Life Skill Educational Management Based on Vocational for Students with Disabilities to be Ready for Work

Abstract

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.

The management of life skills program for students with disabilities

“…Vocational education also has a role in developing problem-solving skills for students [29]. Therefore, schools implementing vocational education for students with disabilities see that it is important to develop skills that add value to their ability to prepare for their independence after graduating from school [5].…”

“…In the scope of the student management and the school management, principles of shared understanding of the life skills program for students should be formulated together in the preparation of the program. Thus, the program can be implemented smoothly [5].…”

“…This program has been implemented at special high schools in Indonesia in some aspects related to vocational education and internships in the company [9]. The implementation of vocational education in special high schools should be oriented to the workplace or company [5]. Therefore, conceptually, the curriculum provided to the students is a combination of programs formulated between schools and the company [9].…”

Comparative Analysis of the Implementation of Life Skill Education Management in Students With Disability Between Public Special School and Private Special Schools

“…With regard to this issue, all special schools use the same curriculum related to life skills education, yet this is not sufficient to prepare graduates who are financially independent, this has spurred life skills education management model favoured by their schools by using various approaches to bridge schools with. The business world and industrial world (DUDI) [2]. Within its implementation, life skills management requires the same viewpoint and understanding from the entire academic communities, thus the objectives can be achieved effectively and efficiently and possess high quality values [3].…”