The In-deep Study Problems Organizers Inclusive Education of Medium School in Learning Science in Padang

Festiyed Festiyed, Mega Iswari

Abstract


This study aims to identify where the occurrence of bottlenecks in the science learning process of secondary school inclusive education providers for children with special needs (ABK), through deep study. Informants in this research are teachers who are involved in science learning in schools implementing inclusive education in Padang city. Data were collected by interview, observation and questionnaire method as the main method. Assistive methods in the form of documentation. Qualitative data analysis through 4 paths is data collection, data reduction, data display, draw a conclusion. The result of initial research of 102 schools SMA / MA / SMK in Padang city there are problems of interaction of six components of education process (curriculum, educator, learner, facilities and infrastructure, technology and learning media, assessment system). From 102 schools and there are 4 schools conducting inclusive education with 56 students spread in SMK Negeri 4 as many as 18 people, SMK Negeri 6 as many as 27 people, SMK Negeri 7 as many as 8 people, SMK Negeri 8 as many as 3 people. based on the problem which related to teachers, students, schools, communities, and government experienced problems in the implementation of inclusive education because ABK difficulty varies according to their needs. Science learning for ABK has not done well according to the needs, characteristics, and limits of ability possessed by children with special needs. The guidance model, not yet focused on non-adaptive behavior or deviant behavior before they conduct activities of individual learning activities program.


Keywords


deep study; learning science; children with special needs; inclusive education

Full Text:

PDF

References


Carrington, S., & Robinson, R. (2004) A case study of inclusive school development: a journey of learning. The International Journal of Inclusive Education, 8(2), 141-153.

Festiyed. (2015). Integrate Approach To Scientific Inquiry Model Assessment And Authentic.

Giangreco, M. F. (2013). Teacher assistant supports in inclusive schools: Research, practices and alternatives. Australasian journal of special education, 37(2), 93-106.

Mikail, B. (2012) School inclusion is not ready Accommodating ABK. http: // Education. kompas.com.

Scheerens, J. (2015). School effectiveness research. In International encyclopedia of social and behavioral sciences, 2nd edition. Elsevier.

Stainback, S. E., & Stainback, W. E. (1992). Curriculum considerations in inclusive classrooms: Facilitating learning for all students. Paul H. Brookes Publishing.

Tarnoto, N. (2016). Problem-Problems Faced Education Provider School Inclusion On The Level Sd. Humanitas (Journal of Psychology Indonesia), 13 (1), 50-61.

Tyler, R. W. (2013). Basic principles of curriculum and instruction. In Curriculum Studies Reader E2 (pp. 60-68). Routledge.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Journal of ICSAR

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Journal of ICSAR is Indexing by:

       

 
web
counter  ---> View Statistic

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.