6. History of indonesia education and inclusive education.pptx

8/10/2019 6. History of indonesia education and inclusive education.pptx

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HISTORY OF INDONESIAEDUCATION AND

INCLUSIVE EDUCATION

6

Khoerun Nissa Amalia

Wawan Andriana

Pebriani Pratiwi

Astrid Dara Putri Sutejo


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Education in Portuguesecolonial era

Purpose of Education

Speed the catholic religion

Initiator

FranciscusXaverius

The First school

In 1536 => seminari

source: Depdikbud (1985), Pendidikan Indonesia dari zaman ke zaman, Jakarta: PN BalaiPustaka.


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Figure 1. FrancicusXaverius

Initiator

FranciscusXaverius

source: Depdikbud.1985. Pendidikan Indonesia dari zaman ke zaman.Jakarta: PN BalaiPustaka.


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Spread the catholic religion

source: Djumhur dan Dana Suparta .1976. Sejarah Pendidikan. Bandung: CV. Ilmu.

Figure 2 map of maluku


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The first School

In 1536 => seminari founder by Antonio Galvoni

for nobleman children


http://1.bp.blogspot.com/-2s7L4yuFiqg/UcZ0Sl_AB_I/AAAAAAAAAfA/J5VYL4Srsr0/s320/seminari+banjarmasin+1919.jpg

Photos of seminari


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Education in DutchColonial era

voc

Hindia-Belanda


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Produce skilled personnel who would be employed ingovernment, administration and church



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Elementary school

Latin school

Seminarium Theologicum

Academy of Marine (Academy der Marine)

Chines School

System and kind of school in VOC era such as :


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EDUCATION IN DUTCH GOVERNMENT COLONIALERA


Before 1900

school

Elite Class

Source: Depdikbud (1985), Pendidikan Indonesia dari zaman ke zaman, Jakarta: PN Balai Pustaka.


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Elite Class

Educated personnel

school


After 1900

Sumber: Depdikbud (1985), Pendidikan Indonesia dari zaman ke zaman, Jakarta: PN Balai Pustaka.


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SYSTEM, AND THE LEVEL OF SCHOOLING TYPE

Sumber: Depdikbud (1985), Pendidikan Indonesia dari zaman ke zaman, Jakarta: PNBalai Pustaka.

A. School for Europeanpopulation groups

-Elementary School

-secondary school

B. School for bumiputera groups

-State primary schools

-King's School

secondary school

C. Vocational school

-School carpentry

-School Girl

-Public schools for girls-school Doctor


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DOCTOR SCHOOL (STOVIA)

http://adiasadewa.blogspot.com/2013/02/stovia-sekolah-dokter-gratis-indonesia.html

Sumber: Depdikbud (1985), Pendidikan Indonesia dari zaman ke zaman, Jakarta: PN Balai Pustaka.


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EDUCATION IN THE TIME OF INDEPENDENCEMOVEMENT

With the increasing spread of education in Indonesia in the 20thcentury, there arose a new class in society in Indonesia ,namely class intelligentsia who received Western education ,but did not receive treatment and reasonable place in colonial

society.

Group wise to establish schools of education for all Indonesianpeople. They are Ki Hajar Dewantara, R.A kartini dan M. Syafei



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EDUCATION IN THE JAPANESSE COLONIAL ERA

Purpose of Education => to win a war

http://tarianirmapena.blogspot.com/2013/04/masa-pendudukan-jepang-di-indonesia.html

tentara

buruhhttp://edyfranjaya.wordpress.com/2012/05/27/kilang-sayutai-di-pangkalan-berandan/

Source: Depdikbud (1985), Pendidikan Indonesia dari zaman ke zaman,

Jakarta: PN Balai Pustaka.


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EDUCATION IN INDEPENDENCE ERA


Educate the true citizen, willing to donate labor and state of mind andcommunities.

Source: Depdikbud (1985), Pendidikan Indonesia dari zaman ke zaman, Jakarta:PN Balai Pustaka.


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EDUCATION IN NEW ERA

In this study Pelita I can be developed according to the plan inaccordance with state finances.

Slightly swollen state financial future crude oil prices jumpedfrom $ 3 to $ 12 per barrel.

This allows the establishment of elementary Instruction(Instruction) appoint teachers and print textbooks.

Source: Depdikbud (1985), Pendidikan Indonesia dari zaman ke zaman, Jakarta: PN

Balai Pustaka.


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EDUCATION IN REFORM ERA

Purpose of Education according in KTSP :

1). For basic education, of which laid the foundation of intelligence, knowledge,personality, noble character and the skills to live independently and to follow

further education.

2) For secondary education, improve intelligence, knowledge, personality, noblecharacter and the skills to live independently and to follow further education.

3) For the secondary vocational education, improve intelligence, knowledge,

personality, noble character and the skills to live independently and to followfurther education in accordance with the vocational.



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CASE STUDY

antarakaltim.com26 DESEMBER 2012

Education Curriculum 2013 ( Special )..indeed it was time for during the curriculum doesnot emphasize on the development of human resources (HR ) , but the students are

presented with memorization, not real science competence and indispensable in daily.

Samarinda ( East Kalimantan ANTARA ) - The Ministry of Education and Culture to makesure to change the Education Unit Level Curriculum ( SBC ) began in July 2013 ,because the old curriculum which was made in 2006 , no longer in line with the changingtimes.

Due to the sudden changes that impressed , then emerged a number of questions frommany walks of life. Why should the curriculum be changed ? What is the urgency ? What

is also intent and purpose? Does the minister have to replace the policy change anyway?

Source: www.antarakaltim.com/berita/11122/mengapa-kurikulum-harus diubah( 26 Desember

2012)


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According to the Minister of Education and Culture Mohammad Nuh , the opinion of

some people that replace ministers coupled with a policy change , it may just have apoint .

But at the same time the development of curriculum changes 2013 has been through along process before, even a team of experts has been studied . Then presented to thepublic in order to get input for improvement .

Curriculum changes , the minister said, because it was time for the curriculum does notemphasize on the development of human resources (HR ) , but the students arepresented with memorization , not real science competence and indispensable ineveryday life .

Minister also said sorry to the students ranging from elementary to high school or

equivalent if the existing curriculum be maintained , because there is no curriculumaccording to the needs and changing times .

Source: www.antarakaltim.com/berita/11122/mengapa-kurikulum-harus diubah( 26

Desember 2012)


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So, what readiness in East Kalimantan province , both educators and kependidikannyareadiness ? Because the change should be accompanied by training teachers to be ableto implement the SBC is still unfamiliar , while the time to master the new SBC lived next

six months ( January to June ) .

Observers who is also professor of education Mulawarman Samarinda , Nana Rijonosaid that East Kalimantan Provincial Education Department and the area must beprepared for changes in the curriculum that will be implemented in the academic year2013.

Preparations to be done in the face of changes in the curriculum began kindergarten tohigh school level , including by preparing teachers to have adequate resources to teachstudents .

Nana is also Vice Chairman of the Indonesian Teachers Association ( PGRI ) EastKalimantan continues , preparations that must be done is training to teachers gradually

due to the implementation of the curriculum will also be carried out in stages that beganin 2013 .

Source:www.antarakaltim.com/berita/11122/mengapa-kurikulum-harusdiubah( 26 Desember

2012)


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He also hoped that the Education Department Kaltim has enough money to do a teachertraining related to SBC changes , because that would be trained not a few teachers , butthe number in the thousands .

Training also involves drafting team asked SBC , especially at the level of the centralgovernment as the main speaker . Without primary sources , judged the training will notbe effective .

SBC changed since adapted to the changing times , observers education aspirations ,and the general public , because the SBC is now applied not in accordance with the

times , aka expiry .While the new SBC , there will be a reduction in subjects especially for elementaryschool students , the elementary school students who previously crammed 10 to 11subjects , then in the new SBC there are only about six or seven subjects .

Source: www.antarakaltim.com/berita/11122/mengapa-kurikulum-harus diubah( 26

Desember 2012)


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Although subjects was reduced , but learning hours will not be reduced , even if it shouldbe added as it relates to brain teaser .

SBC to be introduced on July 2013 is not directly change all classes , but in the first yearwill be applied to students in grade 1 and grade 4 at the elementary level or equivalent .

As for middle and high school levels as well as an equal, enforcement of the new SBCwill begin in grade 1 , in July 2014 for class 2 , and in July 2015 for the third year , or in2015, all classes are already holding the new SBC .

" Before entering the SBC that began in July , the Department of Education and the EastKalimantan each county and city in East Kalimantan , have six months from January toconduct training for the teachers in the face of the new SBC , " said Nana.

According to him , the SBC changes on a few things . Among these are based on asurvey by a team of the Global Institute , the Trend in International Math And ScienceSurvey ( TIMSS ) conducted in 2007 .

When the team conducted a survey to a number of countries in Asia , such as SouthKorea , Taiwan , Singapore , Hong Kong , Japan , Malaysia , Thailand , and Indonesiaitself on the ability of the student

Source: www.antarakaltim.com/berita/11122/mengapa-kurikulum-harusdiubah(

26 Desember 2012)


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The result , only 5 percent of Indonesian students who can work on the problems in thehigh category and require calculation mindset , while 71 percent of Korean studentscould work on the same material .

In another perspective , as much as 78 percent of Indonesian students can work on theproblems in the lower categories which only require rote , whereas only 10 percent ofKorean students who can only work soa such questions.

For that, the recommendation is that the team needs to do is strengthen the curriculumdevelopment and talent development mindset. That answer immediately curriculumbegins in July 2013 .

From the survey , almost all Indonesian students only able to master the lesson untillevel 3, while students from other countries able to master the lesson until the level of4.5, there is even able to level 6 .

" We must be sure that every human being is created with the same capabilities .

Interpretation of the results of this survey only one , namely systems curriculum taught inIndonesia is different from the demands of the times , so it is necessary to develop thecurriculum , " said Nana . ( * )

Source: www.antarakaltim.com/berita/11122/mengapa-kurikulum-harus diubah(

26 Desember 2012)


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input:

Ministry of Education and Culture to make sure to change the Education UnitLevel Curriculum (SBC) began in July 2013, because the old curriculum which

was made in 2006, no longer in line with the changing times.

process:

Science is always evolving, so until the time the curriculum should be changedaccording to the changes. Of course, the replacement of the new curriculum is

done with the process of observation and testing by experts. In addition, in theface of changes in the curriculum, the government set up a teacher who hasadequate resources in teaching students

output:

It is expected that after the Indonesian curriculum change can create qualified

human resources capable of competing in a variety of fields, especiallytechnology and science.


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Opinions of Education Figure

about Indonesian Education


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R. A. Kartini

educated women will be morecompetent to educate theirchildren and more perfect to takecare of their household

Kartini thought that womenshould get an education too asthey will educate their childrenin home. She disagree with the

idea that women only have tolearn about how to cook andhousehold related stuff.

source: Djumhur dan Dana Suparta .1976.Sejarah Pendidikan.

Bandung: CV. Ilmu. Figure 1. R. A.Kartini


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Ki Hajar Dewantara

Ki Hajar Dewantara is founding fatherof Taman Siswa in 3 July 1922.

education for each nations means a

maintenance to develop thegeneration seed from those nations, inorder to develop healthy

According to Ki Hajar Dewantara,education is a fundamental needs for

each nations to develop their nextgeneration to be a better generation.

source: Djumhur dan Dana Suparta .1976.Sejarah Pendidikan. Bandung: CV.

Ilmu.

Figure 2. Ki Hajar Dewantara


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Muh. Syafei

Muh. Syafei became manager of INS in 31October1926.

our children need to learn to work, so that they will be

skillfull to use their hands beside their brain.Muh. Syafei, the founder of INS, said that children

(especially teenager) need to be skillfull bothacademic and enterpreneurship. They must be

equipped by working skill so that they will enable tocreate their own employment opportunities ratherthan being an employer.

source: Djumhur dan Dana Suparta .1976.Sejarah Pendidikan. Bandung: CV. Ilmu.


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Inclusive Education


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Salamanca Statement

Schools should accommodate all children regardlessof their physical, intellectual, social, emotional,linguistic or other conditions. This should includedisabled and gifted children, street and workingchildren, children from remote or nomadic

populations, children from linguistic, ethnic orcultural minorities and children from otherdisadvantaged or marginalized areas or groups.

Salamanca Statement, 1994


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Figure 3 disabilites doesntmatter in education

Figure 4. street children neededucation, just like normalchildren


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UNESCO Agreement about Inclusive Education

Reaffirm our commitment to Education for All ,recognizing the necessity and urgency of providingeducation for children , youth and adults with specialeducational needs within the regular educationsystem.


Figure5. motto Education for All


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We believe and proclaim that :

every child has a fundamental right to education ,and must be given the opportunity to achieve and

maintain an acceptable level of learning, every child has unique characteristics , interests ,abilities and learning needs,

education systems should be designed and

educational programmes implemented to take intoaccount the wide diversity of these characteristicsand needs,




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those with special educational needs must haveaccess to regular schools which should accommodatethem within a childcentred pedagogy cap able ofmeeting these needs,

regular schools with this inclusive orientation arethe most effective means of combatingdiscriminatory attitudes , creating welcoming

communities , building an inclusive society andachieving education for all




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Figure 6. inklusive educationdoesnt group normal childrenand difables in different group


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We call upon all governments and urge them to: give the highest policy and budgetary priority toimprove their education systems to enable them toinclude all children regardless of individual differences

or difficulties , adopt as a matter of law or policy the principle ofinclusive education , enrolling all children in regularschools , unless there are compelling reasons for doingotherwise,

develop demonstration projects and encourage exchanges with countries having experience with inclusiveschools ,




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establish decentralized and participatorymechanisms for planning, monitoring and evaluatingeducational provision for children and adults withspecial education needs,

encourage and facilitate the participation of parents, communities and organization of persons withdisabilities in the planning and decision-making

processes concerning provision for specialeducational needs,




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invest greater effort in early identification andintervention strategies , as well as in vocationalaspects of inclusive education ,

ensure that , in the context of a systemic change,teacher education programmes, both pre-service andin-service, address the provision of special needseducation in inclusive schools .




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Study Case

Policy Reformation for DifabelBy : Rachmad Faisal Harahap

JAKARTA - The lack of access to the right for educationwill also have an impact on the rights of living of children

with disabilities in the future. However, education is thebase of enjoyment in all sectors of life.

Education Observer Doni Koesoema A said thatdiscrimination against persons with disabilities is not

only happens in the college course, as in the case of therequirements of the National Selection Entrance StateUniversity (SNMPTN) 2014.


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Study Case

"People with disabilities have been discriminatedagainst since the time they enter elementary school.Our National Education System divides Indonesianchildren into two groups, those with disabilities andnon-disabled people. Existence of Special Schoolsand Inclusive Education which only a label provesthat our education system is indeed insulting humandignity, he said at the office of the Legal AidInstitute (LBH), Central Jakarta, Monday(10/03/2014).


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Study Case

Doni continued, that the government reform thenational education policy as a whole, ranging fromelementary to high school level, which providesgreater opportunities for every citizen. Whatevertheir condition, he added, that persons withdisabilities can be educated decent, fairly and

without discrimination.


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Study Case

Maintain a policy that is unfair and discriminative,especially for persons with disabilities, suggests thateducation policy makers have lost their conscience.

Attitudes like this is inappropriate to be owned byeducational leaders, "he said.

Source :http://kampus.okezone.com/read/2014/03/10/560/952957/reformasi-kebijakan-bagi-penyandang-difabel (Monday, 10 March 2014)


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Study Case

Input: People with disabilities (difabel) usually beingdiscriminated by normal people, but in fact, they stillcan have an achievement in academic or non-academic. Sadly, parents think that enroll their

children in SLB is a disgrace Process: people with disabilities need more

attention, especially in education in order to get ridthe disgrace label that always being labeled to them

Output: if government put their attention ondisabilities people in education especially difabels

will not be labeled as disgrace anymore in society.


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Forms of segregated education

services Segregation is a form of education service education system thatis separate from the child's formal education system.

Education of children with disabilities through a system of

segregation means that to provide education that is specifically

held, and apart from the provision of education for normal

children.

Service education of children with

disabilitiesFormal School

THERE ARE FOUR FORMS OF IMPLEMENTATION


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THERE ARE FOUR FORMS OF IMPLEMENTATION

EDUCATION WITH THE SYSTEM OF

SEGREGATION

Extraordinary School (SLB)

Extraordinary Boarding School Far Class/Visit Class

Extraordinary Elementary School


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EXTRAORDINARY SCHOOL SLB)

Implementation of school starting from the preparation to with theadvanced level of the units held in the school with the oneprincipal.

Extraordinary schools for the blind (SLB-A), Extraordinary schoolsfor the hearing impaired (SLB-B), Extraordinary schools formentally disabled (SLB-C), Extraordinary schools for thephysically disabled (SLB-D), and Extraordinary schools for tunalaras (SLB-E).

Beside the special schools that teach one abnormalities, someare educating more than one disability, so it appears that SLB-BCthe deaf child and mentally disabled. SLB-ABCD, extraordinary

schools for blind, deaf, mentally disabled, and physically disabledchildren.

Learning Process at the Blind SLB Learning Processes in Deaf SLB


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EXTRAORDINARY BOARDING SCHOOL

Form of special schools equipped with the boarding facilities.

Form of education unit was also similar to that of the SLB.

There is continuity in the learning program at the boarding school, so

the hostel is where coaching after children in school.

Appropriate school choice for students who come from outside thearea, because they are limited shuttle facility.

One of Special BoardingSchool in Jakarta


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FAR CLASS / VISIT CLASS

Institutions are provided to give educational

services for children with disabilities who live

far from the SLB or SDLB.

Teachers who served in that classroomcomes from the teachers SLB-SLB nearby.

They function as an itinerant teacher.


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EXTRAORDINARY ELEMENTARY SCHOOL

School unit consisting of a variety of disordersthat are educated under one roof.

The curriculum used in SDLB is used in the

special school curriculum for elementary leveladjusted for specialization.

Long education in SDLB same as the oldconventional SLB for education in elementary

level, which is blind child, mentally disabled, andphysically disabled for 6 years, and deafchildren 8 years.


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SPECIAL EDUCATION UNIT CONSISTS OF:

1) Extraordinary Elementary School (SDLB) withthe at least 6 years old education.

2) Secondary School Outstanding (SLTPLB) at

least 3 years.3) Outstanding Secondary School (SMALB) at

least 3 years.

4) In addition, Pasal 6 of Government Regulation

No.72 of 1991 also enabled the implementationof kindergarten Extraordinary (TKLB) with thethe old one to three years of education.

F f I t t d Ed ti S i


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Forms of Integrated Education Services /Integration Education system that provides opportunities for children with

disabilities to learn together with normal children learn under one roof.

In the integration system fully and partially, the number of children with

disabilities in a class maximum of 10% of the total number of students.

To assist the difficulties experienced by children with disabilities, in an

integrated school provided Teacher Special Advisor(GPK).

Togetherness

children with

disabilities with theother normal children


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FORM OF INTEGRATION IN EDUCATION

SERVICES FOR CHILDREN WITH SPECIAL

NEEDS:

a. Ordinary Class

b. Ordinary Class with the SpecialGuidance Room

c. Special class


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ORDINARY CLASS

Children with disabilitieslearn in a regular classroom

in full by using regular

curriculum.

Approaches, methods,

assessment methods used in

the regular classroom is no

different from that used in thepublic schools.

For some subjects adjusted

to child's disability.

A teacher teaches

her student with full

of patience


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ORDINARY CLASS WITH SPECIAL GUIDANCE

ROOM

Children with disabilities, learning in aregular classroom with the use of

regular curriculum and special

services to follow certain subjects that

can not be followed by children withdisabilities together with the normal

children.

Special care is given in the special

guidance by special teachers (GPK)with the using an individual approach

and show that the appropriate

method.

special guidance

room


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While existing teachers as many as 12 people each teacher two Civil Servants (PNS ) including the Principal , then teacher salaries force many as four people ,administration of the then four volunteer teachers who come from parentsthemselves .

" Shortage of teachers in the special schools we have proposed to theDepartment of Education of the East Kutai , and has been promised if there isacceptance of the teacher will be given priority . Yeah hopefully this year realized, " he added .

Currently the number of students in special schools as many as 53 people ,consisting of two blind people , mentally disabled people 31 , 12 deaf people ,

disabled people and two Osis two people . In addition to the lack of teachers , support facilities are also very less , so that

their talents are not supported , although they have advantages that should bedealt with special teachers , he said .

It is said that Mappa Haristo also became Chairman of RT 17 North SengataGang Lucky Jaya , the lack of teachers greatly impact the lack of talentdevelopment of children , especially specific areas such as painting, music and

religion . They on average have good skills , even some of them music talent and

excellent painting talent and that is the pride of our teaching , which if nurturedwill seriously be able to do normal like other children .

" We strongly believe that if enough teachers and adequate facilities aresupported , children SLB graduates will be able to do something good forthemselves and for families and the surrounding communities , " he said .Source: Pelita Online. Wednesday, February 6th 2013. From: ant | rud |

red http://www.pelitaonline.com/mobile/detail.php?id=116533
http://www.pelitaonline.com/mobile/detail.php?id=116533http://www.pelitaonline.com/mobile/detail.php?id=116533


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input:

Extraordinary School in East Kutai, East Kalimantan Provinceshortage of teachers as many as 13 people.

process:A teacher at the SLB taught the student concurrently in several otherfields, such as Islamic teachers and Tunagrahita teacher. Even theheadmaster intervened as a teacher for a while. The shortage ofteachers in special schools has been proposed to the Department ofEducation of the East Kutai, and has been promised if there is

acceptance of the teacher will be given priority.output:

The government should prioritize infrastructure particularly specialteachers to schools for children with special needs, because if it isnot met then the learning process will be hampered making it difficult

for the school and the students themselves.There needs to be awareness of its own for outstanding schoolteachers not to give up on a wide variety of children with specialneeds.

F d ti f Ed ti ith S i l N d


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Foundation of Education with Special Needs1. Philosophical Foundation

Based on the philosophy of Bhinneka Tunggal Ika, disability orsuperiority is a form of diversity such as ethnicity, religion, race,cultural background, and so on.

Thus, according to this philosophical education in Indonesia,

integrative-inclusive education in the promotion of interaction andrelationships form silih asah, silih asih, dan silih asuh. (educateeach other, love each other, and mutual tolerance).

source: Arum, Wahyu Sri Ambar. 2005. Perspektif Pendidikan Luar Biasa dan Implikasinya bagi PenyiapanTenaga Kependidikan. Jakarta: Departemen Pendidikan Nasional Diektorat Jenderal Pendidikan TinggiTenaga Kependidikan dan Ketenagaan Perguruan Tinggi.

1.1 Pancasila with the Motto Bhinneka Tunggal Ika

2 Th f d ti f R li i


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2. The foundation of Religion

God created humans differ from one another with the intention thatinterconnected and interdependent (Surah Az-Zukhruf: 32)

While in Q.S. Al-Maidah verse 2 and 48, explained that there are two typesof human interaction, which is cooperative and competitive.

source: Arum, Wahyu Sri Ambar. 2005. Perspektif Pendidikan Luar Biasa dan Implikasinya bagi Penyiapan Tenaga Kependidikan. Jakarta:Departemen Pendidikan Nasional Diektorat Jenderal Pendidikan Tinggi Tenaga Kependidikan dan Ketenagaan Perguruan Tinggi.

1.2 Hubungan koperatif antar siswa

source: http://www.youtube.com/watch?v=tbj9BYK95-A

1.3 Hubungan kompetitif antar siswa

source: http://www.pendidikan-

diy.go.id/dinas_v4/?view=v_berita&id_sub=2437

3 The foundation of the Scientific
http://www.youtube.com/watch?v=tbj9BYK95-Ahttp://www.pendidikan-diy.go.id/dinas_v4/?view=v_berita&id_sub=2437http://www.pendidikan-diy.go.id/dinas_v4/?view=v_berita&id_sub=2437http://www.pendidikan-diy.go.id/dinas_v4/?view=v_berita&id_sub=2437http://www.pendidikan-diy.go.id/dinas_v4/?view=v_berita&id_sub=2437http://www.pendidikan-diy.go.id/dinas_v4/?view=v_berita&id_sub=2437http://www.youtube.com/watch?v=tbj9BYK95-Ahttp://www.youtube.com/watch?v=tbj9BYK95-Ahttp://www.youtube.com/watch?v=tbj9BYK95-A


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3. The foundation of the Scientific

A lot of knowledges that is closely related to the completion of educational efforts,such as psychology, sociology, economics, and so on.

In relation to the effectiveness and efficiency of the implementation of inclusiveeducation, Indonesia would not have enough knowledge.

4. Juridical Foundation

In UNESCOsagreement in Salamanca, Spain

in 1994, it was determined that education

around the world also implemented inclusive

stated that education for all

(education for all).The four pillars of Salamanca Statement:

1. Learning to know

2. Learning to do

3. Learning to be

4. Learning to live together

Government Regulation Number 72 of 1991 which have not been revised,mentions the existence of various types of exceptional education services aresegregated. In 2001, the director of special education initiative to start an inclusiveeducation.

Sumber: Arum, Wahyu Sri Ambar. 2005. Perspektif Pendidikan Luar Biasa dan Implikasinya bagi Penyiapan Tenaga Kependidikan. Jakarta:Departemen

Pendidikan Nasional Diektorat Jenderal Pendidikan Tinggi Tenaga Kependidikan dan Ketenagaan Perguruan Tinggi.

1.2 Salamanca Statement


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Elements of Basic Education with Special Needs Service

Positive Attitude Of Diversity

Teachersattitudes toward students who require special education. (Hannah, 1988).

Promotive interaction

Efforts to help each other and encourage each other or motivate in learning.

source: Arum, Wahyu Sri Ambar. 2005. Perspektif Pendidikan Luar Biasa dan Implikasinya bagi Penyiapan

Tenaga Kependidikan. Jakarta:Departemen Pendidikan Nasional Diektorat Jenderal Pendidikan Tinggi Tenaga

Kependidikan dan Ketenagaan Perguruan Tinggi.

1.5 Interaction between teacher and student


1.6 A student sing in front of class


Academic and Social Competence Balanced
http://www.youtube.com/watch?v=tbj9BYK95-Ahttp://www.youtube.com/watch?v=tbj9BYK95-Ahttp://www.youtube.com/watch?v=tbj9BYK95-Ahttp://www.youtube.com/watch?v=tbj9BYK95-Ahttp://www.youtube.com/watch?v=tbj9BYK95-Ahttp://www.youtube.com/watch?v=tbj9BYK95-Ahttp://www.youtube.com/watch?v=tbj9BYK95-Ahttp://www.youtube.com/watch?v=tbj9BYK95-A


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Learning plan should involve not only at the achievement of academic goals (academic objectives) but also the

purpose of collaboration skills (collaborative skills objectives).

Adaptive learning

Efforts to empower all students potential humanitarian differently, inclusive education requires the availability of

appropriate learning programs to individual student needs (individualized instructional programs) or commonly

known as PPI (Program Pembelajaran Indovidual).

Collaborative consultation

Exchange of information among professionals related to obtaining legal and instructional decisions related to

students who require special education services.

source: Arum, Wahyu Sri Ambar. 2005. Perspektif Pendidikan Luar Biasa dan Implikasinya bagi Penyiapan Tenaga

Kependidikan. Jakarta:Departemen Pendidikan Nasional Diektorat Jenderal Pendidikan Tinggi Tenaga Kependidikan

dan Ketenagaan Perguruan Tinggi.

1.7 Teacher guides students to explore

source:

http://www.youtube.com/watch?v=tbj9BYK95-A

1.8 Discussing about inclusive school

source:

http://www.youtube.com/watch?v=tbj9BYK95-A

Living and Learning in the Community
http://www.youtube.com/watch?v=tbj9BYK95-Ahttp://www.youtube.com/watch?v=tbj9BYK95-Ahttp://www.youtube.com/watch?v=tbj9BYK95-Ahttp://www.youtube.com/watch?v=tbj9BYK95-Ahttp://www.youtube.com/watch?v=tbj9BYK95-Ahttp://www.youtube.com/watch?v=tbj9BYK95-Ahttp://www.youtube.com/watch?v=tbj9BYK95-Ahttp://www.youtube.com/watch?v=tbj9BYK95-A


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Living and Learning in the Community

In inclusive education classes should be a mini form of an idealizedcommunity life.

Partnership relationship between School , Family and Community

Schools and families have the same function, then both should establisha close partnership in an effort to empower all students to developinghuman potential and optimally integrated .


1.9 Understanding each other

source: http://pokja-

inklusifkalsel.org/berita/detail/107/Anak-

Berkebutuhan-Khusus-Perlu-Perhatian-Pemerintah

1.10 Familys participation in inclusive school


Understanding of Individual Needs Students
http://www.youtube.com/watch?v=tbj9BYK95-Ahttp://www.youtube.com/watch?v=tbj9BYK95-Ahttp://www.youtube.com/watch?v=tbj9BYK95-Ahttp://www.youtube.com/watch?v=tbj9BYK95-A


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All education experts or education personnel involved in the implementation of inclusive

education in schools should understand that each student is unique, has different individual

needs with each other.

Learning and Independent Thinking

In inclusive education , teachers encourage students to achieve a high level of cognitive

development and creative and thus capable of independent thought .

Principles of Lifelong Learning

Lifelong learning is essentially learning to think critically and learn to solve various problems of

life.

source: Arum, Wahyu Sri Ambar. 2005. Perspektif Pendidikan Luar Biasa dan Implikasinya bagi Penyiapan Tenaga Kependidikan.

Jakarta:Departemen Pendidikan Nasional Diektorat Jenderal Pendidikan Tinggi Tenaga Kependidikan dan Ketenagaan Perguruan

Tinggi.

1.11 Layanan bersifat individual


1.12 Pembelajaran teknologi agar berpikir independen

source: http://indonesia.ucanews.com/2012/05/02/akses-

pendidikan-anak-berkebutuhan-khusus-masih-terbatas/

Steps in Preparing the Education with Special Needs
http://www.youtube.com/watch?v=tbj9BYK95-Ahttp://indonesia.ucanews.com/2012/05/02/akses-pendidikan-anak-berkebutuhan-khusus-masih-terbatas/http://indonesia.ucanews.com/2012/05/02/akses-pendidikan-anak-berkebutuhan-khusus-masih-terbatas/http://indonesia.ucanews.com/2012/05/02/akses-pendidikan-anak-berkebutuhan-khusus-masih-terbatas/http://indonesia.ucanews.com/2012/05/02/akses-pendidikan-anak-berkebutuhan-khusus-masih-terbatas/http://indonesia.ucanews.com/2012/05/02/akses-pendidikan-anak-berkebutuhan-khusus-masih-terbatas/http://indonesia.ucanews.com/2012/05/02/akses-pendidikan-anak-berkebutuhan-khusus-masih-terbatas/http://indonesia.ucanews.com/2012/05/02/akses-pendidikan-anak-berkebutuhan-khusus-masih-terbatas/http://indonesia.ucanews.com/2012/05/02/akses-pendidikan-anak-berkebutuhan-khusus-masih-terbatas/http://indonesia.ucanews.com/2012/05/02/akses-pendidikan-anak-berkebutuhan-khusus-masih-terbatas/http://indonesia.ucanews.com/2012/05/02/akses-pendidikan-anak-berkebutuhan-khusus-masih-terbatas/http://indonesia.ucanews.com/2012/05/02/akses-pendidikan-anak-berkebutuhan-khusus-masih-terbatas/http://indonesia.ucanews.com/2012/05/02/akses-pendidikan-anak-berkebutuhan-khusus-masih-terbatas/http://indonesia.ucanews.com/2012/05/02/akses-pendidikan-anak-berkebutuhan-khusus-masih-terbatas/http://indonesia.ucanews.com/2012/05/02/akses-pendidikan-anak-berkebutuhan-khusus-masih-terbatas/http://indonesia.ucanews.com/2012/05/02/akses-pendidikan-anak-berkebutuhan-khusus-masih-terbatas/http://www.youtube.com/watch?v=tbj9BYK95-Ahttp://www.youtube.com/watch?v=tbj9BYK95-Ahttp://www.youtube.com/watch?v=tbj9BYK95-A


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Steps in Preparing the Education with Special Needs

Services Socialization of Inclusive Education to the Community

Movement through various media campaigns and action regarding theimplementation of integrative-inclusive education.

Regulation Amendment

Rules and policies are still supporting the implementation of the system-exclusivesegregated education needs to be amended or changed to integrative-inclusiveeducation.

Improvement of SPTKHave the same basic ability to provide educational services for students in generaland students who require special education services.

source: Arum, Wahyu Sri Ambar. 2005. Perspektif Pendidikan Luar Biasa dan Implikasinya bagi Penyiapan Tenaga Kependidikan. Jakarta: Departemen

Pendidikan Nasional Diektorat Jenderal Pendidikan Tinggi Tenaga Kependidikan dan Ketenagaan Perguruan Tinggi.

1.13 Sosialisasi Pendidikan Inklusif oleh PPKLK

source: http://sdnbulakbanteng1-

263.blogspot.com/2012/12/sosialisasi-pendidikan-inklusi.html


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Preparing School Accessibility for Children with Special Needs

In exceptional children inclusive education possible to enter regular schoolif the school provided appropriate facilities and infrastructure.

Provide special education services for ALB on Schools

Each teacher in inclusive schools need to have the basic knowledge andskills in order to resolve special education issues PLB basic education.

Receive ALB in Regular Schools

Schools can begin receiving exceptional children who in the past could onlybe accepted at SLB.

Implementing the Action Research

Action research (action research) needs to be done at the school tomonitor the change in the direction of the establishment of an inclusive

education system that is both



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Input


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Input

Education in Indonesia has yet to be felt by all Indonesian children,especially for children with special needs. Although Jakarta is ametropolitan city, but education in Jakarta is not in favor for children

with special needs. Inclusive education is believed to be the solutionto this problem, but this inclusive education has problems such aseducational accessibility for children with special needs are stillminimal.

Process

Education is a basic right for every child. The Jakarta administration

are well aware of it, but in reality not all children obtain a goodeducation, especially education for children with special needs.Many children with special needs who do not get education becauseof the difficult accessibility, such as the number of outstandingschools are few, far distance to school and so on. In this case, theJakarta administration has launched a program that all schools in

Jakarta-integrated into inclusive schools, which receive the regularschool children with special needs. So with such measures,education can easily reach every child.

O


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Output

Given that education is the right of every child,

then education should be provided to allchildren regardless of their physical condition.

Steps taken by the Jakarta administration to

make all schools in Jakarta into an inclusiveschool is the right step in the efforts of

educational equity. So with these steps, there

will be educational equity that can be felt by

every child with an easy accessibility.

Documents

6. History of indonesia education and inclusive education.pptx