Inclusive Education Management

CHAPTER I INTRODUCTION A. Background Inclusive education is a familiar term in educational conversations. In Indonesia itself, the term inclusive education is always associated with children with special needs. However, at present, a new view or paradigm related to inclusive education put forward by education experts has changed the old paradigm. Education experts also explain that inclusive education is not only education aimed at children with special needs but for all children. They explain that the broad meaning of inclusive education is education that is friendly and able to meet the developmental needs of children. Even UNESCO (2001: 17) explains that inclusive education is an education that is open and friendly to learning by promoting respect and embracing differences. Then in the Salamanca statement (1994) inclusive education is an education system designed with attention to the diversity of characteristics and needs of children. From the two explanations above, it can be seen that inclusive education is not only aimed at children with special needs, but inclusive education is aimed at all children. Inclusive education can also be interpreted as an education system that provides opportunities for children with special needs to experience, follow and carry out education in regular / general schools. To carry out and implement the concept of inclusive education in every educational institution, inclusive education management activities are needed. In this inclusive education management, there are several parts or components of education that are the targets or objectives in this inclusive education management activity that must be adjusted and modified. Inclusive education management also gives the principal full authority to plan, organize, direct, coordinate, supervise and evaluate the educational components of a school which include students, curriculum, education personnel, educational facilities and infrastructure, education financing and relations between the community and the school. On this occasion, the author has the opportunity to discuss Inclusive Education Management related to Student Management and Management of Educators and Education Personnel in the concept of inclusive education. This management activity aims to make adjustments between existing educational concepts and the needs of 1 2 children who will undergo education, so that children's needs are met and are able to achieve optimal self-development. B. Problem Formulation 1. What is Inclusive Education Management? 2. How is the implementation of Student Management in implementing the Inclusive Education Concept? 3. What is the Management of Educators and Education Personnel carried out in implementing the concept of Inclusive Education? C. Destination 1. To find out about education management in the concept of inclusive education. 2. To find out student management in the concept of inclusive education. 3. To find out the management of teaching and education personnel in the concept of inclusive education. CHAPTER II DISCUSSION A. Inclusive Education Management 1. Basic Concepts of Education Management Every organization is in need of management activities that are carried out to help achieve organizational goals. 'Management' in the Big Indonesian Dictionary (KBBI) means the effective use of resources to achieve goals; leaders who are responsible for the running of companies and organizations. Meanwhile, in the book Bunga Rampai Educational Administration Theory and Practice by Udin Syaefudin S. (Editor, 2019: 119) explains management as a process of determining systematic and integrated steps as management activities (George R. Terry, 1968; Stoner, 1996; Milet, 1954). Management is also defined as the ability and special skills possessed by someone to carry out an activity either individually or with others or through others in an effort to achieve organizational goals productively, effectively and efficiently (Udin S. S., Editor. 2019: 119). So we can conclude that management is a systematic and integrated process that requires the ability and skills to manage and use resources effectively and efficiently to achieve goals or objectives productively. So education management according to Usman published in the scientific work of Ery Wati (2014) is the art and science of managing educational resources to achieve educational goals effectively and efficiently. Education management is the right, duty and authority of the leader of the educational institution concerned to mobilize and direct educational resources towards the educational goals to be achieved. In the book Bunga Rampai Educational Administration Theory and Practice compiled by Udin Syaefudin S. (Editor, 2019: 119), several objectives of educational management are stated as follows. a. Productivity, management is done to help education to produce more output. b. Quality, the results of education must also have the ability and qualifications that are able to match and even exceed educational expectations so that it will provide satisfaction. 3 4 c. Effectiveness, management is an activity that will create and help determine the benchmark for the success of organizational goals. d. Efficiency, management helps in the process of managing and using existing resources optimally in achieving educational goals (comparison between input and output). In addition to the objectives of education management, there are several principles of education management according to Douglas (2005), among others: a. Prioritize goals over personal interests and the interests of the work mechanism, b. Coordinate authorities and responsibilities, c. Assigning responsibilities to school personnel should be in accordance with their traits and abilities, d. Be familiar with human psychological factors. e. Relativity of values. 2. Basic Concepts of Inclusive Education Inclusive education itself is an education delivery system that provides opportunities for all students who have abnormalities and have the potential for intelligence and / or special talents to participate in education or learning in an educational environment together with students in general (Evi Isna Y., Sri S. & Husni W., 2019). Therefore, J. D. Smith (2009: 45) explains inclusion as the acceptance of children with barriers into the curriculum, social interaction environment and self-concept (vision - mission) of the school (Ery Wati, 2014). According to Ery Wati (2014) in her scientific paper explains that inclusive education has the basic principle that all children must have the opportunity to learn together and accommodate their needs without any underlying discrimination. In addition, in the scientific paper of Evi Isna Y. et al, it is explained that the function of inclusive education is to ensure that all students with special needs have equal opportunities and access to education services that suit their needs and are of high quality in various paths, types and levels of education, and create an educational environment that is conducive to students with special needs to develop their potential optimally. 5 So it can be concluded that Inclusive Education Management is a systematic and integrated process for planning, organizing, supervising and evaluating educational components to suit the developmental needs of children in harmony with the characteristics, potential and limitations possessed by children without any discrimination in terms of what. B. Student Management 1. Basic Concepts of Student Management Student management is the process of managing all matters relating to students, starting from the admission of new students, until the students complete their education in the relevant education unit. According to Hermino, A. (2013: 166) there are four basic principles in student management as follows. a. Students should be treated as subjects, not objects. b. It needs a variety of activities related to the very diverse conditions of students so that students or learners can develop their potential to the fullest. c. Students are only motivated to learn if what they are taught is interesting. d. The development of student potential does not only concern the cognitive domain, but also the affective, and psychomotor domains. Therefore, inclusive education student management related to the management of students with special needs in general education units and vocational education units according to Kustawan, D. (2013, p. 48) is carried out based on minimum services with the principles of independence and school-based management applied. The explanation related to the management of inclusive education for students with special needs includes planning, implementation, supervision, reporting, accountability which includes several educational components such as curriculum and learning outcomes (Kustawan, D., 2013: 48). In implementing and using the concept of inclusive education, there are two core student management activities that must be considered, which are as follows. a. New Student Admission for Inclusive Education Setting Admission of new learners for children with special needs or ABK in education units that organize inclusive education needs to consider the school's 6 resources. The resources that need to be considered are divided into educator and education personnel resources, facilities and infrastructure resources, and financial resources. According to Kustawan, D. (2013: 72), "the education unit must allocate a seat or quota of at least one learner who has a disorder in one accepted study group". In public schools, the quota is set at a maximum of 10% of each study group. So, the maximum number in SD/MI is set at 3 seats for children with special needs and in SMA/SMK/MA there are set at 5 students with special needs. Kustawan, D. (2013, p. 74) suggests that the process of admitting new students who accommodate students with special needs needs needs to pay attention to the following steps. 1) Establish a New Student Admission Committee (PPDB) equipped with educators (special education teachers and counselors) who understand inclusive education. 2) Develop PPDB guidelines that include and accommodate new learners with special needs or disabilities. 3) PPDB requirements for learners with special needs need to be outlined in the PPDB guidelines. For example, prospective learners must submit the results of an ophthalmologist's examination for prospective learners who have visual impairments (blind) when registering to the relevant school. 4) Schools that offer inclusive education accept learners with special needs by considering the school's resources and allocating a quota for prospective learners with special needs. b. Learning Activities for Inclusive Education Settings The learning process in an inclusive education setting must be tailored to the abilities and needs of each learner, which includes methods, media and learning resources. In other words, it is necessary to modify or adjust the learning curriculum for each learner in accordance with their characteristics, potential and limitations in learning. 7 According to Kustawan, D. (2013, p. 63), related learning activities need to apply learning principles that are active, innovative, creative, effective, and fun. Learning activities based on inclusive education are designed to create a learning environment that is friendly to learners. Teachers or learners learn together as a learning community. Teachers as educators need to understand and utilize adaptive learning media and place learners at the center of learning to encourage learners' active participation in learning. C. Education & Education Personnel Management Educators and education personnel in the education process play a strategic role, especially in efforts to shape the character of the nation through the development of personality and desired values. Viewed from the learning dimension, the role of educators (Teachers, Lecturers, Pamong Pelajar, Instructors, Tutors, Widyaiswara) in Indonesian society remains dominant even though technology that can be utilized in the learning process is developing very quickly (Endang Herawan and Nani Hartini, 2015: 253). This is because there are dimensions of the educational process, or more specifically the learning process that are played by educators and cannot be replaced by technology. Their function cannot be entirely eliminated as educators and teachers for their students, as well as education personnel (Principals, Supervisors, Library Personnel, Administrative Personnel, etc.), they are tasked with carrying out administration, management, development, supervision, and technical services to support the educational process in educational units. In connection with the demands towards the professionalism of teaching and education personnel, the pressure to improve the quality of education at every type and level of education has become a commitment to national education. Increasing professionalism is realized through a systematic and integrated process in the form of management of teaching and education personnel, from the planning process to evaluation and dismissal procedures. 1. Basic Concepts of Educator and Education Personnel Management Educators are the most important thing in an educational institution, because it is he who is the driving force and change, not even only as an agent of change but also as a person who educates, directs, guides, and evaluates his students so that he can achieve the desired goals. Educators are education personnel who are qualified as 8 teachers, lecturers, counselors, learning assistants, tutors, instructors, facilitators, and other designations that are in accordance with their specialties, such as participating in the implementation of education (Law Number 20 of 2003 concerning the National Education System). Education personnel who are in a particular education unit what when referring to Law Number 20 of 2003 concerning the National Education System is "Members of the community who devote themselves and are appointed to support the implementation of education" an education personnel in an education unit is appointed and empowered to carry out tasks in accordance with their respective fields and expertise and support all programs prepared by the principal in order to achieve a school goal effectively and efficiently. According to Law No. 20 of 2003 concerning the National Education System Article 1 paragraphs 5 and 6, what is meant by education personnel is members of the community who devote themselves and are appointed to support the implementation of education. Meanwhile, educators are education personnel who qualify as teachers, lecturers, student leaders, and so on. What can be categorized as education personnel in certain educational units are school supervisors, principals, heads of administration, vice principals in charge of special matters, librarians, laboratorians, guards and members of school cleaning. So it can be concluded that the management of teaching and education personnel is an activity that must be carried out starting from the teaching and education personnel entering the educational organization until it finally stops through the process of HR planning, recruitment, selection, placement, compensation, reward, education and training development and dismissal. Management of education personnel (teachers and employees) absolutely must be implemented by the principal in order to utilize education personnel effectively and efficiently to achieve optimal results. In accordance with this, a principal must be able to find, position, evaluate, direct, motivate, and develop the talents of each teacher and employee and be able to align individual and organizational goals. There are absolute things that must be done by a school principal in carrying out the management of teaching and education personnel seriously, well, and correctly so 9 that the education personnel are in accordance with what is expected and have the appropriate qualifications and abilities so that they can carry out their duties and work optimally. These absolute things are; a. Employee Planning Planning is one of the functions of management that should not be abandoned. It can be said that planning in education is a practice that occurs all the time.4 It is intended to determine the needs of employees, either in quantity or in quality who will be placed in positions needed now and in the future. To plan employee needs, a principal must identify or analyze in advance the forms of work, tasks, and positions that are urgently needed so that there are no errors in recruitment and position placement. One of the methods in education planning that can be used is the projection method. This does not mean that projection can be interpreted as the same as estimation, the two are different things. Projection is an activity of estimating a future condition based on data and information in the past and present. Meanwhile, estimates are commonly called forcasting, which does not use or require data or information, be it in the future, present and past. b. Employee Procurement After planning employee needs both in quantity and quality, the principal conducts recruitment to obtain candidates for education personnel by announcing it in electronic and print media. After many applicants register themselves, the principal must screen or select candidates for education personnel through written, oral, and practical tests in order to obtain reliable education personnel in accordance with the required classifications and qualifications. The procurement of teachers and staff must be carried out by the principal carefully and with strict selection in order to get the right and qualified personnel. If this is done carelessly or in other words seems haphazard, it could be that in carrying out its duties and obligations at school it will not be maximized, which in turn will have an impact on the achievement of school goals. 10 c. Coaching and Development This activity is very necessary for a school principal if in the course of the career and task period the teaching and education personnel experience a decline and weakening of their performance which results in the poor quality of their work. To be able to restore the quality and motivation of their work, a principal must be able to conduct intensive coaching and in-depth work evaluation. One way is to hold trainings and seminars on work insight and expertise. A principal must also know the basic causes of the weakening of their motivation and performance, so that later the principal is able to take steps in the form of coaching or training that is suitable to be given to them so that their motivation and performance can be re-optimized and can carry out all their duties and obligations. Do not let the principal turn a blind eye in this case, if this happens for a long time not only the conditions and the school work environment are not conducive but it could be that the teaching and learning process in the classroom will also have a severe impact which in the end the quality of the school becomes a price that must be paid dearly by the school. d. Promotion and Mutation As time goes by, a school principal must have pocketed the potential and weaknesses of his employees in order to increase their rank, position, or status for those who have the best quality and satisfactory performance. However, for those who seem lazy, unproductive, and unable to carry out their duties well, the principal can rotate positions or mutations in order to get refreshment and adjustment. Especially for the promotion of the status of teachers or employees must be very concerned, especially for teachers who have worked for a long time, the principal must quickly make a decision on what increase the teacher deserves? The earliest thing that teachers can do is to increase their salary, for example, or by increasing their status from non-permanent to permanent teachers. Or facilitate the teacher to apply for certification. These promotions have a huge impact on the teachers and staff concerned because it makes them feel respected and valued for their presence in the school. If they feel valued and respected, the teachers and staff will be able to expend all their efforts and efforts in advancing 11 and succeeding the school in the teaching and learning process and achieving the school's desired goals. e. Dismissal What is meant by this is the removal or release of a person from his duties and responsibilities decided by the leader or principal for certain reasons. If an employee is no longer able to carry out his duties and responsibilities as well as possible, then the principal must be able to take firm action by dismissing him on the condition that he has undergone careful and in-depth consideration of the ongoing case. f. Award What is meant by compensation is the return of services provided by the organization to employees, which can be valued in money and has a tendency to be given regularly. The form of compensation can be in the form of salaries, allowances, and living facilities. These things are important to boost or improve the performance and quality of work of teachers and education personnel, because this can be an opportunity for everyone who sees this as motivation from outside to do their work and duties better day after day. A principal must be able to determine the two things above wisely, of course, the provision of compensation or rewards must be adjusted to the results and quality that has been achieved by each teacher or employee. 2. Purpose of Management of Educators and Education Personnel The purpose of management of teaching and education personnel, in the world of education, the objectives of HR management are more directed towards the development of quality education, forming reliable, productive, creative and outstanding human resources. Based on (Permendiknas No. 8 of 2005) the task of DITJEN PMPTK, has the task of formulating and implementing tennis standardization policies in the field of improving the quality of education with educational personnel. The functions of the Directorate General of PMPTK are as follows. a. Preparation of departmental policy formulation in the field of improving the quality of educators and education personnel. 12 b. Implementation of policies in the field of improving the quality of educators and education personnel. c. Preparation of standards, norms, guidelines, criteria and procedures in the field of improving the quality of educators and education personnel. d. Implementation of administrative management of the directorate general. Syaefudin (2005: 103) mentions that the purpose of managing teaching and education personnel is so that they have the ability, motivation and creativity to: a. Realizing a school system that is able to overcome its own weaknesses; b. Sustainably complete the school education program to the needs of students' learning life and competition to community life in a healthy and dynamic manner; c. Provide a form of leadership that is capable of realizing a human organization that means more than human relationships at the loyal management level of the national education organization. 3. Duties and Functions of Educators and Education Personnel Specifically, the duties and functions of educators (teachers, lecturers) are based on Law No. 14 of 2007. That is as an agent to improve the quality of national education, develop science, technology and art, and serve the community. In carrying out their duties and functions professionally, educators and education personnel must have the required competencies, namely as follows. a. Educators must have minimum qualifications and certification in accordance with the level of teaching authority, be physically and mentally healthy and have the ability to realize national education goals. b. Educators for formal education at the levels of early childhood education, primary education, secondary education, and higher education are produced by accredited universities. They also have rights and obligations in carrying out their duties, including the following: a. Educators and teaching staff are entitled to obtain 1) Appropriate and adequate income and social welfare. 2) Rewards are commensurate with work duties and achievements. 13 3) Career development in accordance with the demands of quality development. 4) Legal protection and carrying out duties and rights to intellectual property results. 5) Opportunities to use educational facilities and infrastructure to support the smooth implementation of tasks. g. Educators and education personnel are obliged to 1) Creating an educational atmosphere that is meaningful, fun, creative, dynamic and dialogical. 2) Have a professional commitment to improving the quality of education. 3) Set an example and maintain the good name of the institution, profession, and position in accordance with the trust given to him. 4. The Function and Role of Education Personnel The existence of education personnel (personnel) in the midst of educational institutions cannot be ignored for its role and function which greatly helps school activities and programs. If you want to describe the functions of education personnel in general, they are as follows: a. Ensure the continuity of an education system, b. Monitor the operation of targeted systems and programs within the educational institution, c. Facilitate educators, students and or education personnel with each other in undergoing an educational activity, d. Provide a sense of security and comfort for all people involved in the educational environment, e. Serving the needs of students and teachers in carrying out educational activities. The role of education personnel in certain educational units is as follows: a. Assist in the implementation and administration of education in each education unit; b. Help plan the education system, goals and design; c. Assist the principal in creating a safe, comfortable and conducive educational environment; 14 d. Helping principals, teachers and learners achieve their respective goals; e. Helping to create a good relationship and communication between the school and the community or the school and the government (related agencies). 5. Educator and Education Personnel Management Activities a. Planning Management planning of teaching and education personnel is the development and strategy and preparation of a comprehensive teaching and education personnel (human resources) to meet future organizational needs. By doing this planning, all human resource functions can be carried out effectively and efficiently. b. Performance Management Work management is an ongoing process related to performance managerial functions. Based on the above definition, the performance management of education and education personnel includes: 1) Essential job functions expected by teaching and education personnel; 2) How much the work of teaching and education personnel contributes to the achievement of educational goals; 3) What is the concrete meaning of doing good work; 4) How work performance will be measured; 5) Recognize work barriers and remove them. Achmad S. Ruky (2004: 35) that an effective performance management should have the following requirements: 1) Relevance 2) Sensitivity 3) Accepbility 4) Practicability The steps of performance management are as follows. 1) Preparation for process implementation; 2) Preparation of the work plan; 3) Communicating data, observations and documentation; 15 4) Evaluate performance; 5) Performance measurement and assessment; 6) Compensation. c. Career Development Career development is a condition that shows an increase in the status of a person in an organization in a career path that has been determined in the organization concerned. CHAPTER III CLOSING A. Conclusion Inclusive education management is carried out as a step to adjust the learning components in education with the developmental needs of students. In carrying out inclusive education management, a very important adjustment is student management and management of teaching and education personnel who will be in direct contact with students and the implementation of inclusive education. Student management is carried out to process and consider decisions related to student admission and student learning that must be modified or adjusted to the needs of students. As for the management of teaching and education personnel, it aims to prepare the main components or facilitators of student learning. This management is also expected to assist and provide direction to educators and education personnel in understanding the characteristics, potential and limitations of students, as well as providing direction and guidance in overcoming these problems or challenges. in addition, the management of educators and education personnel can be in the form of providing training or development of the competence of educators and education personnel related to the handling and implementation of inclusive education that is good and correct according to the rules. B. Advice For making papers or other references related to the material "Management of Inclusive Education" is very much available in the form of books, journals, articles and others. It is recommended that in conducting this study it is recommended to increase the literature used so that the discussion presented is rich in different information data. And maybe pay more attention to the systematics of making better and correct according to the rules. 17 LITERATURE Hermino, A. (2013). Needs Assessment for School Organizations. Jakarta: Gramedia. Kustawan, D. (2013). Inclusive Education Management: Tips for Successfully Managing Inclusive Education in Public & Vocational Schools. Jakarta: Luxima. Mulyasa, E. (2009). School-based Management, Bandung: PT. Remaja Rosdakarya. Wati, Ery. (2014). Management of Inclusive Education at State Elementary School 32 Banda Aceh City . Scientific Journal of DIDAKTIKA. XIV (2). 368-378. doi: https://doi.org/10.22373/jid.v14i2.508. Yunita, Evi Isna, Sri Suneki & Husni Wakhyudin. (2019). Inclusive Education Management in the Learning Process and Teacher Handling of Children with Special Needs. International Journal of Elementary Education. III (3). 267-274. doi: https://doi.org/10.23887/ijee.v3i3.19407 Lecturer in Education Administration, University of Education Indonesia. (2015). Education Management, Bandung: Alfabeta, 2015. Wayudi, Imam. (2012). Pursuing Teacher Professionalism. Jakarta: Prestasi Pustaka. Matin. (2013). Education Planning: Perspectives on Processes and Techniques in Education Planning, Jakarta: Rajawali Press. Rudi, M. (2011). Education Management. Accessed: [October 28, 2020]. Available at http://www.scribd.com/feeds/rss. Samsudin, Sadili. (2006). Human Resource Management. Bandung: Pustaka Setia. Law No. 20 of 2003 on the National education system. 18