implementation of inclusive teaching for children with special needs: an educational psychology perspective
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Challenges in education,
Implementation of inclusive education
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Abstract
Education is a basic need for every human being to ensure that their life becomes more dignified. Therefore, the state has an obligation to provide quality educational services for every citizen without exception, including those who have different abilities (disabilities ) as regulated in the 1945 Constitution Article 31 paragraph 1. Education of children with special needs is a challenge in the world of education, because not all schools are willing to accept children with special needs in their educational environment. The implementation of inclusive education for children with special needs must be able to create a friendly, fun, flexible environment that can foster self-confidence in students and educators who have special abilities. The reality on the ground in the implementation of inclusive education is that not everything is in accordance with implementation guidelines, both in terms of student conditions, teacher qualifications, supporting infrastructure, parental support, as well as support from central and regional governments. Basically, the implementation of inclusive education for children with special needs is still a phenomenon.
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References
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Program, J., & Education, S. (2021). CHILDREN WITH SPECIAL NEEDS IN INDONESIA Ahmad Dahlan University, Yogyakarta, Indonesia Abstract INTRODUCTION Education is a step in making the life of the nation intelligent (Simatupang & Yuhertiana, Education is a basic need for every human being to develop abilities, shape character, and realize a dignified national civilization (Sujana Furthermore, Law of the Republic of Indonesia Number 20 of 2003, Article 5, states that: (1) Every citizen has the same right to obtain quality education; (2) Citizens who have physical and emotional disabilities, therefore, The opportunity to obtain quality education is a right that must be fulfilled by the state, and is obliged to embrace children from various groups, without exception for Children with Special Needs (Desiningrum (2016) explains that ABK are children who experience limitations or extraordinary circumstances, both physically and mentally, which has a significant influence on the process of growth or development, compared to other children of that age. Based on data released by the Ministry of Education and Culture (Kemendikbud) in 2017, it shows that out of 1.6 million ABK in In Indonesia, only 18% have received inclusive education services. Around 115 thousand ABK attend special schools, while around 299 thousand ABK attend regular schools. This shows that ABK students have not received the attention that non-ABK students receive. One of the mandatory subjects for ABK students is mathematics. Furthermore, Ramdani explained that in the world of science, mathematics is a strong foundation, because there is not a branch of science that does not involve mathematics. However, looking at the reality in the field, mathematics lessons are categorized as lessons that are considered difficult and less popular by some students (Aziz, Sugiman, & Prabowo, 2015). This is a challenge for educators to teach mathematics to ABK students. A number of studies regarding the implementation of mathematics learning for ABK students have been carried out in Indonesia and published in a number of accredited national journals, including research on the development of learning media for ABK students (Wahyuni, Hiltrimartin, & Zulkardi, Ariyantika, Farida, ABK (Suningsih & Arnidha, 2017); Aziz, Sugiman… 10 ( 3), 1293–1307.
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Learning Strategies for Children with Special Needs in Inclusive Education Nila Ainu Ningrum Kediri State Islamic Institute Abstract: Abstract: Keywords: Children with Special Needs, Inclusive Education, Learning Strategies; Introduction Basically every child has the potential to experience problems in learning, it's just that some of these problems are mild, and don't require special Indonesian Journal of Humanities and Social Sciences attention from other people because they can be overcome by the person concerned, there are also those whose learning problems are serious and require special attention and help from others. 1 One of the learning subjects who experience these problems is children with special needs. This learning difficulty is usually influenced by below average intelligence, lack of self-confidence, 2 impaired child development, lack of interest in studying certain material, 3 less able to set aside time and often postpone completing tasks. However, when they are interacted with other children of the same age in the regular education system, there are certain things that must receive special attention from teachers and schools to get optimal learning results. 4 Apart from the problems faced by students, problems are also faced by teachers, these problems include, lack of teacher competence in dealing with children with special needs, lack of teacher understanding of children with special needs, teacher backgrounds that do not match the needs of students, and administrative burdens that teachers must do this so they cannot focus on all students, especially students with special needs. Of course, these problems will have an impact on both ordinary students and students with disabilities. In Indonesia itself, the government is concerned about the rights of people with disabilities. One of them is the formation of the National Commission on Disabilities based on Presidential Regulation Number 68 of 2020, as a derivative regulation from article 134 of Law Number 8 of 2016 concerning Persons with Disabilities. The birth of government policies regarding equal quality of education and the promotion of the status of children with special needs in society has become a means and new hope for children with special needs to continue to pursue their dreams of reaching higher education with various guarantees from the Indonesian Journal of Humanities and S .... (2022). 3 (2), 181–196.
Yunaini, N., Muhammadiyah, U., & Lampung, P. (2021). LEARNING MODELS FOR CHILDREN WITH SPECIAL NEEDS IN INCLUSION EDUCATION SETTINGS . 18–25.
Yunita, EI, Suneki, S., & Wakhyudin, H. (2019). Management of Inclusive Education in the Learning Process and Teachers' Handling of Children with Special Needs . 3 (3), 267–274.