Implementasi Assesment Akademik Dan Perkembangan Anak Berkebutuhan Khusus
DOI:
https://doi.org/10.51903/pendekar.v2i1.584Keywords:
Children with Special Needs, Inclusive education, structure and strategyAbstract
Inclusive education is a process of responding to the needs of all diverse students. Various efforts can be made through changes and modifications in content, approaches, structures and strategies that can accommodate the needs of all students according to their age group. Inclusive education begins with education for all that does not discriminate against anyone, including children with special needs. Children with special needs are children who experience limitations and obstacles in aspects of development, both cognitive, physical, social and emotional, so they require special services that must be met. Their needs are based on the limitations or obstacles they experience. The types of services provided to them cover all aspects of children's lives, both academic and non-academic services. There are several groups of children with special needs, including: children with visual impairments (blind), children with hearing impairments (deaf impaired), children with intellectual impairments (mental retardation), children with physical and motor impairments (impaired), children with pervasive behavioral disorders (Autism). , AD-HD Apart from that, the identification process also tries to classify children into certain groups based on the type of obstacles the child has. The next process after the child is identified is assessment. Assessment is a systematic and comprehensive assessment in gathering further information about the child regarding deficiencies, the child's potential and needs. The results of the assessment that have been carried out become the basis or reference for designing and implementing the provision of services to children with special needs. So that the data that is traced during identification or assessment is real and real data from the child. Identification and assessment are carried out by inclusive schools as a step to carry out mapping for students who have disabilities or special needs. Mapping is carried out to determine the types of needs each child has so that the appropriate educational services for children at school can be identified.
References
SA Sholawati. (2019). MANAJEMEN PEMBELAJARAN PENDIDIKAN INKLUSI PADA ANAK BERKEBUTUHAN KHUSUS DI SDN KALIRUNGKUT-1 SURABAYA. Jurnal Abdau : Jurnal Pendidikan Madrasah Ibtidaiyah, 2(1), 39–60. https://doi.org/DOI:10.36768/abdau.v2i1.24
Siswanto. (2019). Manajemen Pengembangan Kurikulum Sekolah Inklusi Siswanto. TADBIR:Jurnal Studi Manajemen Pendidikan, 3(2), 113–128.
Siti Hajar, M. S. R. M. (2017). ANALISIS KAJIAN TEORITIS PERBEDAAN, PERSAMAAN DAN INKLUSI DALAM PELAYANAN PENDIDIKAN DASAR BAGI ANAK BERKEBUTUHAN KHUSUS (ABK. Jurnal Ilmiah Mitra Swara Ganesha, 4(2), 37–48.
Sunanto Juang dan Hidayat. (2016). Desain Pembelajaran Anak Berkebutuhan Khusus dalam Kelas Inklusif. JASSI Anakku, 17(1), 47–55.
Utaminingsih, R., Rahayu, A., & Andini, D. W. (2018). Pengembangan RPP IPA sekolah dasar berbasis problem-based learning untuk siswa learning disabilities Development of primary school natural science lesson plan based on problem-based learning for learning disabilities students. INovasi Pendidikan IPA, 4(2), 191–202.
Wahyuno, E. (2014). Pengembangan kurikulum pendidikan inklusif tingkat sekolah dasar. 23(1)
