Middle Semester Exam Assignment Inclusion Education

MIDDLE SEMESTER EXAM ASSIGNMENT: INCLUSION EDUCATION COURSES Assignments are replaced with summarizing assignments. The material summarized is the beginning to end material as follows: 1. The essence of philosophy, historical aspects and legal aspects of inclusion 2. Implications of the philosophy of inclusion for inclusive education 3. The concept and development of inclusion 4. The essence of student diversity and the context of special needs of ABK 5. Identify student development and academic assessments 6. Curriculum accommodation and development of individualized learning programs (IEP) ANSWER: 1. Literally, inclusive education means education that is open and friendly towards learning by prioritizing the act of respecting and embracing differences. Basically, the practice of providing inclusive education has been implemented since 1901 by Community Social Institutions (NGOs) and religious groups. The government (Depdikbud) only took steps around the 1980s by establishing special elementary schools (SLDB). However, the school that was founded was based on the philosophy that children who have special needs must be provided with special services separately. Which ultimately made this school program (SLB and SLDB) highlighted because it had discriminatory nuances. In the same year, the Helen Keller International (HKI) foundation sponsored the establishment of an integrated school (mainstreaming) especially for blind children, which has the philosophy of bringing disabled children closer to the real world, namely society at large. For the historical aspect of special education (inclusive education) in Indonesia itself, Nasichin (in Budiyanto, p. 5, 2017) divides the development of special education in Indonesia into three stages, namely: (1) the transition stage starting in 1945-1965, where It is at this stage that one begins to find a philosophical-ideological foothold as a consequence of the shift from the colonial education system to the Indonesian system; (2) pioneering stage, at this stage the pioneering of the emergence of inclusive education began with IKIP Bandung in the 1964/1967 academic year opening a special education department, as a provider of teachers for the special education field. The first steps taken by IKIP Bandung were then followed by other educational institutions; (3) development stage, this stage which started from 1975-1995 focused more on the concepts and philosophies that should be promoted by educational institutions that provide inclusive education in their teaching materials. At this stage, cooperation with other institutions on a national, regional and international scale is also increasingly enhanced, such as with DNIKS, HKI, BRAILLIO, UNICEF). In the end, the position of special education became stronger with the enactment of Law of the Republic of Indonesia No. 2 of 1989 concerning the national education system. One of them is the issuance of government regulation no. 27 of 1991 concerning Special Education on 31 December 1991. 2. Budiyanto in his book writes that the philosophical concepts and basic values above conceptually have the potential to cause changes in awareness and attitudes, availability of facilities, methodology, which can influence concepts and desires. An important consequence of these changes will be sharpening understanding and appreciation of diversity (quoted from Johnsen and Skjorten, 2001). This opinion can be proven by referring to the initial philosophical concept when the government (Depdikbud) began to take a role by establishing special elementary schools (SLDB). By carrying out the philosophical concept that special education given to extraordinary students must be different from normal students, the implementation carried out is an educational institution that has discriminatory nuances. This is different from the philosophical concept promoted by the Helen Keller International (HKI) foundation. The philosophy underlying this foundation is to focus on bringing Extraordinary Children closer to the real world, namely society at large. So The implementation of education is based on a new concept, namely the integrated school model (mainsteam), namely where the educational institution serves normal and special children simultaneously. 3. The basic concept of inclusive education is basically divided into four parts, namely resources, diversity and discrimination, the education system in schools, and children. In essence, the basic concept explains that inclusive education will utilize available local resources (children, parents, teachers, and respect differences as well as eliminate discrimination and exclusion and also view diversity as a resource, not as a problem. System of marginalized groups ). Inclusive education also prepares students to be tolerant and the education provided by inclusive education is also broader than formal education in schools and is flexible and the inclusive education system is also responsive and also has a collaborative system between partners, not competitive. The concept of children in inclusive education means individuals with basic rights and can be referred to as citizens, communities and family members. Regarding the development of inclusive education itself, if we look at the data released by the Ministry of Education and Culture through the Director General of Primary and Secondary Education (Dirjen Dikdasmen) that of the 514 districts/cities in the country there are still 62 districts/cities that do not yet have SLB. And it was further stated that of the 1.6 million children with special needs in Indonesia, only 18% have received inclusive education services. Around 115 thousand children with special needs attend special schools, while there are around 299 thousand children with special needs (ABK) who attend regular schools implementing Inclusive Schools (taken from Kemendikbud blog, 2017). 4. In essence, everything in the world is inseparable from differences and diversity. Students with special needs, as part of students in general, have the same opportunities in education and have the right to participate in learning activities at all levels of education, both in special schools and general schools. Diversity in students is not only seen in the differences between normal students and students with special needs. Examples of diversity in normal students can be seen when learning occurs in the classroom. The speed of response and students' understanding of something learning will vary. There are children who are more responsive in exact areas, there are also those who are more responsive in social or language areas. The same learning concept and curriculum will reduce the effectiveness of achieving learning goals. Meanwhile, the concept of children with special needs has a broader meaning and spectrum compared to the concept of exceptional children. The needs in the learning process of children with special needs also differ according to the services required. However, there are times when different types of disabilities have the same type of special needs treatment. For example, children with intellectual disabilities, cerebral palsy, autism and blind children also need speech development services just like deaf children. Another example is that apart from mentally retarded children, self-defense services are actually also needed by children who have other disabilities such as the blind, quadriplegic and autistic. This emphasizes that grouping based on type of disability does not actually directly describe special needs. Referring to this, in the inclusive education system the focus of educational services is not emphasized on the type of disability, but on the specificity of the service so that all students have the same opportunity to develop their potential optimally. 5. Assessment is a process of collecting comprehensive information carried out systematically, practically and efficiently about a student which is useful for making considerations and decisions regarding the appropriate placement of educational and learning services. According to Putri and Sopandi (2019, p. 28) identification and assessment is a process within the scope of special education and it is hoped that through identification, this assessment can provide an overview of the potential and obstacles experienced by students. The aim of identifying student development assessments is to provide specific information, help teachers set goals and plan programs, and is useful for diagnosing children with special needs so that individual education programs and services for families can be created. Meanwhile, identification of children's academic assessments aims to identify or recognize children who have academic problems and provide special education services, to then determine appropriate learning programs for students. 6. According to Torey (in Rudiati, Pujaningsih, & Ambarwati, 2010: 198) states that learning accommodations are changes made so that students with special needs can study in regular classes. Learning accommodations apply to students with needs, in this case show learners. A show learner student is a student who has learning delays, tends to be slower in receiving information than normal students in general. There are seven steps in how the Individual Education Program is implemented: (1) Referral, namely a referral process that begins by requesting data or information related to the student's condition; (2) Assessment, namely an assessment or diagnosis submitted to determine whether the child has obstacles or disabilities, and what special services the child needs; (3) identification, namely the process that occurs in the assessment stage; (4) analysis of service, which is the basis for students who receive an IEP, which shows the student's needs in receiving educational services; (5) placement, namely placement in the form of individual program planning including placement in accordance with the results of analysis of students' conditions; (6) instructional decision making, namely the instruction stage for decision making to create a learning program that the child will receive; (7) program evaluation, namely individual learning programs that are evaluated based on the final results of students.