Manajemen Pendidikan Khusus di Sekolah Luar Biasa Untuk Anak Autis

Abstract

This study aims to determine the implementation of special education management at Special School for Autism. This research is descriptive qualitative research. The speakers in this research are the principal and two teachers at Special School for Autism in Karanganyar. Data were collected by interview, observation, and documentation. Data analysis techniques using Miles and Huberman models. There are three steps in this model, namely data reduction, data display, and conclusion. The implementation of special education management at Special School for Autism in coordination by a principal. In planning educational programs, tailored to the ability of each autistic student using IEP (Individual Educational Program). The school has an organizational structure that works in accordance with its duties. The principal is in charge of coordinating school management, while the teacher is responsible for the management of the class. Special School for Autism is a recently established school. The condition of autistic students who have different characteristics, the location of the foundation's office with the school is very far away, and the entry of students with different disorder conditions with autistic students makes the implementation of education management in Special School for Autism not running optimally. Therefore, schools have made efforts to minimize these barriers.

Manajemen Pendidikan Inklusi Untuk Menanamkan Kemampuan Literasi Membaca Permulaan Anak Kelas 1

“…Bantuan yang diberikan kepada anak yang dimaksud disini adalah usaha seseorang untuk mengajarkan atau membina kecerdasan materi, budi pekerti, perilaku sosial, cara berinteraksi dengan orang lain, dan olah emosional pada diri anak sehingga anak dapat berperilaku sesuai dengan aturan-aturan yang ada di dalam lingkungan sosialnya (Sholawati, 2019). Dalam rangka menanggulangi hal tersebut, maka perlu dilakukan suatu terobosan berupa pemberian kesempatan dan peluang kepada anak-anak berkelainan untuk memperoleh pendidikan di sekolah umum (Rusmono, 2020). Pola pendidikan seperti ini disebut pendidikan inklusi (Wati, 2014)…”

Gambaran Umum Pendidikan Sekolah Berkebutuhan Khusus di Kabupaten Ketapang Provinsi Kalimantan Barat

“…Memperbaiki sistem manajemen pendidikan di sekolah Sebagai upaya mencari solusi mengatasi masalah diatas (Daroni et al, 2018). Menurut (Sholeh, 2016) Manajemen pendidikan adalah kapasitas untuk melibatkan setiap lini dari sekolah, baik di yang berada di dalam ataupun yang berada diluar sekolah tersebut, serta memiliki kerangka administrasi yang layak, lugas dan bertanggung jawab untuk mencapai tujuan visi-misi sekolah.…”

Measuring the Effects of Adversity Quotient, Organizational Culture and Job Satisfaction on Special School Teachers’ Organizational Commitment

“…While inclusive education comes with the demand of children with special needs to obtain their rights (Anjarsari et al, 2018;Odo et al, 2021), it is unfortunate that the 9-year Compulsory Education Program in Indonesia does not increase school participation among students with special needs. According to Daroni et al (2018), the number of school participation for children with special needs is still deficient compared to regular school participation due to the lack of competent and committed special needs teachers. The trend shows that newly-graduated teachers from higher education are not interested teaching in special schools.…”