Identifikasi Anak Berkebutuhan Khusus di Sekolah Inklusi: Studi Awal

Putra, Irdhan Epria Darma; S, Neviyarni S Neviyarni

doi:10.31004/basicedu.v7i1.4193

Cited by 2 publications

(2 citation statements)

References 9 publications

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“…Menurut Komisioner Komisi Perlindungan Anak Indonesia (KPAI) Aris Adi Leksono menyatakan, data pengaduan KPAI menunjukkan kekerasan anak pada awal 2024 sudah mencapai 141 kasus. Dari seluruh aduan itu, 35 persen di antaranya terjadi di lingkungan sekolah atau satuan pendidikan (Putra, 2024). Berdasarkan data tersebut mengindikasikan bahwa sekolah ramah anak masih belum terimplementasi secara nasional.…”

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Implementation of child-friendly schools (SRA) in inclusive schools: A literature review

SAIDI,

Yoenanto,

Nawangsari

2024

JPPP

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Several schools in Indonesia organized inclusive schools to create a comfortable school environment for children, and a child-friendly school program (SRA) was established. This study aims to identify the successful implementation of SRA in inclusive schools. The research method used was a systematic literature review (SLR) with the stages of PICO formation, language terminology, inclusion and exclusion criteria, and PRISMA 2020 to search and filter literature according to the inclusion criteria. This study's results show that several main factors, such as bureaucracy, curriculum suitability, teacher competence and mastery, and adequate school facilities and infrastructure, can help realize the success of SRA in inclusive schools.

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Section: Abstrakunclassified

Implementation of child-friendly schools (SRA) in inclusive schools: A literature review

SAIDI,

Yoenanto,

Nawangsari

2024

JPPP

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“…In the learning process for children with special needs, teachers need very careful planning, starting from preparation, implementation, and evaluation of learning outcomes [13]. Not only teacher readiness, but the readiness of facilities and infrastructure is also, of course, very important in the implementation of inclusive education.…”

Section: Introductionmentioning

confidence: 99%

Teacher Readinnes Of Inclussive Education in Merauke

Karlina Wong Lieung,

Sri Hanipah,

Dewi Puji Rahayu

2023

TSSJ

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Every child has the right to a quality and equitable education, regardless of background, ability, or special needs. However, the reality on the ground shows that not all children get equal opportunities to access education that suits their uniqueness. Inclusive education is an educational approach where all students, including children with special needs, learn together in the same school environment. This study aims to describe teachers' readiness to implement inclusive education in Merauke District. The research was conducted using descriptive and qualitative methods. The subjects of the study consisted of 129 primary school teachers from various grade levels from 60 primary schools spread across Merauke district. Data collection techniques include distributing Google Forms, interviews, and observations. The validity test was carried out by triangulating techniques by comparing the results of filling out Google Forms, interviews, and observations. The results showed (1) 75.2% or 97 teachers understood the meaning of inclusive education; (2) 85.3% or 110 teachers already had information about children with special needs; (3) 47.3% or 61 teachers expressed their readiness to accept children with disabilities in their schools, with the main reason being awareness of the rights of every child in education; however, (4) 100% or all teachers who were respondents had never attended training related to the implementation of inclusive education. As a result, teacher readiness is still very low.

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Identifikasi Anak Berkebutuhan Khusus di Sekolah Inklusi: Studi Awal

Cited by 2 publications

References 9 publications

Implementation of child-friendly schools (SRA) in inclusive schools: A literature review

Implementation of child-friendly schools (SRA) in inclusive schools: A literature review

Teacher Readinnes Of Inclussive Education in Merauke

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