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.

Keywords

Management; Inclusive Schools; Curriculum; Learning Model

References

  • Assjari, M. (2005). Program Pembelajaran Individual. Jakarta: Departemen Pendidikan Nasional.
  • Bubpha, S., Erawan, P., & Saihong, P. (2012). Model development for inclusive education management: Practical guidelines for inclusive schools. Journal of Education and Practice, 3(8), 223-232.
  • Departemen Pendidikan Nasional. (2003).
  • Departemen Pendidikan Nasional. (2009). Peraturan menteri pendidikan nasional nomor 70 tahun 2009 tentang pendidikan inklusif bagi peserta didik yang memiliki kelainan dan memiliki potensi kecerdasan dan / atau bakat istimewa. Departmen Pendidikan Nasional
  • Dikdas, D. P. (2014). Buku Pedoman Progsus. Jakarta: Kemendikbud Direktorat Jenderal Manajemen Pendidikan Dasar dan Menengah. 2007. Pembelajaran dan Pendidikan Penyelenggaraan Pendidikan Inklusi: Model Modifikasi Bahan Ajar. Jakarta: Direktorat Pembinaan Sekolah Luar Biasa.
  • Evertson, C. M., & Weinstein, C. S. (Eds.). (2013). Handbook of classroom management:Research, practice, and contemporary issues. Routledge.
  • Gall, M. D., Borg, W. R., & Gall, J. P. (2003). Case study research. Educational research: An introduction, 123-163.
  • Garnida, D. (2015). Pengantar Pendidikan Inklusif. Bandung: Refika Aditama.
  • Ilahi, M. T. (2013). Pendidikan Inklusif: Konsep & Aplikasi. Jogjakarta: Ar-Ruzz Media.Kementerian Pendidikan dan Kebudayaan. (2011). Pedoman Umum Penyelenggaraan Pendidikan Inklusi.
  • Mansor, A. N., Eng, W. K., Rasul, M. S., Hamzah, M. I. M., & Hamid, A. H. A. (2012). Effective classroom management. International Education Studies, 5(5), 35-42.
  • Martin, E. W. (2013). Breakthrough: Federal special education legislation 1965–1981. Sarasota, FL: Bardolf.
  • Mudjito, A. K., Harizal, E., & Elfindri, E. (2012). Pendidikan Inklusif. Jakarta: Baduose Media.
  • Mumpuniarti, R. S., & Cahyaningrum, E. S. (2011). Kebutuhan Belajar Siswa Lamban Belajar (Slow Learner) di Kelas Awal Sekolah Dasar Daerah Istimewa Yogyakarta. (Artikel Penelitian) Universitas Negeri Yogyakarta, Yogyakarta, Indonesia.
  • Santoso, H. (2012). Cara Memahami dan Mendidik Anak Berkebutuhan Khusus. Yogyakarta: Gosyen Publishing.
  • Santrock, J. W. (2002). Life Span Development Jilid II. Jakarta: Airlangga.
  • Scanlon, D., & Baker, D. (2012). An Accommodations Model for The Secondary Inclusive Classroom. Learning Disability Quarterly, 35(4), 212-224.
  • Siagian, S. (1983). Pengantar Administrasi Pembangunan. Jakarta: Gunung Agung.
  • Smith, A., & Bell, S. (2015). Towards Inclusive Learning Environments (TILE): Developing the ‘Roadmap for the Inclusion of Students with Special Educational Needs in Vocational Education and Workplace Settings’. Support for Learning, 30(2), 150-160.
  • Sunanto, J. (2009). Implementasi Pendidikan Inklusif di Sekolah Dasar. Bandung. Pusat Kajian dan Inovasi Pendidikan Sekolah Pasca Sarjana UPI.
  • Sunardi, S., & Sunaryo, S. (2016). Manajemen Pendidikan Inklusif (Konsep, Kebijakan, dan Implementasinya). JASSI ANAKKU, 10(2), 184-200.
  • Thiagaradjan, S. D. S, Semmel & M. I, Semmel.(1974). Instructional Development for Teacher Center of Expectional Children. Minepolish: Indiana University.

DOI : https://doi.org/10.32698/GCS-04288