Manajemen pendidikan Anak Berkebutuhan Khusus di berbagai belahan dunia, diorientasikan pada kecakapan hidup (life skill) untuk menghantarkan pada kemandirian. Dukungan Pemerintah dalam mencapai tujuan tersebut adalah memberikan kesempatan yang luas dalam pendidikan dan lapangan pekerjaan yang di payungi oleh Undang-Undang nomor 8 tahun 2016 tentang Penyandang Disabilitas menyatakan bahwa perusahaan swasta wajib mempekerjakan 1% penyandang disabilitas. Peluang ini menjadi sebuah tantangan dan tuntutan bagi pengelola pendidikan SMALB untuk mengsinkronkan antara kurikulum, proses pembelajaran dan standar kebutuhan DUDI. Salah satu sekolah yang responsif terhadap peluang tersebut adalah SMALB Subang, dimana lulusannya banyak terserap dunia kerja. Tujuan penelitian ini adalah analisis model manajemen pendidikan life skill pada anak berkebutuhan khusus yang berorientasi pada kemandirian dan keterserapan DUDI dengan jenis penelitian dan pengembangan (Research and Development) dari Borg Gall. Data dihimpun melalui studi dokumentasi, observasi dan wawancara dengan kepada sekolah, tenaga pendidik, perusahaan,orang tua siswaserta di validasi melalui Focus Group Discussion. Hasil penelitian menunjukkan bahwa manajemen pendidikan life skill, disusun melalui (1) perencanaan (planning) berdasarkan analysis and need assessment, (2) pelaksanaan (actuating) melalui ekstra kurikuler, program kemandirian, magang dan basic training di lembaga pelatihan dan/ DU/DI, (3) dan evaluasi (evaluating) oleh sekolah dan DU/ DI. Kesimpulan menunjukkan manajemen pendidikan life skill pada anak berkebutuhan khusus di SMALB Subang menempatkan sekolah sebagai sarana proses pembelajaran dan pemasaran lulusan dengan jalinan kerjasama antara sekolah, pemerintah, masyarakat dan DUDI.
Picture Exchange Communication System is a common augmentative communication system used on children with Autism Spectrum Disorder (ASD), which is one of the categories of developmental problems in social interaction, communication and behavior patterns. The aim of this study is to see an increase in the utterance of the word by students with autism using PECS. This study is an action research using quantitative descriptive on data collection. Observations were implemented over a period of four weeks to see the effectiveness of PECS using cartoon picture cards and cards real pictures to enhance the utterance of two primary school autism students. From the result shown, the application of PECS successfully stimulates utterance among the students. This study is expected to enhance the communication and social interaction development of children with autism and other children who have difficulty mastering the language.
Teacher’s misunderstanding in carrying out the assessment has the potential to lead to learning failure. Assessment is considered a routine learning activity but is also considered an additional burden. The purpose of this study was to obtain an overview of the challenges and opportunities faced by regular teachers regarding the assessment of students with special needs in their classrooms. The research method used is descriptive qualitative. Data was collected through interviews, observation, and documentation, with the research subject being teachers in one of the elementary schools in Sumedang Regency. The results of the study indicate the low ability of regular teachers in the preparation of assessment instruments and their implementation; difficulties in developing learning programs and management; the complexity and high teaching load related to a large number of students with special needs in the class; lack of coordination between regular teachers and special assistant teachers (GPK) as well as special education teachers, and limited competency improvement services that regular teachers can access. The opportunity is that teachers know the importance of assessment, more assessment information can be accessed, frequent training and technical guidance that regular teachers can participate in, open collaboration with special education teachers, and easy school accommodation. The conclusion is still many challenges faced by regular teachers in carrying out assessments so a concrete program is needed that can create opportunities to improve the ability of regular teachers in carrying out assessments.
The purpose of this study is to determine the application of IoT (internet of Things) for the practice of inclusion in secondary schools (SMA) in Bogor. The research method used was a quasi-experimental research design with a control group design pretest random pretest. The research sample was students of class X A as a control class and class X B as an experimental class in one inclusive secondary school in the city of Bogor with a random sampling technique. The average score of the pretest in the experimental class was lower than the control class. After implementing IoT in the learning process, the experimental class obtained an inclusive practice index higher than the control class. This shows that the application of the internet of things can have a positive impact on the inclusive school learning process.
Life skill development is very necessary to equip students to be able to live independently in the future, but there is no clear scheme regarding life skills education management, especially for students with disabilities. The purpose of this research was to develop a life skill education management model based on vocational for students with disabilities to be ready for work in the Business/ Industry. This type of research uses R & D cycle from Borg & Gall. Data collection was carried out through documentation studies, observations and in-depth interviews involving schools, PT Subang Autocomp Indonesia and parents of students and the validation of the research was conducted through Focus Group Discussion. The last, a limited trial was applied to two schools in Subang, namely SLB Waliwis Putih and SLBN Trituna. Research results shown that the management of life skills education for students with disabilities is arranged through (1) planning based on analysis and need assessment, (2) the implementation is carried out through school independence programs, basic training in training institutions and/or companies and internships in the Business/Industry world, (3) and evaluation is carried out through skills testing at school and the workplace by the Business/ Industry. The conclusion shown that the life skill education management model based on vocational that organized and synergistic can be equip students with disabilities for work. Therefore, this life skill education management model can be a solution in the development of life skills for students with disabilities.
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