajaran kedua yang bernama Program Pembelajaran Individual (PPI) dan persiapan pembelajaran sentra imtaq muslim dengan membuat RPPM dan RPPH dan penempatan anak berkebutuhan khusus menggunakan model kelas regular.

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“…Anak berkebutuhan khusus (ABK) dengan gangguan emosi dan perilaku memiliki karakteristik yang sama dengan perilaku anak-anak pada umumnya, seperti perilaku tidak penurut, berkelahi, perusakkan, mengucapkan kata-kata kotor dan tidak senonoh, suka memerintah, berperilaku tidak sopan, serta penyendiri. Karakteristik ini menyebabkan anak dengan gangguan emosi dan perilaku sulit untuk dideteksi karna karakteristik yang hampir sama dengan anak pada umumnya sehingga seringkali terjadi kesalahan dalam pemberian layanan pendidikan seperti dalam memperlakukan nya disamakan dengan anak pada umumnya (Indonesia & Barat, 2019;Persada & Efendi, 2018;Wati, 2014).…”

Section: Pendahuluanunclassified

“…Perencanaan pembelajaran harus mempertimbangkan situasi, kondisi nyata serta potensi yang ada di sekolah masingmasing untuk diikembangkan oleh setiap guru. Pemantauan kemajuan belajar, buat mengetahui keberhasilan program pembelajaran dalam kurun waktu saat eksklusif, dan peninjauan atas kegagalan acara dan beberapa aspek yg berkaitan, seperti diagnosis yg tidak tepat, atau pelaksanaan acara yang perlu diperbaiki (Agustin, 2017;Arriani, 2017;Persada & Efendi, 2018).…”

Section: Model Layanan Pendidikan Bagi Anak Berkebututuhan Khusus Dengan Gangguan Emosi Dan Perilakuunclassified

“…Pendidikan anak berkebutuhan khusus melalui sistem segregasi adalah penyelenggaraan pendidikan yang dilaksanakan secara khusus, dan terpisah dari penyelenggaraan pendidikan untuk anak normal. Penyelenggaraan pendidikan dengan sistem segregasi terbagi menjadi tiga yaitu sekolah luar biasa untuk tunalaras (slbe), berasrama kelas jauh/kelas kunjung, dan sekolah dasar luar biasa (sdlb) (Agustin, 2017;Arriani, 2017;Fridayanthie, 2016a;Indonesia & Barat, 2019;Nugroho & Mareza, 2016;Persada & Efendi, 2018;Wathoni, 2013).…”

Section: Layanan Pendidikan Segregrasiunclassified

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Pendidikan Inklusif Bagi Anak Berkebutuhan Khusus Dengan Gangguan Emosi dan Perilaku (Emotional and Behavioral Disorders)

Elisabeth¹

2020

Preprint

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This study aims to analyze the characteristics of children with special needs (ABK), especially children with emotional and behavioral disorders, the factors that cause emotionaldisorders and behavior with children with special needs, approaches that can be taken in overcoming the causes of emotional and behavioral disorders, and educational service models for children with special needs. who have emotional and behavioral disorders. This research is motivated by various cases that occur in relation to the limited education obtained by children with special needs, and even some of these children experience discriminatorytreatment or are differentiated from ordinary children. This research method is descriptive with data collection techniques in the form of literature studies from various references relevant to the observed symptoms. The data collected were analyzed descriptively qualitatively so that itcould be seen the variations in the characteristics and models of educational services for children with special needs with emotional and behavioral disorders. The results showed that children with emotional and behavioral disorders have characteristics including: intelligence and learning achievement, social and emotional characteristics and immature, withdrawal behavior. The education service model for children with special needs with emotional andbehavioral disorders can be grouped into three groups, namely segregation education services, integrated / integrated education services, and inclusive education.

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Studi Kasus Implementasi Layanan Pendidikan Inklusif di Kota Madiun

Cited by 3 publications

References 0 publications

Teachers' Perspectives on the Implementation of Inclusive Education Services for Children with Special Needs (ABK) in Indonesia: A Literature Review

Teachers' Perspectives on the Implementation of Inclusive Education Services for Children with Special Needs (ABK) in Indonesia: A Literature Review

Implementasi Pendidikan Inklusi pada Model Pembelajaran Sentra Imtaq Muslim di TK Talenta Semarang

Pendidikan Inklusif Bagi Anak Berkebutuhan Khusus Dengan Gangguan Emosi dan Perilaku (Emotional and Behavioral Disorders)

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