Peningkatan kapasitas guru SD di Kecamatan Bambanglipuro dalam akomodasi siswa berkebutuhan khusus

Authors

  • Ernisa Purwandari Universitas Negeri Yogyakarta
  • Suparno Suparno Universitas Negeri Yogyakarta
  • Nurdayati Praptiningrum Universitas Negeri Yogyakarta
  • Hermanto Hermanto Universitas Negeri Yogyakarta
  • Sari Rudiyati Universitas Negeri Yogyakarta
  • Ibnu Syamsi Universitas Negeri Yogyakarta
  • Haryanto Haryanto Universitas Negeri Yogyakarta

DOI:

https://doi.org/10.62385/literal.v1i02.54

Keywords:

assessment, learning accommodation, students with special needs, asesmen , akomodasi pembelajaran, siswa berkebutuhan khusus

Abstract

This study aims to increase teachers' knowledge about (1) assessment of students with special needs; (2) choosing the right learning strategy for students with special needs; (3) compiling learning programs for students with special needs in schools providing inclusive education. This research is action research. The research subjects were 44 elementary school teachers in Cluster 01 UPT PP, Bambanglipuro District. Collection techniques are used with tests, observations, interviews, and documentation. Data analysis was performed by descriptive analysis. The results showed an increase in three areas, namely: (1) teachers' knowledge in conducting assessments of children with special needs according to the characteristics of their needs, (2) teachers' knowledge in choosing learning strategies for children with special needs; (3) knowledge and compiling learning programs for children with special needs.

Downloads

Download data is not yet available.

References

Alimin, Z. (2013). Pendidikan Anak Berkebutuhan Khusus. In Anak Berkebutuhan Khusus (pp. 24–33). PKh UPI.

Andini, D. W., Rahayu, A., Budiningsih, C. A., & Mumpuniarti, M. (2018). Pandangan Kepala Sekolah Mengenai Pendidikan Inklusif Dan Anak Berkebutuhan Khusus Di Sekolah Dasar Diy. Taman Cendekia: Jurnal Pendidikan Ke-SD-An, 2(2), 247–250. https://doi.org/10.30738/tc.v2i2.3142 DOI: https://doi.org/10.30738/tc.v2i2.3142

Bapeda, & DIY. (2023). Aplikasi Dataku. http://bappeda.jogjaprov.go.id/dataku/data_dasar/cetak/105-penyandang-masalah-kesejahteraan-sosial-dan-sarana-kesejahteraan-sosial

Bapeda, P. J. B. (2016). Pemprov Dorong Disabilitas Bersekolah dan Wira Usaha. https://bappeda.jabarprov.go.id/pemprov-dorong-disabilitas-bersekolah-dan-wira-usaha/

Barrett, L., Beaton, M., Head, G., McAuley, L., Moscardini, L., Spratt, J., & Sutherland, M. (2015). Developing Inclusive Practice in Scotland : The National Framework for Inclusion, (Inclusion; teacher education; collaboration; diversity). DOI: https://doi.org/10.1080/02643944.2015.1070896

Booth, T., Ainscow, M., & Kingston, D. (2006). Index for Inclusion. In Kairaranga (Vol. 6, Issue 2). https://doi.org/10.54322/kairaranga.v6i2.35 DOI: https://doi.org/10.54322/kairaranga.v6i2.35

DIKPORA DIY. (2023). Data Tahun 2022 / 2023 (Issue 1). https://dikpora.jogjaprov.go.id/pklk/pkslb/data/tahun/9

Giangreco, M. F. (2013). Teacher assistant supports in inclusive schools: Research, practices and alternatives. Australasian Journal of Special Education, 37(2), 93–106. https://doi.org/10.1017/jse.2013.1 DOI: https://doi.org/10.1017/jse.2013.1

Justin J.W., P., Benjamin, E., & Jonna M., B. (2018). Awareness-raising, legitimation or backlash? Effects of the UN Convention on the Rights of Persons with Disabilities on education systems in Germany. In The Power of Numbers and Networks (1st Editio, p. 24). Routledge. https://doi.org/10.1080/14767724.2014.982076. DOI: https://doi.org/10.1080/14767724.2014.982076

Penyelenggaraan Pendidikan Inklusif, 1 (2013). https://yogyakarta.bpk.go.id/wp-content/uploads/2014/08/Pergub_21_Th_2013_.pdf

Richardson, J. G., & Powell, J. J. W. (2011). Comparing special education: Origins to contemporary paradoxes. University Press. DOI: https://doi.org/10.1515/9780804779135

Rusqiyati, E. A. (2019). Yogyakarta Ingin Tambah Sekitar 20 Sekolah Inklusi Hingga 2022. Antaranews. https://www.antaranews.com/berita/1078586/yogyakarta-ingin-tambah-sekitar-20-sekolah-inklusi-hingga-2022

Soendari, T. (2011). Model bimbingan dan konseling kolaboratif dalam pengembangan perilaku adaptif anak intellectual disability ringan di sekolah dasar. Universitas Pendidikan Indonesia.

Spandagou, I., Graham, L. J., & Bruin, K. de. (2018). Differentiation for Inclusive Education: Whence the Confusion? European Conference on Educational Research 2018. http://www.eera-ecer.de/ecer-2018-bolzano/

Subarkah, L. (2021, November 25). Sekolah Inklusi di DIY Jauh Panggang dari Api. Harian Jogja. https://jogjapolitan.harianjogja.com/read/2021/11/25/510/1089068/sekolah-inklusi-di-diy-jauh-panggang-dari-api.

Sudjak. (2018). Problematika Pendidikan Inklusi Di Sekolah. Jurnal Modeling, 5(2), 185–188.

Tarnoto, N. (2016). Permasalahan_Permasalahan_Yang_Dihadapi. Humanitas, 13(1), 50–61. DOI: https://doi.org/10.26555/humanitas.v13i1.3843

Tomlinson, C. A. (1999). Differentiated Classroom. In Association for Supervision and Curriculum Development (Vol. 37, Issue 3).

UN. (2006). Convention on the Rights of Persons with Disabilities.

UNESCO. (1994). Salamanca Statement on Principles, Policy and Practice in Special Needs Education Framework for Action on Special Needs Education. UNESCO. http://www.educacionespecial.sep.gob.mx/pdf/doctos/3Internacionales/3DeclaracionSalamanca.pdf

UNESCO. (2000). Education for All 2000 Assessment: Global Synthesis.

Downloads

Published

05-11-2023

How to Cite

Purwandari, E., Suparno, S., Praptiningrum, N., Hermanto, H., Rudiyati, S., Syamsi, I., & Haryanto, H. (2023). Peningkatan kapasitas guru SD di Kecamatan Bambanglipuro dalam akomodasi siswa berkebutuhan khusus . Literal: Disability Studies Journal, 1(02), 8–15. https://doi.org/10.62385/literal.v1i02.54