Pembelajaran Pendidikan Inklusif Pada Sekolah Penyelenggara Pendidikan Inklusif

Main Article Content

Wiwi Purnama Dewi
Sudadio Sudadio
Nurul Anriani

Abstract

The background to writing this article is that there are children with special needs who should have the same rights in obtaining education as students in general at school. Inclusive education provided in schools providing inclusive education must be well prepared, especially learning that is adapted to the conditions of students with special needs. Children with special needs will study together with students in general in regular classes at schools providing inclusive education. Learning is structured by considering the conditions of students in class and the adjustments of other students in regular classes. The author conducted a literature study based on the results of previous research on the topic of inclusive education. The author states that to implement an inclusive education system, the principle thing that cannot be avoided is to carry out the process of developing inclusive education learning components in Inclusive Education Organizing Schools (SPPI). The learning components of inclusive education include: planning, implementing and evaluating inclusive education. SPPI must embody inclusive principles starting from planning, implementation processes, monitoring or supervision, to evaluation and preparation of follow-up plans for implementing school programs. SPPI also organizes the PPI (Individual Learning Program) program assisted by special supervising teachers outside regular class learning hours.

Article Details

How to Cite
Dewi, W. P., Sudadio, S., & Anriani, N. (2024). Pembelajaran Pendidikan Inklusif Pada Sekolah Penyelenggara Pendidikan Inklusif. Journal on Education, 6(2), 11410-11419. Retrieved from https://jonedu.org/index.php/joe/article/view/4938
Section
Articles

References

Alimin, Z., & Permanarian. (2005). Reorientasi Pemahaman Konsep Special Education ke Konsep Needs Education dan Implikasinya Layanan Pendidikan. Bandung: Jassi Astati.
Kustawan, D. (2016). Manajemen Pendidikan Inklusif: Kiat Sukses Mengelola Pendidikan Inklusif di Sekolah Umum dan Kejuruan. Jakarta: PT. Luxima Metro Media.
Lefudin. (2017). Buku Belajar & Pembelajaran: Dilengkapi dengan Model Pembelajaran, Strategi Pembelajaran, Pendekatan Pembelajaran dan Metode Pembelajaran. Yogyakarta: Deepublish.
O'Neil, J. (1994). Can Inclusion work? A Conversation with Jim Kaufman and Mara Sapon-Shevin. Educational Leadership, 52(4), 7-11.
Pedoman Umum Penyelenggaraan Pendidikan Inklusif, Kemendikbud. 2011.
Panduan pelaksanaan pendidikan inklusif, Badan Standar, Kurikulum, Dan Asesmen Pendidikan Kemendikbudristek, (2022) :
Rukajat, A. (2018). Manajemen Pembelajaran. Sleman: CV Budi Utama. Retrieved from https://books.google.co.id/books?id=MyhuDwAAQBAJ&printsec=frontcover&hl=id&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false
Stainback, W., & Stainback, S. (1990). Support Network for Inclusive Schooling: Independent Integrated Education. Baltimore: Paul H. Brooker.
Sunardi. (2005). Kecenderungan dalam Pendidikan Luar Biasa. Jakarta: Dikti.
Yuwono, I., & Utomo. (2021). Pendidikan Inklusi. Yogyakarta: Deepublish.
Kementrian Pendidikan dan Kebudayaan Jakarta. (2011). Pedoman Umum Penyelenggaraan Pendidikan Inklusif (Sesuai Permendiknas No 70 Tahun 2009). In Departement Pendidikan Nasional (Issue 70).
Permendiknas No. 70 Tahun 2009 tentang Pendidikan Inklusif bagi Peserta Didik yang Memiliki Kelainan dan Memiliki Potensi Kecerdasan dan/atau Bakat Istimewa. (n.d.).
Permendiknas Nomor 32 Tahun 2008 tentang Standar Kualifikasi Akademik dan Kompetensi Guru Pendidikan Khusus.
Undang-Undang Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional.
UUD 1945 Pasal 31.