Student Management

Student Management 1. Basic Concept of Student Management Student management is the process of managing all matters related to students, starting from accepting new students, until the students complete their education at the relevant educational unit. According to Hermino, A. (2013: 166) there are four basic principles in student management as follows. a. Students must be treated as subjects, not objects. b. There needs to be a variety of activity facilities related to the very diverse conditions of students so that students or learners can develop their potential to the maximum. c. Students are only motivated to learn if what is taught to them is interesting. d. The development of student potential does not only concern the cognitive domain, but also the affective and psychomotor domains. Therefore, student management in inclusive education 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 implemented based on minimal services with the principles of independence and school-based management being 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, namely as follows. A. Admission of New Students in Inclusive Education Settings Admission of new students for children with special needs or ABK in educational units that provide inclusive education needs to consider the school's resources. The resources that need to be considered are divided into educational resources and education personnel, facilities and infrastructure resources, and financial resources. According to Kustawan, D. (2013: 72), "the educational unit must allocate a seat or quota of students for at least one student with a disability in one accepted study group". In public schools, the quota is set at a maximum of 10% of each study group. Thus, the maximum number in SD/MI is set at 3 seats for children with special needs and in SMA/SMK/MA it is set at 5 students with special needs. Kustawan, D. (2013, p. 74) states that the process of accepting new students that accommodates students with special needs needs to pay attention to the following steps. 1) Form a New Student Admissions Committee (PPDB) equipped with educators (special education teachers and counselors) who already understand inclusive education. 2) Prepare PPDB guidelines that include and accommodate new students who have special needs or disabilities. 3) PPDB requirements for students with special needs need to be stated in the PPDB guidelines. For example, prospective students must submit the results of an eye specialist examination for prospective students who have visual impairments (blind) when registering at the relevant school. 4) Schools that provide inclusive education accept students with special needs by considering the resources owned by the school and allocating quotas for prospective students with special needs. B. Learning Activities in Inclusive Education Settings The learning process with an inclusive education setting must be adjusted to the abilities and needs of each student, which includes methods, media, and learning resources. In other words, modifications or adjustments to the learning curriculum are needed for each student according to their characteristics, potential and limitations in their learning. According to Kustawan, D. (2013, p. 63), related learning activities need to apply the principles of active, innovative, creative, effective, and enjoyable learning. Learning activities with an inclusive education background are designed to create a friendly learning environment for students. Teachers and students learn together as a learning community. Teachers as educators need to understand and utilize adaptive learning media and place students as the center of learning to encourage active participation of students in learning.