Implementation of Individual Learning for Children with Special Needs

Isnaini Budi Hastuti(1*), Annies Rachmawati Musslifah(2)

(1) Universitas Muhammadiyah Surakarta
(2) Universitas Sahid Surakarta
(*) Corresponding Author

Abstract

The rise of schools with the concept of inclusion needs to be balanced with the right curriculum, especially with regard to the learning process. The purpose of this study is to explain the implementation of learning for children with special needs at the PAUD level in accordance with the regulations of the Ministry of Education and Culture. The object of this research is Saymara Inclusion Early childhood education programs. The reason for choosing this education unit was that Saymara Inclusion PAUD is an Inclusive PAUD level education in Kartasura and received an A rating in Accreditation. Research uses an empirical or field approach. The results of the study show that learning for children with special needs is based on the Individual Learning Program, where children with special needs are given services according to their needs, and focus on the abilities and weaknesses of students.

Keywords

Inclusion, PAUD, Individual Learning.

Full Text:

PDF

References

Aghnaita Muzakki. (2020). PENERAPAN ASESMEN ALTERNATIF PADA

KEGIATAN PEMBELAJARAN DALAM KURIKULUM PAUD. Riset Golden Age

PAUD UHO, 3(2), 98–108.

Ainur, U., & Fatonah, S. (2021). Asesmen Perkembangan Anak Usia 4-5 Tahun pada Masa Covid-19. Yaa Bunayya, 5(2), 31–56.

AKRIM, M., & HARFIANI, R. (2019). Daily learning flow of inclusive education for Early Childhood. Utopía y Praxis Latinoamericana, 24(6), 132–141.

Alam, M. (2016). EDUCATION AND REHABILITATION OF CHILDREN WITH

SPECIAL NEEDS: ROLE OF TEACHERS. International Journal of Informative & Futuristic Research, 4(3), 5401–5414. Anwar, T. N. (n.d.). DISCRIMINATORY ISSUES FOR CHILDREN WITH SPECIAL NEEDS : THE CASE OF GHANA Submitted.

Apriliya, & Katoningsih, S. (2021). The Development of Learning the Arts of Dance to the Ability Early Childhood Gross Motor Development. Early Chilhood Research Journal, 04(2), 1–8.

Ayu, I. D., Dewi, L., Asril, N. M., Gede, D., & Wirabrata, F. (2021). Instrumen Asesmen Untuk Mengukur Perkembangan Fisik Motorik Kasar pada Anak Usia Dini. Jurnal Pendidikan Anak Usia Dini Undiksha, 9(3),

–422.

Azmita, M., & Mahyuddin, N. (2021). Peningkatan Penilaian Aspek Perkembangan Kognitif Anak Usia 4-6tahun di Taman Kanak- Kanak.

EDUKATIF : JURNAL ILMU PENDIDIKAN, 3(1), 156–164.

Dabis, Y., & Juniarti, Y. (2019). Asesmen Perkembangan Sosial Emosional Anak Usia Dini Undang-undang. Jambura, 1(2), 55–65.

Delhi, N. C. of E. R. and T. N. (2006). EDUCATION OF CHILDREN WITH

SPECIAL NEEDS.

Denham, S. A., Denham, S. A., Bassett, H. H., & Zinsser, K. (2012). Early Childhood Teachers as Socializers of Young Children’s Emotional

Competence. Early Childhood Educ J, 1(February). https://doi.org/10.1007/s10643- 012-0504-2

Dwi, A., & Putri, V. M. (2020). Asesmen perkembangan anak usia dini. Motoric, 4(1), 154–160.

Efendi, M., Malang, U. N., Pradipta, R. F., Malang, U. N., Dewantoro, D. A., Malang, U. N., Ummah, U. S., Malang, U. N., Ediyanto, E., Malang, U. N., Hanafi, M., & Yasin, M. (2022). Inclusive Education for Student with

Special Needs at Indonesian Public Schools. International Journal of Instruction, 15(2), 967–980.

Fadlilah, A. N. (2021). HAMBATAN PELAKSANAAN ASESMEN INFORMAL

DALAM. Cakrawala Dini, 12(1), 62–72.

Fauziyah, D. N., Syafrida, R., & Parapat, A. (2021). Asesmen Perkembangan Anak Usia Dini Di PAUD MPA Daycare. Al-Athfaal, 4(2), 172–186.

Firdha Hayati, Asiah, M. (2018). ASESMEN DINAMIS : IMPLEMENTASI TEKNIK ASESMEN BERBASIS PERKEMBANGAN MOTORIK HALUS DI KELOMPOK BERMAIN AISYIYAH MUTIARA UMMI KALASAN, YOGYAKARTA. Edukasi Anak Usia Dini, 123–135.

Hasugian, J. W., Gaurifa, S., Warella, S. B., Kelelufna, J. H., & Waas, J. (2019).

Education for children with special needs in Indonesia. IOP Conf. Series: Journal of Physics, 1175. https://doi.org/10.1088/1742-

/1175/1/012172

Hui, E., Tan, F., & Mohamad, Z. S. (2019). Early Intervention Services for Special Needs Children : An Exploration of the Effectiveness of Early Special Education in Malaysia. Psychological Research and Intervention, 2(1), 11–20.

Karunia, A., & Manurung, R. (2019). Optimization of Speaking Ability in Early Childhood. Early Childhood Education, 02(2), 58–63.

Kemendikbud. (2021). PANDUAN PELAKSANAAN PENDIDIKAN INKLUSIF.

Kemendikbud Dirjen PAUD. (2018). Identifikasi dan asesmen.

Kurniah, N., Agustriana, N., & Zulkarnain, R. (2021). Pengembangan Asesmen Anak Usia Dini di Lingkungan Guru PAUD. Dharma Raflesia, 19(01), 177–185.

Lazar, F. L. (2020). PENTINGNYA PENDIDIKAN INKLUSIF BAGI ANAK

BERKEBUTUHAN KHUSUS. Jurnal Pendidikan Dan Kebudayaan Missio, 12(2), 99–115.

Ljungblad, A., & Berhanu, G. (2020). A Change in Interpersonal Relational Capital : Through mentoring relationships and homework activities in a university setting. INTERNATIONAL JOURNAL of SPECIAL EDUCATION, 35(1), 5–17.

Lundbäck, B., & Fälth, L. (2019). Leisure-Time Activities Including Children with Special Needs : A Research Overview. International Journal for Research on Extended Education, 7. https://doi.org/10.25656/01

Maryani, K. (2020). Penilaian dan Pelaporan Perkembangan Anak Saat Pembelajaran di. Murhum, 1(2), 41–52. Masyithoh, S. (2019). IMPLEMENTASI ASSESMEN PERKEMBANGAN KOGNITIF ANAK USIA DINI. JCare, 7(1), 27–35.

Megaswarie, R. N. (2020). Implementasi Asesmen Anak Usia Dini dengan Hambatan Majemuk pada Guru PAUD di PAUD Inklusif di Jember. Special and Inclusive Education Journal, 1(1), 44–48.

Nahdi, K., Yunitasari, D., & Language, F. (2019). Inside-Outside Circle : An Early Childhood Language and Literacy Development Method. International Journal of Innovation, Creativity and Change, 5(6), 325–335.

Naili Rohmah, E. W. (2014). Arithmetic Dice Media as Counting Concept Introduction Media in Early Childhood Setting. Indonesian Journal of Early Childhood Education Studies, 3(2), 127–133. https://doi.org/10.15294/ijeces.v3i2.9486

Noor, L., & Kurniawati, F. (2019). Acceptance of Children with Special Needs in Early Childhood Inclusive Education Programs Acceptance of Children with Special Needs in Early Childhood Inclusive Education Programs. Advances in Social Science, Education and Humanities Research, 229(Iciap 2018), 610–618.

Nur, A. S., & Widyasari, C. (2021). Effect Of Experimental Methods On Eearly Children ’ s Creativity. Early Childhood Education,

(1), 31–57.

Nuralita, D., Assesmen, A. P., Fajri, D. N., Yuliati, N., Putu, L., Budyawati, I., Anak, P., Dini, U., Keguruan, F., Jember, U., & Kalimantan, J. (2019). Analisis Pelaksanaan Asesmen Perkembangan Anak. Edukasi, VII(2), 17–21.

Palupi, A. N. (2020). Use of Manipulative Media as A Stimulation of Ability To Understand The Concept of Early Children ’ s Age. Early Childhood Education, 41–57.

Pratiwi, H. (2020). PENGEMBANGAN BAHAN AJAR ASESMEN PERKEMBANGAN ANAK USIA DINI DENGAN MODEL PEMBELAJARAN PROJECT BASED LEARNING (PBL). Warna, 05(01), 40–56. https://doi.org/10.24903/jw.v5i1.436

Prihantoro, A. (2021). Asesmen formatif pada pendidikan anak usia dini di indonesia. AsSibyan, 6(1), 53–64.

Primanisa, R., & Jf, N. Z. (2020). Tindak Lanjut Hasil Asesmen Terhadap Pelaksanaan Pembelajaran Anak Usia Dini di Taman Kanak-Kanak ( TK ). Japra, 3(1).

Qibtiyatul Quro, C. (2021). EXPLORATION OF THE APPLICATION OF STORY-BASED SCIENCE LITERACY LEARNING STRATEGIES AND EXPERIMENTAL PROJECTS IN EARLY CHILDHOOD. JECE (Journal of Early Childhood Education), 3(2), 75–89.

Rapisa, D. R., Damastuti, E., & Putri, A. A. (2021). Identification of Children with Special Needs in Inclusive Schools. Journal of ICSAR, 5(2), 15–20.

Ria Novianti, Enda Puspitasari, D. C. (2018). PEMETAAN KEMAMPUAN GURU PAUD DALAM MELAKSANAKAN ASESMEN PERKEMBANGAN ANAK USIA DINI DI KOTA PEKANBARU. SOROT, 8(1), 95–104.

Rizki, I., & Katoningsih, S. (2021). PROBLEMATICS OF IMPROVING FINE

MOTOR ABILITIES OF CHILDREN AGE 5-6 YEARS. Early Chilhood Research Journal, 1, 57–64.

Setyawan, C. F., Sudirman, D. F., Sari, D. P., Rizki, F., Eva, N., Psi, S., & Psi, M. (2021). Asesmen Perkembangan Sosio Emosinal pada Anak Usia Dini. In Prosiding Seminar Nasional Universitas Negeri Malang 2021

(Issue April, pp. 58–70).

Sitti R. Talango, W. P. (2018). ASESMEN PERKEMBANGAN ANAK (STUDI

KASUS ASESMEN PERKEMBANGAN ANAK USIA 2 TAHUN). Tadbir, 6(2), 49– 60.

Syafi, I., & Solichah, E. N. (2021). Asessmen Perkembangan Sosial Emosional Anak Usia Dini Di TK Ummul Quro Talun Kidul. Golden Age, 5(02), 83–88.

Tatminingsih, S. (2022). Implementation of Digital Literacy in Indonesia Early Childhood Education. International Journal of Emerging Issues in Early Childhood Education, 4(1), 12–22.

Tatminingsih, S., Oktarianingsih, T., & Jovanka, D. R. (2021). ONLINE LEARNING FOR EARLY CHILDHOOD (CASE STUDY IN INDONESIA). JOURNAL OF SOUTHWEST JIAOTONG UNIVERSITY, 56(1).

Temesgen, Z. (2018). School Challenges of Students with Visual Disabilities. INTERNATIONAL JOURNAL OF SPECIAL EDUCATION, 33(3), 508–795.

Ulfa, U., & Inayati, I. (2022). THE USE OF EDUCATIONAL GAMES TO ENHANCE THE ENGLISH SKILL OF CHILDREN WITH SPECIAL NEEDS. Premise: Journal of English Education and Applied Linguistics, 11(20), 114–125.

Wahyuni, & Aulia, P. (2022). THE IMPACT OF ONLINE EDUCATION ON THE EARLY CHILDREN ’ S LEARNING OUTCOMES PENGARUH PENDIDIKAN SECARA DARING TERHADAP. GENIUS, 3(1), 1–8.

Wahyuni, I. W., & Azwar, S. (2022). Fostering Tolerance in Early Childhood in Islamic Perspectives and Social Learning Theory. JECED : Journal of Early Childhood Education and Development, 4(1), 1–24.

Article Metrics

Abstract view(s): 249 time(s)
PDF: 174 time(s)

Refbacks

  • There are currently no refbacks.