The Development of The Management of Inclusive Schools Curriculum and Learning Model

Abstract

The government's policy in providing services for all citizens in education was encouraged by the 1945 Constitution and the International Call for Education ("EFA") echoed by UNESCO as a global agreement resulting from the World Education Forum in Dakar, Senegal in 2000. The purpose of this study is to develop the model of the management of inclusive schools’ curriculum and learning model in junior high schools in Indonesia. This development research was done through three stages, namely: (1) the analysis of the initial problems which was as an effort to identify the needs of developing an inclusive school’s managements; (2) the development stage, which was to develop a prototype of an inclusive schools’ model; (3) the evaluation stage was to investigate the effectiveness, efficiency, and accuracy of the product, in the form of an inclusive schools’ management model. This developmental research used the development theory by Borg and Gal1 and also Thiagaradjan. The results showed that, the development of the curriculum management in inclusive schools has been done based on needs. Moreover, there are four models of curriculum development, namely duplication, modification, omission and substitution which are based on students' needs, abilities, and learning content. The development of learning model management showed that inclusive schools carried several model including: regular classes with clusters, regular classes with pull outs, regular classes with clusters and pull outs, and full special classes. Moreover, Individualized Education Program (IEP) is also implemented for students with special needs in inclusive schools.