This article aims to review inclusive education policy in college that needs to be mainstreamed. Based on the regulations, inclusive education must also be implemented in college. The Regulation of the Minister of Education and Culture No. 46 of 2014 concerning Special Education, it is stated that students with special needs must get access and educational services at college. However, policy at each college is still different in providing access, services, management, and development of inclusive education. This study employed an analytical descriptive method. It used a library study by collecting various journals, references, and books on inclusive education policies in colleges. The analysis techniques used was an inductive approach. Problems of inclusive education in colleges that need to be strengthened through policy. During this time, students with special needs are still experiencing obstacles in the field of accessibility of the campus physical environment, architectural barriers for people with physical disabilities, and visual impairments, as well as accessibility in the social environment. The management of inclusive-based college should have management, space management, physical architecture, and an environment that facilitate students with special needs. Students who have special needs need to get educational services and other rights in order to interact and learn together with nondisabled students. Management in colleges needs to be directed to provide inclusive access, space, and services. Learning in college needs to be strengthened by the concept of inclusive. The college environment, both physical and non-physical, needs to be arranged to provide opportunities for students with certain disabilities to be able to learn and interact academically to the fullest. The availability of facilities and infrastructure to support inclusive education in colleges is important to be realized, by strengthening the design and model of student-friendly disability.
This paper examines the practice of inclusive education in schools under the jurisdiction of South Kalimantan Province, Indonesia. According to law, the education system must be inclusive; therefore, schools are required to acknowledge all groups of kids, incorporating those with special educational needs (SEN). This study highlights the state of inclusive education in schools, which includes the implementation of its policies by school administrators, proper management by teachers, and the community’s perception. Primary data were obtained from surveys and interviews with 100 school administrators, 500 teachers, 45 parents of SEN students, and numerous stakeholders. The study shows that local government policies have resulted in the development of inclusive education in schools located in South Kalimantan. It also indicates that, most school leaders and parents of non-SEN students support its utilization in classrooms, and are willing to work with SEN students. In practice, the implementation of inclusive education varies from one school to another depending on the perceptions of administrators and the will of teachers.
This A person can interact with communication; communication can be established well if there is a two-way interaction or someone has the ability not only in expressive language but also in expressive language. Autistic children have limitations which are shown by the inability to express themselves effectively, so the child feels pressured to be able to express. Limitations of language skills can also cause emotions for children with autism because autistic children cannot express their wishes through communication messages. This study aims to improve the expressive language skills of autistic children in Banjarmasin SDLB YPLB through the use of the PECS (Picture Exchange Communication System) method. The method used in this study is a quasi-experimental design with a time series design (O1 O2 O3 O4 X O5 O6 O7 O8). Subjects in this study were autistic students of grade IV SDLB YPLB in Banjarmasin. Data collection techniques use tests and documentation. Data collection instruments use verbal instructions and documentation tools. Data analysis techniques in this study used descriptive statistical data analysis. From the results of the expressive language ability of students at pre-test results obtained O1 = 27.5 O2 = 32.5 O3 = 32.5 and O4 = 35. After being given treatment using the PECS method to improve the ability of expressive language can be seen from the activities of students during the learning process using the PECS method looks very enthusiastic and active. While the expressive language ability of students increased during the posttest with the results of O5 = 82.5 O6 = 87.5 O7 = 95 and O8 = 100. The ability of students to be seen from students can answer questions starting from exchanging objects that have been provided, mentioning, showing, up to composing several pictures to form collapsed sentences. Thus it can be concluded that the use of PECS media can improve the expressive language ability of grade 4 autistic children in Banjarmasin SDLB YPLB.
Abstract-This paper was aimed to assess the implementation of inclusive education in college that has not been mainstreamed. Under the regulations, inclusive education should also be implemented in college. Students with disabilities need to get education services and other rights in order to interact and learn together with non-disabled students. Management of college should be directed to grant access, the room, as well as inclusivebased services. Learning in college needs to be strengthened with inclusive concept that is learning to accommodate the different modalities of each student, especially students with disabilities. College's environment, both physical and non-physical needs to be arranged to provide opportunities for students with certain disabilities to be able to learn and interact academically to the fullest. The availability of facilities and infrastructure to support inclusive education in colleges is important to be realized, by strengthening the friendly design and model for students with disabilities. Academic culture also needs to be built by strengthening access and opportunities for students with disabilities to study with non-disabled students. Implementation of inclusive education in college will strengthen the multicultural values among the academic community at college. This is the actualization of the values of rahman-rahim that characterized by mutual respect, mutual help, tolerance, and other multicultural values. This is the actual value of multi-cultural, where all of the academic community has different physical, but it has the same life values. Diversity does not become an obstacle in the education process in college, but becomes a power to learn in togetherness.
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