Herpratiwi, Herpratiwi and Ujang Suparman, Suparman and Wini Tamini, Tamini The Implementation of Inclusive Education at Elementary School in Lampung Province. In: International Conference on Teaching and Learning in Higher Education 2011, 21-23 November 2011, Melaka, Malaysia.
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Abstract
This evaluation of the inclusive program is conducted with the intention to determine the antecedent, transaction and outcomes of the program. Stake's countenance model of program evaluation is applied to the elementary school X at Lampung Province during the year 2005/2006. The subjects of the research were taken purposively, i.e 23 students with special needs and handicaps, 6 homeroom teachers, 2 subjects teachers, 1 guide/counselor, 1 principal/headmaster, 6 parents of students with special needs, and 2 members of school council. The result are follows: 1) antecedent. a)the inclusive education is administered in reguler classes using pull out system, b) student recruitment is conducted without assessment, c) there is no special training for the teachers of special needs, d) learning program is not oriented to individualized education, e) general facilities and infrastructures are used for the programs, and f) the school financial support from the goverment. 2) Transaction. a) learning activities are conducted conventionally without special enrichment for the students with special needs remedial programs are carried out in the inclusion room by a guide teacher accompanied by the classroom teachers and the principal, b) in order to keep interpersonal relationship, teachers tend to be open-minded, tolerant, patient, and emphatic to students, and c) evaluation is conducted in the form of written tests at the end of the learning process. A follow up activity is performed as remedial for all students with special needs. The criterion used to measure the learning outcomes are the maximum achievement. 3) outcomes; changes are observed in the cognitiv, affective, as well as in the psychomotor domain, even if it is not very significant. The most important thing is that the handicapped children are able to read, write, and do simple arithmetic. However, it is difficult for them to attend a higher level of education.
| Item Type: | Conference or Workshop Item (Paper) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Keguruan dan Ilmu Pendidikan (FKIP) > Prodi Magister Teknologi Pendidikan |
| Depositing User: | HERPRATIWI |
| Date Deposited: | 29 Oct 2018 04:18 |
| Last Modified: | 29 Oct 2018 04:18 |
| URI: | http://repository.lppm.unila.ac.id/id/eprint/8811 |
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