Inclusive Education Support System

CHAPTER 1 INTRODUCTION i. Background of the Problem According to Nofrianto (Stella Olivia, 2017, p. 3) inclusive education 'is an education system for children with special needs who are integrated into regular classes to learn with other normal children in public schools'. Bennet (Stella Olivia, 2017, p. 3) points out that 'inclusive schools are designed to be heterogeneous schools, and hope to address all individual needs in terms of education in the same social context, there are no special requirements to be a student, where inclusive schools are intended for children with special needs to be able to enter ordinary schools'. Education in Indonesia usually places children with special needs in special schools (SLB) according to their specificities. Although many elementary schools (SD) have been designated as inclusive schools in accordance with Permen of National Education number 70 of 2009 article 1, the implementation is still not in accordance with the basic concepts, and it is not uncommon to find errors in practice, especially aspects of understanding, internal school policies, curriculum, education personnel, learning, and support systems. Therefore, we will discuss the support system in inclusive education. ii. Problem Formulation 1. What is an inclusive education support system? 2. How does the inclusive education support system function? 3. What are the support systems for inclusive education? iii. Objectives and Benefits 1. Knowing the support system for inclusive education 2. Know the function of the inclusive education support system 3. Knowing the forms of inclusive education support systems 1 CHAPTER II DISCUSSION I. Support System Some of the support systems needed to facilitate inclusive education learning models through individualized education programs are: i. Friendly Schools and Teachers Welcoming schools and welcoming teachers are the main requirements in developing inclusive education learning service models through individualized learning programs. Welcoming schools and teachers are schools and teachers that do not discriminate against conditions of intelligence, physical, social, emotional, belief, race or ethnicity, belief groups, and understand and accept diversity, prioritizing the development of student potential according to their talents, interests and characteristics. Friendly schools and teachers are schools and teachers that recognize human diversity as a gift from the Almighty - schools and teachers that recognize human existence, schools and teachers and have the belief that all individual humans have potential that can be developed and understand that each individual human has different expectations, talents, interests. Such schools and teachers will serve and treat students in their learning according to their expectations, talents, interests. ii. Resource Center and sarpras A Resource Center is a special institution appointed/formed by the government (central government/local government) as a resource center in the development of special needs education/inclusive education or established at the initiative of the community that can be utilized by all children, especially learners with special needs, parents, families, regular schools/exceptional schools, communities and governments and other interested parties. As welcoming schools and welcoming teachers are the main requirements for inclusive education learning services through individualized teaching programs, learning services will run more smoothly if supported by resource centers that can help provide technical assistance to schools with children with special needs. 2 The task and function of the resource center is to provide professional special needs education teachers who are called visiting teachers (iteneran teacher). In addition to providing visiting teachers, the resource center also provides learning tools/media needed by children with special needs, such as the provision of braille textbooks for the blind, providing certain training and assistance for regular school teachers, parents and children with special needs. The resource center is a gathering place for professionals. Friendly schools and teachers are schools that have and provide adequate accessibility infrastructure that makes it easier for children to carry out mobility, for example: available roads for children who use wheelchairs, available roads that do not endanger children with visual impairments, the use of braile letters on every room door. The function of the Source Center is : 1) Provide information/information to schools (mainstream and special schools) about inclusive education. 2) Provide regular assessment support for learners with special needs 3) Provide educational services and guidance for students with special needs 4) Become a consultant for all parties who need information, services, guidance, and special handling 5) Collaborate with agencies/NGOs in the implementation of inclusive education. 6) Innovating in the field of special education and inclusive education 7) Conduct research and development on the implementation of inclusive education, as well as appropriate learning strategies and methods applied to education services for all children inside and outside the classroom. 8) Handling education services for students with special needs 9) Plan and organize training for regular and special school teachers and others who need training in inclusive and/or special education. 10) Provide (produce) teaching aids/special aids/special learning media and other daily living tools for children-learners with special needs. In developing inclusive education, the resource center functions as an external support service. With these external support services, it is expected that inclusive education 3 development efforts can achieve optimal results in accordance with the inclusive education paradigm itself. The availability of support services is a very important factor for the successful development of inclusive education. To ensure that external support services are available, the resource center must be able to play its function and role as well as possible. iii. Expansion of SLB Roles and Duties In the perspective of inclusive education services through an individualized learning model, the role and task of SLB is as a resource centre for schools that develop inclusive education. For this reason, in its implementation, the provincial or district government must be able to coordinate between regular schools that develop inclusive education and SLBs. For example, decreeing SLB teachers to spend part of their time in regular schools that develop inclusive education or assigning them to be iteneran teachers. The expansion of SLB roles and duties is built through partnerships with schools that develop inclusive education. Thus, the duties of SLB are not only to serve the education of children with special needs in their schools (SLB) but also to serve education in regular schools that develop inclusive education. iv. partnerships with related institutions The implementation of inclusive education will be smoother if schools develop partnerships with relevant institutions or departments, for example with the health department for physical health checks, the social department for accessibility assistance, the industrial department for developing vocational skills, and the law and human rights department for legal protection. v. Parental support Parental support and cooperation with schools is necessary in serving children's learning needs at school in an effort to optimize children's potential, close cooperation between parents and teachers can produce the best solution in serving children's learning needs at school (Kremer, 1991). Parents' active involvement in their children's education at school is very important in relation to negotiating solutions regarding their children's education, both at school and at home. Parents' involvement in education is usually limited to financing school operations, with little attention to developing children's learning needs. Therefore, parental 4 involvement or support needs to be developed towards broader educational issues, if parents' access to schools is more open, the problems and needs faced by children can be addressed immediately. vi. Central, Provincial and District/City Government Policies. Government policies at the central, provincial and district/city levels are needed as a legal umbrella in developing inclusive education services. For example, the government makes regulations governing the new student admission system (PSB) for children with special needs through one entrance, namely through the regular school closest to the child's environment. The government makes policies to bring children closer to schools. Government policies at the central, provincial and district levels are an umbrella force that can be used as a foundation for schools, teachers and staff in facilitating and smoothing the development of inclusive education learning models through individualized learning programs. II. Specialized Services in Inclusive Education In addition to the support system, inclusive education also provides special service support tailored to each learner's needs. Because basically, every child who has a disability that is different from the others certainly needs different treatment. However, there are also times when different types of disabilities have the same special needs as other children. The special needs of children in an inclusive education system illustrate the wholeness of children's professional development in both academic and non-academic potential development. Below we will briefly describe the forms of special services from specific fields of study or areas of expertise. a. Writing Braille This special service is generally provided to children or learners with visual impairments. Braille letters are used so that every blind person can read and recognize and write fluently like other children in general. b. Speech Development Speech-language training is one form of special service program provided to children who experience disorders or obstacles in speaking. This training program 5 varies according to the specifics of the student's speech impairment or developmental delay. One of the purposes of this special program is that every child can communicate verbally both in the deaf community and in the hearing community. For children to be able to concentrate so that they consciously say words or sentences and can be understood by others around them. In addition, for each child to be able to speak all sounds clearly, correctly and fluently and also to be able to pronounce all speech sounds needed for daily conversation is also the purpose of this special service program. c. Sound perception development This special service program is directed at encouraging children with hearing loss to optimize the use of the remaining abilities they still have. Through this sound perception training, they (the learners who are being trained) are expected to be able or able to appreciate the sound or sound around them. d. Total Communication The concept of Comtal (total communication) refers to all aspects of the language mode, namely the signs made by the child, standardized signs, speech, reading speech, writing and residual hearing (Denton: 1970 (in Budiyanto, p. 218, 2017). This total communication system is commonly used and taught to children who are classified as hearing impaired (deaf/deaf). e. Personal Development This special service is provided to children with special needs, especially for children with tunagrahita. There are three terms: self care, self help, and activities of daily living (ADL). One of the goals of this special service is for children to be able to live a normal and reasonable life so that they are able to adjust in society, and also so that children are able to participate in creating a prosperous family life. f. Occupational Therapy The function of this therapy is to help individuals to achieve optimal physical, intellectual, social and emotional development and is usually given to children with disabilities. The purpose of occupational therapy is to avoid neurosis and maintain mental health, as well as functional recovery which includes the functions of joints, muscles, and body conditions in general. 6 g. Play Therapy Play Therapy is a healing or treatment effort to help individuals achieve optimal physical, intellectual, emotional and social development. This therapy is a healing effort that uses play as a medium. As explained above, the purpose of play therapy is for the child to develop physical aspects (development of body muscles, endurance of muscles and organs), intellectual aspects (ability to communicate, calculate and read), and emotional aspects (acceptance of other people's leadership, how he leads and eliminates anger and aggression) optimally. 7 CHAPTER III CLOSING A. Conclusion Inclusive education is a system of educational services that has the task of organizing for people with disabilities to be served in the nearest school and in regular classes together with their peers. Students with disabilities can learn together with accessibility that supports all students. Supporting services in inclusive education for smooth learning are as follows; (1) friendly schools and teachers (2) resource centers and sarpras (3) expansion of the role and duties of SLB (4) partnerships with related institutions (health department, depsos/dinsos, depag, industry, law and human rights) (5) parental support (6) central, provincial and district/city government policies. The special needs of children in the inclusive education system describe the wholeness of children's professional development in both academic and non-academic potential development. B. Suggestion The authors hope that after the completion of this paper the reader is able to pay attention to the development of education and the things that underlie the supporting components of the inclusive education system. So that the assistance system in inclusive education can be used optimally to support learning to be even better in order to educate the nation's generation. 8 Bibliography Budiyanto. ( 2017). Introduction to Inclusive Education Based on Local Culture. Kencana: Jakarta Rusyani, E. (2009). "Development of an Inclusive Education Learning Model through an Individualized Educational Program and its Support System". Educational Technology Study Program Concentration of Postgraduate Early Childhood Education: State University of Jakarta. Suaidinmath. (2010). Inclusive Education Support System. Accessed from https://suaidinmath-wordpresscom.cdn.ampproject.org/v/s/suaidinmath.wordpress.com/2010/05/08/sistem-dukunganpendidikan-inklusif/amp/?. Yuningsih, N. (2019). Inclusive Education Support System. Accessed from https://seribucatatan.blogspot.com/2019/07/sistem-pendukung-pendidikan-inklusi.html?m=1.