Proceedings of the First International Conference on Technology and Educational Science, ICSTES 2018, November 21-22 2018, Bali, Indonesia

Research Article

Learning Process in Inclusive Primary School

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  • @INPROCEEDINGS{10.4108/eai.21-11-2018.2282245,
        author={Lanny Anggraini and Zulfiati Syahrial and Robinson Situmorang},
        title={Learning Process in Inclusive Primary School},
        proceedings={Proceedings of the First International Conference on Technology and Educational Science, ICSTES 2018, November 21-22 2018, Bali, Indonesia},
        publisher={EAI},
        proceedings_a={ICTES},
        year={2019},
        month={3},
        keywords={inclusive education special needs student regular student},
        doi={10.4108/eai.21-11-2018.2282245}
    }
    
  • Lanny Anggraini
    Zulfiati Syahrial
    Robinson Situmorang
    Year: 2019
    Learning Process in Inclusive Primary School
    ICTES
    EAI
    DOI: 10.4108/eai.21-11-2018.2282245
Lanny Anggraini1,*, Zulfiati Syahrial1, Robinson Situmorang1
  • 1: Universitas Negeri Jakarta
*Contact email: lanny.honey@gmail.com

Abstract

The objectives of this research were describing: inclusive education learning process and the evaluation of learning outcome of special needs student. The methodology was using descriptive qualitative. Techniques of Collecting data were using interview, observation, and documentation study. The validity of instruments were using construct validity and technique of data analysis was using interactive model. Validity of data is done by triangulation data of techniques and resources. The results of the study that so far learning process in inclusive primary school was running quite good and there was no difference with the reguler school. The curriculum was national curriculum (Kurikulum tingkat Satuan Pendidikan) and Kurikulum 2013 with duplication model and little adjusment in subject matter and criteria of student outcome evaluation. The collaboration between classroom teacher and special teacher tutor (Guru Pembimbing Khusus) still poor. Therefore, the recommendation needed that should be synergized and collaboration among the government, the society and school for improving inclusive education, including assessment policy, socialization, training for the teachers, teachers for special education recruitment, and sharing best practice among them