Manajemen Sekolah Ramah Anak Paud Inklusi

Abstract

This study aims to understand the management of Child-Friendly Schools (SRA) of PAUD inclusive which was carried out at PAUD Cendekia Kids School and the All Kids Learning House in Madiun City, East Java. This research uses a qualitative approach with case study. The technique of collecting data is done through interviews, observation, and documentation. While the data analysis technique starts from the data display, data reduction, until drawing conclusions. The results showed that; First, PAUD Scholar Kids School and the All Kids Learning House have their respective characteristics in implementing inclusive PAUD management, by adjusting to the conditions of existing institutions. secondly, child-friendly inclusive PAUD management at Cendekia Kids School is in the process of finding shapes while the All Kids Learning House had a shape; third, the obstacles in trying to realize the SRA at Cendekia Kids School are different from those at the All Kids Learning House; fourth, the biggest obstacle to management is human resource management competence; fifth, the two institutions do not have legality as child-friendly PAUD, but in its implementation, it is already appropriate as a child-friendly inclusive PAUD.

Management of Islamic Religious Education Learning in Children with Special Needs

“…Still, there has been no written commitment and legality. Administrative legality is important in inclusive early childhood education institutions to avoid disputes and things that happen out of control (Alfina & Anwar, 2020).…”

Kebijakan Pendidikan Inklusi Sebuah Solusi di Sekolah Dasar

“…Hal yang harus disiapkan di sekolah berbasis pendidikan Inklusi adalah guru (brainware), pengembangan kurikulum (software), serta sarana dan prasarana (hardware). Ketiganya perlu manajemen untuk bisa menciptakan lingkungan belajar yang bisa mendukung perkembangan anak (Alfina & Anwar, 2020). Pelatihan dan pengembangan soft skill seorang pengajar terhadap anak berkebutuhan khusus (ABK), para guru mampu melakukan asesmen dan juga terapi untuk ABK, merancang pembelajaran serta memberikan layanan pendidikan ABK.…”

Pengelolaan Alat Permainan Edukatif Berbahan Limbah Dalam Meningkatkan Kecerdasan Kognitif Anak

“…Selain itu, anak harus memiliki kemampuan untuk mengatur sikap dan emosinya dalam belajar (Wijaya, 2017), sehingga anak memiliki pengalaman belajar yang baik di sekolah (Winitri & Nurani, 2020). Kolaborasi antara guru dan orangtua sangat diperlukan untuk mengembangkan pengetahuan anak usia dini tentang segala hal yang belum mereka ketahui (Alfina & Anwar, 2020).…”