THE STRATEGIES OF THE INCLUSIVE ELEMENTARY SCHOOLS OR SD INKLUSI IN SALATIGA USED TO FACILITATE THE LEARNING OF STUDENTS WITH SPECIAL NEEDS
THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan
Dwi Sartica 112008080
ENGLISH DEPARTMENT FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY SALATIGA 2013 i
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PUBLICATION AGREEMENT DECLARATION As the member of the (SWCU) Satya Wacana Christian University academic community, I verify that: Name
: Dwi Sartica
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: 112008080
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: English Department
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: Language and Literature
Kind of Work
: Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty free right for my intellectual property and the contents therein entitled: The Strategies of the Inclusive Elementary Schools or SD Inklusi In Salatiga Used To Facilitate The Learning Of Students With Special Needs along with any pertinent equipment.
With this non-exclusive loyalty free right, SWCU maintains the right to copy, reproduce, print, publish, post, display, incorporate, store in or scan into a retrieval system or database, transmit, broadcast, barter or sell my intellectual property, in whole or in part without my express written permission, as long as my name is still included as the writer.
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Made in : Salatiga Date
: June, 2013
Verified by signee,
Approved by Anne Indrayanti Timotius, S.Pd.
Suzana Maria L.A. Fajarini, M. Hum.
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Examiner iii
COPYRIGHT STATEMENT This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and belief, this contains no material previously published or written by any other person except where due reference is made in the text.
Copyright@ 2013. Dwi Sartica and Anne Indrayanti Timotius, S.Pd.
All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owner or the English Department, Faculty of Language and Literature, Satya Wacana Christian University, Salatiga.
Dwi Sartica:
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TABLE OF CONTENTS COVER .................................................................................................................................... i APPROVAL PAGE …………………………………………………………….………….. ii PUBLICATION AGREEMENT DECLARATION …………………………………….. iii COPYRIGHT STATEMENT …………………………………………………………….. iv TABLE OF CONTENTS ………………………………………………………………….. v ABSTRACT ……………………………………………………………………………….... 1 INTRODUCTION .................................................................................................................. 2 LITERATURE REVIEW I.
Student with Special Need A. Definition …………………………………………………………………… 4 B. Categories of Special Needs ………………………………………………... 5 C. Levels of Special Needs ………………………………………………….......7
II.
Inclusive School A. Definition ……………………………………………………………………..7 B. System of The Placement of Student with Special Needs in General School ………………………………………………………….. 10
III.
Strategies Used by An Inclusive School A. Providing the Therapy in Special Class 11 ................................................ 11 B. Implementing National and Modification Curriculum ………………… 12 C. Putting the Disabled Student in Regular Class …………………………. 13
THE STUDY Type of the Study ……………………………………………………………………. ... 14 Context of the Study ………………………………………………………………….... 14 Subject of the Study …………………………………………………………………… 14
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Data Collection Instrument ………………………………………………………… … 15 Procedures of Data Collection ………………………………………………………… 15 DATA ANALYSIS Implementing general and modification curriculum …….. ……………………........ 17 Providing media needed by students with special needs …………………………...... 22 Providing therapy with professional ………………………………………………….. 26 CONCLUSION ………………………………………………………………………......... 29 SUGGESTION ……………………………………………………………………………. 30 ACKNOWLEDGEMENT …………………………...…………………………………… 31 REFERENCES ……………………………………………………………………………..34 APPENDICES Appendix A Appendix B Appendix C
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THE STRATEGIES OF THE INCLUSIVE ELEMENTARY SCHOOLS OR SD INKLUSI IN SALATIGA USED TO FACILITATE THE LEARNING OF STUDENTS WITH SPECIAL NEEDS Dwi Sartica
ABSTRACT In Indonesia, there are still children who live with their disabilities or special needs who may feel being isolated from some environments such as their family, school, and society. Most members of societies argue that those children are properly educated and put in Sekolah Luar Biasa (SLB) or special school. In fact, this argument is not always true. Actually, SLB itself has some weaknesses and that is why inclusive school is needed as the solution. The purpose of the study was to find the strategies used by inclusive elementary schools or SD Inklusi in Salatiga used to facilitate the learning of students with special needs. Some researchers agreed that inclusive school as the Education for All was truly needed to accept those students for studying together with normal students. This study was a qualitative study which was analyzed descriptively. Besides, it was conducted in three elementary schools which had implemented inclusive program; they were SDN Blotongan 03, SDN Dukuh 02, and SDN Pulutan 02. The subjects of the study were the headmaster and three class teachers for each school. The data was collected through classroom observation and interview. The findings of this study showed that most of those three schools used same strategies which were implementing general curriculum, providing media needed by students with special needs and providing therapy with professional. Key words: strategies, inclusive school, students with special needs
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INTRODUCTION An education is a rationale, prepared, and planned action to achieve a certain purpose. It can be said as the tool to facilitate the skill developments of individuals for having proper roles in their lives. Somehow, it can be achieved through formal, non-formal, and informal schools. Based on the 1945 Constitution of the Republic of Indonesia, article 31 verse 1, every citizen has the right to receive education. For surely, an education is aimed for individual who was born normally and even abnormally in physical, mental and or psychological without being discriminated. In Indonesia, there are still some children who live with their disabilities or special needs and they may feel of being isolated from some environments such as their family, school, and society. A person with special need is commonly said as the person who has physical, mental, social, emotional, linguistic, or other disabilities. In addition, The National Advisory Committee on Handicapped Children (1968, as cited in Lerner, 1971, p.4) states that children with special needs may have more than one disability of the basic psychological processes such as physical, thinking, spelling or even arithmetic disorders. There for, the Salamanca Statement and Framework for Action on Special Needs Education (as cited in Skjorten, 1994, p.52) declares that school has to give educational service and accommodate all students, including students who have one or more than one special needs. To fulfill the educational needs of Indonesian citizen who have special needs, the government has planned to make two kinds of schools and the statement of the plan is explained by Dr. Fasli Jalal, PhD as the Director General of the Development of the Teachers‟ and Educators‟ Qualities of the Minister of National Education in Indonesia. There are first, the school which provides special education or school; in Indonesian it is termed as Sekolah Luar Biasa (SLB) and second, the general or formal school which implements the program of inclusive school.
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Most of societies argue and deal that education for special or disabled students is appropriately held in SLB or Special School. In fact, this program has not been enough successful yet because of the geographical and economical factors. Actually, the location of SLB is far and quite difficult to be reached by society. In addition, the access and existence of SLB are usually restricted and rare found in city, small town, and district. Ironically, nearer or local formal schools mostly are not ready accepting special or disabled students because those schools cannot service these students well and totally because of having some problems also. Second factors, generally the school tuition of SLB is quite expensive rather than formal or inclusive schools. The expensiveness of school tuition in SLB is because of facilities, methods and other things provided by this school. This case causes the children who come from low economic class cannot be schooled by parents or family. As the result of those factors, many children with special needs cannot school and receive a proper education as their right. Based on the case above, to educate and service students with special needs without being discrimination from other point of views, inclusive schools as the „alternative‟ or „solution‟ are really needed for the learning method in formal environments. In general, an inclusive school is a formal school that gives a same service to students who have disabilities or special needs and to normal students by involving those special students in order to study along with normal students in one or same class. According to Ifdlali (2010), an inclusive school is as an education service for children with special needs in normal society where this school offers a chance for special children and other children who do not get education because of any cases impeding them to be educated. That is why students with special needs can still be accepted and educated in inclusive schools with normal society without just putting them in special schools or in SLB.
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Moreover, as long as the inclusive schools can use appropriate strategies to facilitate the learning of students with special needs, hopefully later on they can socialize as normal persons, can interact with others confidently and finally can live independently. Generally, a strategy is a tool, a plan or a method used for achieving something. In other word, the strategies can be concluded as an action to conduct the achievement of something. That is why schools that implement education programs inclusively should have and use proper actions to facilitate the learning of students with special needs. Thus, their right in receiving a proper education can be achieved for a better future. To be specific, this study aimed to answer the research question of “What strategies do the inclusive elementary schools or SD Inklusi in Salatiga use to facilitate the learning of students with special needs?” By this study, the writer hoped the outcome would be useful and helpful academically and practically. Academically, it was hoped it could be the source of information, references, new knowledge for other inclusive schools and even next researchers who had the same topic area. Practically, it was hoped it could be positive inputs and strategies to be done and used by inclusive schools (including headmasters and teachers), parents, professional, society and others aspects who those dealing with students or children with special needs.
LITERATURE REVIEW I.
Student with Special Need A. Definition There were some points of views regarding to the definitions of a student with special need. The definitions below were defined by some researchers.
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The National Advisory Committee on Handicapped Children (1968, as cited in Lerner, 1971, p.4) stated that children with special needs may have more than one disability of the basic psychological processes such as physical, thinking, spelling or even arithmetic disorders.
Hidayat (2009) explained that a student with special need was a person who had permanent or temporary need which might be caused by many factors of socialemotion, economy, politic, and or diseases.
Suparno et al. (2007) stated that a student with special need was a student who had unique or special characteristic which was different to other students had in general.
Direktorat Pendidikan Luar Biasa (2004) stated that students with special needs were students in their growth significantly had disorders in physical, mental, intellectual, social and or emotional; so they needed special service.
Puri (2004:9) defined that a student with special need was a student who physically or mentally was below the standard of normal student. According to some definitions above, the writer concluded that a student with
special need was a student who had special characteristic and uniqueness physically, emotionally, socially, intellectually, politically and mentally, and then she/he needed special service. Those students also might come from family who belonged to low – financial. B. Categories of Special Needs Suparno et al. (2007) categorized the student with special need in three categories; they were student with physical disorder, student with mental-emotional disorder, and student with academic disorder.
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Student with physical disorder could be specified into tunanetra (visual impairment), tunarungu (hearing impairment), tunawicara (speech impairment) and tunadaksa (physical impairment).
Student with mental-emotional disorder could be specified into tunagrahita (mental impairment) and tunalaras (behavioral impairment).
Student with academic disorder could be specified into gifted, learning disabilities and slow learner. Besides the categories above, Mudjito, Harizal, and Elfindri (2012) added that
the categories of special needs could be divided into two criteria of typologies, they were typology based on the condition of physical and mental and typology based on geographical condition. Below was the data. Tabel: Tipologi Pendidikan Inklusif Berdasarkan Kriteria Tipologi Berdasarkan Kondisi Fisik Dan Mental Cacat fisik Buta Tuli Physically impaired/tidak lengkap Cacat mental Autis Mentally impaired
Tipologi Berdasarkan Kondisi Tempat Tinggal Marginal (Geografis) Tertinggal Terpencil Perbatasan Pulau-pulau pesisir Daerah konflik Daerah bekas bencana alam RT khusus Tidak layak huni Suku terasing Dampak tekanan pekerjaan Migrasi dan kekerasan
Suyanto and Mudjito (2012, p.59-60) also added the categories of students with special needs that could be serviced in inclusive school were the students who came from, “… kemiskinan, warna kulit, gender, ras, bahasa, budaya, agama, tempat tinggal, kelompok politik, anak kembar, yatim, yatim piatu, anak pedesaan, anak kota, anak terlantar, tuna wisma, anak terbuang, anak yang terlibat dalam sistem 6
pengadilan remaja, …, anak pengemis, anak terkena dampak narkoba HIV/AIDS (ODHA), anak gelandangan dan nomaden…” According the categories explained in detail above, the writer concluded that students with special needs might have different problems and needs physically, mentally, intellectually or academically, emotionally, economically, geographically, culturally, and from many other factors or backgrounds. C. Levels of Special Needs Suyanto and Mudjito (2012, p.60) added that there were four levels of special needs. (a) Mild disabilities (low level of disabilities and students with special needs who belonged to this level could do activity with their friends from same ages). (b) Moderate disabilities (medium level of disabilities and students with special needs who belonged to this level still could do activity with help). (c) Severe or profound disabilities (high level of disabilities and students with special needs who belonged to this level needed control and help). (d) Most-severe disabilities (very high level of disabilities where students with special needs who belonged to this level had to be controlled, handled and treated continually and intensively). II.
Inclusive School A. Definition There were some points of views regarding to the definitions of an inclusive school. The definitions below were defined by some researchers.
Smith (2006) stated that an inclusive school was a program of education that accommodated all students in a same class including the students with special needs.
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According to Ifdlali (2010), an inclusive school was as an education service for children with special needs in normal society where this school offered a chance for special children and other children who did not get education because of any cases impeding them to be educated.
Salamanca (in Barokah, 2008) stated that an inclusive school was the development of education service for students with special needs and the basic principal emphasized to both normal and „special‟ students studied together in the same class without seeing the difficulties or differences belonged to them.
Hidayat (2009) concluded that an inclusive environment might motivate the teachers, headmaster, students, family/parents and societies to help and support the students‟ learning, for example the students and the teacher in class could „take and give‟ to the learning and participated actively inside.
Mastropieri and Scruggs (in Dyah, 2008) explained that inclusive school was a school that gave main service of education to students with special needs. Based on the definitions above, the writer concluded that an inclusive school
was a school which gave and offered an education service to students with special needs. They studied altogether with other normal students and especially for students with special needs would be under the class teachers‟ controlled. Due to the explanations of the definition of „students with special needs‟, its categories and levels, and the definition „inclusive school‟, the writer emphasized that not all students with special needs should be placed or accepted in inclusive school because it depended on the level of students‟ needs. According to Suyanto and Mudjito (2012), they stated in their book that: Tingkatan dalam pendidikan inklusi dapat dibedakan berdasarkan tingkat kelainan peserta didiknya. Hal ini terjadi karena tidak semua sekolah inklusi dapat menerima peserta didik berkebutuhan khusus sepenuh waktu di kelas regular. (p.60)
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Actually, there were still some students with special needs who were having more complex or complicated levels of special needs or disabilities. Because of that, they had to be helped and controlled in doing something by special or shadow teachers and professionals specially. However, they could not be placed altogether with other normal students in formal class. In this case actually, they should be placed in special school or SLB because the teachers, curriculum, media, assessment system and service were designed and provided specially based on the kinds/categories and levels of students‟ needs or disabilities. The most important point was that an inclusive school should identify and assess kinds/categories and levels of special needs had and experienced by the targets (students) before accepting or placing them in school or in class. According to Suyanto and Mudjito (2012,), the targets of identification and assessment could be for:
A special student/child who had ever got education before.
A special student/child who wanted to register in a school.
A special student/child who had never got education yet.
A special student/child who would join in formal and informal education programs. After considering the result of identification and assessment, the school could
arrange the program and give service, actions and strategies appropriately to those students based on the needs, disabilities, problems and or potentials being had or experienced by them. So, the school had power to accept and also to refuse the students with special needs if the school itself actually could not facilitate and service the students who had high level of needs or disabilities.
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B. System of The Placement of Student with Special Needs in General School According to Suyanto and Mudjito (2012), there were three systems in putting or placing the students with special needs in order to study with other normal students in a general or formal school. They were mainstreaming, integration, and inclusion.
Mainstreaming was the education system that placed students with special needs by following the standard of academic curriculum; the teachers should not do the curriculum adapting. Mainstreaming was mostly given to students who had diseases and the diseases did not have effect to those students‟ cognitive abilities, for example epilepsy, asthma and so on.
Integration was the education system that placed the students with special needs into normal students‟ class but students with special needs only could follow and join the lessons or subjects which actually could be followed and joined by them. So, for other academic lessons or subjects, they would be placed into different class which was different and separated with their normal friends.
In contrast, inclusion was the education system that gave a chance for students with special needs in order to study altogether with other normal students. In this case, there was no separation or exception because of the different of abilities or special needs had by the students. So, hopefully all students could appreciate and accept the variations or differences of each other. According to systems above, the writer more focused on inclusion system.
The three schools as the context of this study actually had implemented the system of inclusion where most of students with special needs were placed altogether with other normal students without separation at all.
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III. Strategies Used by An Inclusive School Emilda (2011) did a study toward the education management of special students with disabilities in inclusive school which was conducted in Yayasan Pendidikan Soroako, SD YPS Singkole. She found that this school also accepted and educated the special students by using and considering some strategies. A. Providing the Therapy in Special Class Emilda (2011) said that this school provided the therapy in special class where students with special needs did therapy in certain day or schedule with the professional. So by this strategy, the school could see and check their development or improvement toward the psychological/mental or physical area in school. Emilda‟s strategy was also strengthened and supported by Lerner (1971). He said that in some cases children are released from school for therapy session at the agencies. He also added that such settings often had the advantage of having a staff of diverse professionals who could provide interdisciplinary services. According to Mudjito, Harizal and Elfindri (2012), the therapy or diagnose could be used as the tool or media for helping the headmaster, class and shadow teachers, and professionals to identify and evaluate the problems faced and experienced by the student with special need. So, by the result of therapy, they could find the solutions to help this student. Besides, by implementing and using the therapy, they also could control and evaluate the student‟s improvement and development. According to the researchers‟ statements above, the writer concluded that the result of therapy for a student with special need would give some benefits from some aspects. First, the headmaster, class and shadow teachers, and professionals would be easier to identify and evaluate the student‟s problems in class and in school so that
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they could find the solutions for helping him/her. Second, they also could check and evaluate the student‟s progress, improvement, development and achievement. B. Implementing National and Modification Curriculum Blanco and Duk (1995) stated that, ". . . open and flexible curricula are a must if the various needs of students are to be met and the different social and educational settings wherein the teaching learning process takes place are to be taken into account”. Their statement showed that actually the existence of same and flexible curriculum, as national curriculum, was really needed to teach the students with special needs. According to Emilda (2011), the school where she did the study still used and implemented same curriculum as like as curriculum for normal students, so there is no difference curriculum implemented by this school. Somehow, the special students still could accept the same material, activities, treatment and so on as same as were accepted by normal students. Suyanto and Mudjito (2012) added that actually an inclusive school still used standard or national curriculum. Nevertheless, because of variants of problems, disabilities or needs had by students with special needs, Kurikulum Tingkat Satuan Pendidikan or KTSP as the standard or national should be modify based on the students‟ needs. The modification was done by the team of curriculum development such as the headmaster, class teacher, shadow teacher, subject teacher, counselor, and professional. Besides, there were two models of curriculum development in inclusive school (Suyanto and Mudjito: 2012). First, through KTSP based on national standard, students with special needs followed this curriculum with other normal students in the same class. Actually, the special service for students with special needs would be focused on the learning process and motivation. Second, through accommodative curriculum, the teachers modified the teaching and learning strategy, scoring or
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grading system and other additional programs that actually relating to the students‟ needs. As the conclusion, the writer could conclude that by still implementing national curriculum was a good strategy for students with special needs because they still could follow and accept the material and activities as same as other normal students. But, the school, including the teachers inside could modify the curriculum itself based on the students‟ needs so that the students could achieve and fulfill their standard hopefully. C. Putting the Disabled Student in Regular Classes Other strategies, Emilda (2011) stated that this school put the special students in a regular or normal class. This was done because it could help and train them to be easy and able to socialize and interact with normal friends and class. By putting this kind of student in a regular class with other normal students also will give some benefits for him or her. He or she might feel saved and secured, to develop a sense of self, to make choices, to be part of a community, to communicate, to make valued contributions and to develop self esteem. Suyanto and Mudjito (2012) added that: … bahwa peserta didik berkebutuhan khusus mendapatkan pelayanan pendidikan utama di dalam kelas umum dan ada di bawah tanggung jawab seorang guru kelas umum… tetapi kelas umum tetap merupakan ruang utama peserta didik berkebutuhan khusus belajar. (p.58)
Based on their statement above, actually students with special needs had to be put in regular class as same as other normal students and were still under class teacher‟s control. There was no separation and discrimination. According to researchers‟ explanations above, the writer concluded that students with special needs had to be put and gathered with other normal students in the same class for sure. By this strategy, all aspects, such as students with special
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needs, normal students and teachers were expected to get many benefits. For an example, the students with special needs might learn, discuss, cooperate, socialize, communicate and interact with other normal students so other normal students also could respect the differences and learn how to teach and share knowledge to their friends who were having special needs.
THE STUDY Type of the Study This study was a qualitative study and could be considered as a descriptive study because it described the strategies used by inclusive schools in Salatiga to facilitate the education of disabled elementary school students. Context of the Study The study was conducted in three elementary schools in Salatiga which implemented the inclusive program. The schools were SDN Blotongan 03, SDN Pulutan 02 and SDN Dukuh 02. Those schools had some students who had variant kinds of special needs such as slow learner, tunagrahita (mental impairment), tuna netra ringan (low-visual impairment), tuna daksa ringan-berat (cerebral palsy) and tuna laras ringan (low-behavioral impairment). Those schools had implemented inclusive program for around 2010 or 2011 up to now. Subject of the Study According to the main aim of the study, the subjects were the headmasters and teachers. Each school would be represented by the headmaster and three teachers to be observed and or interviewed. So, the total members of participants were twelve. In addition, each class of the school had one or more than one student with special needs and each school
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was dominated by students who were categorized into slow learners. Besides, the teachers were chosen randomly based on the class where those special students were taught. Data Collection Instruments To collect the data, the writer used two instruments; they were class observation and interview. By an observation, the writer could learn, describe and evaluate what happened or how things looked in the place and how participants‟ acted or expressed being observed (Nugrahenny, 2011). To do observation, the writer conducted it in class; especially when the teaching and learning process happened and run. So, the writer could take note and fill in the observation protocol which related to the strategies used by the teachers in teaching special and normal students. Besides, according to Fraenkel and Norman (2008) in order to get more specific and accurate data of what‟s on the participants‟ minds, the writer used interview. Since doing observation, the writer also used interview and used Bahasa Indonesia to the participants so both the writer and participants could understand each other. In this case, the participants could not speak and communicate in English fluently and spontaneously. Moreover, they could answer questions easily, accurately and openly while using Bahasa Indonesia. Procedures of Data Collection The data were collected through some steps. First, the writer came to Dinas Pendidikan Pemuda dan Olahraga (DISDIKPORA) of Salatiga in order to acquire information about inclusive elementary schools in Salatiga. After getting the information, the writer came to six schools recommended by DISDIKPORA in order to make sure the existence of those schools. Due to the unreachable location of the schools, only three elementary schools were finally chosen and observed by the writer to do the study. They were SDN Noborejo 02, SDN Sidorejo Kidul 02, and SDN Kumpulrejo 02 Salatiga. Then, the
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writer asked the permission letters from the office in TU FBS in the case of doing the study in those three schools. After getting the permission letters, the writer gave them to each headmaster of each school and then made appointments of schedule for doing the observation and interview. After dealing with the appointments, the writer did classroom observation while taking notes and filling in the observation protocol. The classroom observation was conducted twice in two different classes. Then, the interview was done based on the questions that had been made and planned before. It took about 15-20 minutes on average for each participant and the interview questions would be differentiated based on the groups of participants. The groups were the headmaster and teacher. While interviewing, the writer also recorded the interview sessions by a sound recorder. After interviewing, on next days the writer transcribed the results of interview sessions by using clean transcription where it was be more focused on detailed. Then, the writer analyzed the data qualitatively based on the descriptions of strategies used by the school which was got from observation and interview, then compared to others researchers‟ findings. Finally, the writer summarized or concluded the general strategies used by those schools to facilitate the learning of students with special needs.
DATA ANALYSIS After doing the observation and interview in order to collect the data, the writer had found the results which helped and supported the writer to answer the research question. The writer did the research in three elementary schools in Salatiga that implemented inclusive programs. They were SD Blotongan 03, SDN Dukuh 02 and SDN Pulutan 02. Actually, most students with special needs in those schools found were having slow learning (slow learners). Besides, only some students had different special needs like 16
tunagrahita (mental impairment), tuna netra ringan (low-visual impairment), tuna daksa ringan-berat (cerebral palsy) and tuna laras ringan (low-behavioral impairment). Focusing on the strategies used by those schools to facilitate the learning of students with special needs, the result showed that those schools mostly used same strategies even they were still running and progressing. 1.
Implementing general and modification curriculum Even though each school has special students who had to be serviced equally inside and outside the class, the school still used general curriculum which had been made and given by education department. To be specific, even the school used same or general curriculum, the headmaster and teachers inside modified and adapted the material used and taught based on the special students‟ needs. This statement was strengthened by the explanations of the tree headmasters in interview session. Interview question for the headmaster, number 3: Strategi apa saja yang telah disiapkan dan dilakukan oleh sekolah ini dalam memfasilitasi belajar siswa tersebut? The answer from Mr. Wagimin as the headmaster of SDN Blotongan 03 was: “. . . Nah untuk kurikulum kami tetap menggunakan yang sama, sesuai KTSP namun kami adaptasi dan modifikasi sesuai dengan kebutuhan mereka, KDnya tetap namun materinya diturunkan dan dipermudah dengan tujuan dan harapan ABK bisa mengikuti dan menjangkau standar materi yang sesuai dengan kemampuannya. . . .” According to Mr. Wagimin‟s answer, the writer concluded that his school still used KTSP, as the national or standard curriculum, but his school adapted and modified it. He adapted and modified by considering the students‟ needs and abilities as the standard. For example, Mr. Wagimin and the teachers inside lowered the scoring standard and made easier material which was not complicated, difficult and same with other normal students, with an expectation the students with special needs 17
could follow and achieve the standard of score and material which were based on their standard, needs and abilities. The finding related to the question above was also strengthened by the answers of two other headmasters. The answer from Mrs. Supriyati as the headmaster of SDN Dukuh 02 was: ”Kurikulum, KKM, materi sama seperti anak-anak normal tapi kami modifikasi sesuai dengan kebutuhan anak. Misal, untuk penilaian berdasarkan kurikulum/KKM normal 65 tapi untuk ABK diturunkan menjadi 45 karena kemampuannya tidak sama dengan anak normal lainnya & ABK ini dikatakan bisa mencapai target di kelas walaupun dengan nilai 45, yang berbeda dengan anak normal dengan materi yang sama namun dengan penyampaian berbeda atau pemberian soal latihan khusus yang lebih mudah bagi ABK. . . .” According to Mrs. Supriyati‟s answer, the writer found she had same strategy with Mr. Wagimin‟s where her school also used KTSP as the national curriculum but her school also modified the curriculum based on the students‟ needs. She gave an example that her school and including the teachers lowered the scoring standard because students with special needs‟ standards were different with other normal students‟. By this strategy, there was a hope that students with special needs could achieve the target or standard in class even though it had been lowered and made easier. The answer from Mrs. Theresia as the headmaster of SDN Pulutan 02 was: ”. . . Sejauh ini kami masih menggunakan kurikulum & materi sama seperti kepada anak - anak normal lainnya. Tapi pada saat kegiatan latihan soal, siswa ABK mendapat soal latihan khusus yang disesuaikan dengan kemampuan anak. Selain itu para guru juga akan memberikan materi pelajaran dan pembahasan yang lebih mudah dengan harapan siswa ABK bisa mengerti dan mengejar ketertinggalannya. . . .” Based on Mrs. Theresia‟s answer, the writer concluded that her school also still used the general or national curriculum which was called KTSP but 18
she modified it based on the students‟ needs. The reason was because hopefully students with special needs were able to achieve their missing in class. For example, the class teacher would give extra or special exercise and material which actually were be easier and lower standard. So that students with special needs were able to understand and follow the material then they could do the exercise easily. In addition, besides the statements got from the headmasters, the writer also got the answers from all teachers of the three schools who had same answers related to this strategy. Because of having same answers or explanations related to this strategy, the writer just chose one representative of teacher from each school. Interview question for the class teacher, number 4: Strategi apa saja yang Anda gunakan ketika mengajar siswa tersebut? The answer from Mr. Haryono as the class teacher of 4th grade in SDN Blotongan 03 was: ”. . . Untuk materi di kelas tetap saya berikan sama berdasarkan kurikulum tapi saat latihan soal atau ulangan, saya beri yang mudah buat ABK misal KKM atau standar nilai mereka saya turunkan sesuai kemampuan mereka. Karena kalau saya kasih soal sama seperti teman - temannya malah kasihan mereka gak mampu. Selain itu, mereka juga saya beri tugas individual yang lebih gampang sebagai tambahan. Jadi saya bikin 2 jenis soal dan kegiatan biasanya, buat umum dan juga khusus buat ABK dengan kurikulum yang sama tapi saya modifikasi. . . .” According to Mr. Haryono‟s answer, the writer found that he used the same curriculum and material in teaching but he gave different exercises which had been made easier only for students with special needs. Besides, the scoring standard was also lowered based on their capacity and ability so that they were able to achieve and fulfill their standard. So, he modified the curriculum by making an easier material and exercise based on the capacity of 19
students with special needs with an expectation finally they could achieve their standard. Then, the answer from Mrs. Ani as the class teacher of 2nd grade in SDN Dukuh 02: ”. . . Biasanya saya kasih pelajaran yang mudah dulu tidak sama dengan yang lainnya, seperti mulai dari dasar lagi seperti menulis & membaca. Jadi materi sama dengan anak normal tapi untuk ABK sedikit dimodifikasi & menyesuaikan juga. . . .” According to Mrs. Ani‟s answer, the writer concluded that she usually gave easier and special explanation. For example, she repeated to teach the previous or basic material in order to help students with special needs in remembering. So, they could start from easier material where in other side their other normal friends studied other material which might be further or more difficult. In other word, her strategy could be said as the modification of curriculum because actually she gave and taught the same material in class but she adapted it based on the special needs had by students with special needs. Then, the answer from Mrs. Niluh as the class teacher of 6th grade in SDN Pulutan 02 was: “. . . Materi sama atau umum tapi untuk soal latihan tambahan ya saya kasih soal yang lebih mudah dengan tujuan anak bisa berhasil mngerjakan soal.” Based on Mrs. Niluh‟s answer, the writer summarized that she used same material in teaching in class. But she gave easier extract exercises for students with special needs with an expectation those students were successful in doing the exercises. By this case actually, she had lowered the standard of scoring and material so that her students with special needs could achieve the standard itself. Besides, she might realize that those students had different capacity and ability that could not 20
achieve higher standard as like other normal students. Indeed, she made easier exercise by adapting and considering the need, capacity or ability of students with special needs. Besides finding the result of interview session, the writer also concluded from the result of classroom observation that most of class teachers gave and explained same or general material in class and they also gave extra class or exercises so that students with special needs could acquire and study more. Those students were given extra and special service where they were always controlled and handled by the teacher in doing the exercises and participating in class. According to Emilda (2011) who stated that the school where she did the study had used and implemented national or general curriculum in class, the writer added other thing based on the result of interview and additional data of classroom observation got. By using and implementing a modification curriculum to teach students with special needs, actually they still could follow and accept the material and activities in order to achieve the target and standard based on their standard. The reason was because the school and class teachers could adapt the curriculum based on the students‟ needs, capacities and standards. Blanco and Duk (1995) also added that an open and a flexible curriculum was needed. That meant no matter when the curriculum was same or general but it could adapt and accommodate the students‟ needs. So, an open and a flexible curriculum was meant as same as a modification curriculum which was planned and made by considering and adapting students‟ needs. To compare, Suyanto and Mudjito (2012) also had the same thought according to this strategy where actually an inclusive school still used standard or national curriculum. Nevertheless, because of variants of problems, disabilities or needs had by students with special needs, Kurikulum Tingkat
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Satuan Pendidikan or KTSP as the standard or national should be modify based on the students‟ needs. By considering the explanations above, the writer also got other point that perhaps using a modification curriculum could not guarantee the students‟ achievement and improvement successfully and totally. The reason was because by lowering the standard of scoring and material would show that actually students with special needs could achieve their standard only or may be below the standard. In other word, they could not be smarter, more developed, and challenged because they were „still in the same level and place, with no progresses.‟ Finally, an inclusive school should be more aware and careful for the bad probability which might be happened by finding other appropriate strategies and solutions unless students with special needs would not be more developed, improved and successful in their leaning in school. 2.
Providing media needed by students with special needs Because of having students with various kinds of special needs, the schools had to provide and give special media to facilitate those students. For students who were slow learners, all special students, and normal students actually, the schools provided a library, which had many kinds of books, and a multimedia room which would be useful for them. Besides, the schools provided and gave special media for free for special students with different needs. This statement was strengthened by the explanations of the tree headmasters in interview session. Interview question for the headmaster, number 4: Fasilitas apa sajakah yang sekolah ini sediakan atau berikan kepada siswa tersebut baik di dalam kelas maupun di luar kelas? The answer from Mr. Wagimin as the headmaster of SDN Blotongan 03 was:
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“Sekolah memberikan kursi roda gratis buat salah 1 anak kelas V yang cacat/lumpuh makanya ada jalan khusus kami buat miring datar, tidak tangga karena ada anak yang pakai kursi roda biar lebih gampang, tidak naik turun. Saya juga sudah menyiapkan ruangan khusus untuk mereka, nanti ada 3 ruangan untuk melayani mereka dengan khusus, jadwal khusus, pembimbing khusus, latar belakang juga khusus yang sekarang lagi 80% dalam proses rehab atau pembenahan.” According to Mr. Wagimin‟s answer, the writer concluded that his school gave and provided concrete or tangible media based on the needs of students. By this strategy, hopefully the school could help, fulfill, and accommodate those students‟ needs so that they could accept the school‟s services and facilities through the media. The concrete or tangible media were the wheelchair including the special area which was designed for student with physical impairment and the special room which could be used for a consultation or supervision excluding of school and class schedule. Then, the answer from Mrs. Supriyati as the headmaster of SDN Dukuh 02 was: “Kemaren ada kebetulan ABK yang matanya minus, penglihatannya kurang jadi kami berikan kacamata gratis. Nah ada juga anak kelas 1 yg tuna grahita ringan diberikan oleh guru kelas berupa buku - buku bergambar seperti buku anak - anak TK.” According to Mrs. Supriyati‟s answer, the writer found that she also had a student with visual impairment (low vision) and the school had given glasses for free. Besides, Mrs. Supriyati also gave and provided some drawing books for students with special need who belonged to mental impairment (cerebral palsy). Actually, all those media were given and provided for free in order to accommodate and facilitate the needs of students with special needs so that hopefully they might feel enthusiastic and motivated in their learning in class and in school. The last, the answer from Mrs. Theresia as the headmaster of SDN Pulutan 02 was:
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“Sekolah memberikan kacamata kepada ABK bermata minus. Nah, kami menyiapkan buku - buku bacaan bergambar dan non bergambar di perpustakaan dengan harapan mereka bisa dan gemar membaca dan ada LAB komputer juga…” Then based on Mrs. Theresia‟s answer, the writer concluded that this school also gave concrete media which were glasses, drawing and no-drawing books in the library, and a computer laboratory. In addition, the roles of headmaster, class teachers and other school community, were so important to adapt, provide, facilitate, and accommodate the media which would be helpful, useful and appropriate based on the students‟ needs. In addition, besides the statements got from the headmasters, the writer also got the answers from all teachers of the three schools who had same answers related to this strategy. Because of having same answers or explanations related to this strategy, the writer just chose one representative of teacher from each school. Interview question for the class teacher, number 6: Fasilitas apa sajakah yang disediakan oleh sekolah ini guna membantu Anda dalam mengajar murid tersebut? The answer from Mrs. Uswatun as the class teacher of 3rd grade in SDN Blotongan 03 was: “Materi ya masih sama dan umum lah, seperti buku – buku pelajaran begitu. Terus ada juga alat – alat peraga yang digunakan agar lebih menarik dan siswa ABK bisa mencoba memperagakannya.” Based on Mrs. Uswatun‟s answer, the writer found that she used the same or general material based on the module or handbook. Besides, she also used visual aids so that they might be interesting and students with special needs could try to use them. In other word, those media used by her would help her to teach those students in class. 24
Then, the answer from Mrs. Luna as the class teacher of 1st grade in SDN Dukuh 02 was: “Untuk kelas 1 kan di kelas ada papan tempel, biasanya saya lebih menggunakan itu. Selain itu kalo pelajaran tambahan atau Math, saya pakai benda konkrit atau alat peraga seperti lidi, jadi anak - anak merasa terbantu dengan alat peraga itu.” Then based on Mrs. Luna‟s answer, the writer concluded that in her class there was a wall-board which might be helpful for her in teaching. Besides, she also used concrete or visual aids so that students with special needs might be helped by using them. In other word, the existence of media would be useful for both the class teacher and the students with special needs in teaching and learning process in class. The last, the answer from Mrs. Niluh as the class teacher of 2nd grade in SDN Pulutan 02 was: “Ada alat peraga tapi masih minim. Selain itu anak-anak bisa menggunakan perpustakaan untuk membaca di sana dan lab komputer supaya anak juga bisa menggunakan komputer sebagai alat teknologi modern jaman sekarang. Jadi anak tidak ketinggalan jaman. Maka anak bisa bersaing dan menggunakan alat teknologi modern itu.” Finally based on Mrs. Niluh‟s answer, the writer found that visual aids were limited in the school. But, there was a library and a computer laboratory so that students with special needs might use them for free. In addition, those media were used, provided and given for free in order to facilitate and accommodate the students‟ needs for supporting students with special needs‟ learning. To compare, the result of class observation also overall showed that class teachers used the same material or module so that students with special needs and other normal students also used the same material or module in class. Besides, some of class teachers also used visual aids while explaining the material and students with
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special needs tried to use them so that they seemed to be more interested and challenged in learning. Mudjito, Harizal, and Elfindri (2012) mentioned that there were some media needed in learning process; they were special aids for life skill, art properties, reading books, library, computer laboratory and so many others. In other word, those media were provided in order to facilitate the needs of students with special needs in class and outside the class so that they could use them for free. Related to results of the interview session above, the writer concluded that inclusive schools also should provide media which was actually needed by students with special needs. By this way, the learning of special students could be serviced, accommodated, facilitated and fulfilled by the schools. 3.
Providing theraphy with professional Besides implementing general curriculum and providing media needed by students with special needs, according to the results of interview session, those schools also provided therapy with therapists, local doctors, puskesmas, psychologists from SWCU and special teacher (GPK) from special school SLB. The writer did not find the result from classroom observation related to therapy done by the professionals and the school because usually the therapy was given and done outside the class. In other word, a therapy was done in a special room or class. Furthermore, the writer only could get the data from interview session which were given and explained by the headmasters only. Interview question for the headmaster, number 6: Apakah sekolah ini mengalami kendala dalam pelaksanaan program inklusi? Jika ada, kendala seperti apakah yg dimaksud? The answer from Mr. Wagimin as the headmaster of SDN Blotongan 03 was:
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“. . . ada juga kerjasama dengan teman – teman psikolog dari UKSW dan dari puskesmas jadi ada anak - anak yang lumpuh seperti Putra dan Marcel akan ditangani oleh dokter setempat dengan terapinya. Selain itu siswa ABK yg lainnya juga bisa terkoordinasi dan terkontrol bagaimana perkembangan dan kemajuannya melalui terapi yang dilakukan ini. Ya saat ini sudah mau jalan kok.” According to Mr. Wagimin‟s answer, the writer found that his school had cooperated with some psychologists from SWCU and local government clicic (puskesmas) so that students with special needs could be handled and given a therapy in order to check and identify the progress of those students so far. In addition, the therapy which was done and given outside the class would be useful for the professional, headmaster, teacher and also parents in order to identify the progress or even new problem being faced by those students. Then, the answer from Mrs. Supriyati as the headmaster of SDN Dukuh 02 was: “. . . Untuk proses terapi pun kami pernah mendatangkan beberapa psikolog dan GPK dari SLB maupun Satya Wacana langsung untuk menilai perkembangan dan kemajuan siswa ABK kami sejauh mana begitu. Namun itu tidak rutin kami lakukan karena kendala biaya juga. Jadi mungkin bisa sebulan atau tiga bulan sekali kami panggil, ya tergantung keuangan dari sekolah juga sih. . . .” Based on Mrs. Supriyati‟s answer, the writer concluded that her school had ever cooperated with psychologists and shadow teachers from SLB and SWCU in order to check the improvement and progress of students with special needs so far. Unfortunately, therapy was not done and provided regularly because of the limited fee faced by this school. Nevertheless, the writer concluded that the therapy used and provided by this school finally aimed to check and identify the progress and even new problems faced by students with special needs in class and in school. The last, the answer from Mrs. Theresia as the headmaster of SDN Pulutan 02 was:
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“Kami juga mengadakan kerjasama bersama SLB agar didatangkan beberapa GPK maupun psikolog dari SLB utk membantu guru kami di sini sekaligus bisa memberikan terapi kepada siswa ABK di sini. . .” Finally based on Mrs. Theresia‟s answer, the writer concluded that this school cooperated with SLB so that this school would get help from some shadow teachers and psychologist in order to do and give therapy for students with special needs. Therefore, the therapy done by professionals and school was useful for them in order to check the progress and improvement of students with special needs. To compare, according to Emilda (2011), providing the therapy with professional might help the school for seeing and checking the special students‟ development and improvement. Besides, this strategy also would give the advantage for the school and probably for the special students (Lerner, 1971). By seeing the result of therapy, the school and the teacher could learn and understand what they should do or should not do for helping the development and improvement of the students with special needs (Mudjito, Harizal and Elfindri: 2012). So, by the result of therapy, they could find the next steps or solutions to help those students. In other word, by implementing and using the therapy, the school including teachers could control and evaluate the students‟ improvement and development. According to findings of interview session which were supported by the researchers‟ findings, the writer concluded that the result of therapy for a student with special need would give some benefits from some aspects. First, the headmaster, class and shadow teachers, and professionals would be easier to identify and evaluate the student‟s problems in class and in school so that they could find the solutions for helping him/her. Second, they also could check and evaluate the student‟s progress, improvement, development and achievement.
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CONCLUSION An inclusive school can implement “education for all‟ successfully if it has appropriate strategies, especially in facilitating the learning of students with special needs. According to the findings above, some elementary schools in Salatiga which have implemented inclusive program have had and done some strategies. Actually, they cannot be said as „good or perfect actors‟ in the world of inclusive education because up to now they are still doing and trying hard to implement this program successfully. In other word, they have been good enough to implement it. SDN Blotongan 03, SDN Dukuh 02 and SDN Pulutan 02 are some examples of inclusive schools in Salatiga and they have mostly same strategies done to facilitate the learning of special students. The strategies are implementing general curriculum, providing media needed by special students and providing the therapy with professional. First, most of those schools implement and use general or national curriculum but they modify and adapt with students‟ needs and competence. So, the special students can achieve the standard based on their competence. Second, those schools also have provided media needed by special students where those students can be serviced and facilitated by the schools‟ supports. The last, those schools also have provided the therapy with some professionals in order to check the development and improvement of their special students. Probably, some other inclusive schools in Salatiga, Indonesia and even over the world have their own strategies in facilitating their special students‟ learning. Whatever strategies had and done by the school, they would be fail, useless and nothing except all aspects develop the support system professionally, accessibly, interactively for teachers, headmasters, children, parents, and society belong to inclusive program.
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SUGGESTION a)
Because not all students with special needs can be accepted and educated in inclusive program because of different levels of disabilities or needs, an inclusive school should identify and assess kinds/categories and levels of special needs have and experience by the targets (students) before accepting or placing them in school or in class.
b)
The headmasters and teachers should get many training and workshops regularly and continually relating to inclusive program, students with special needs and also the strategies of students with special needs‟ handling. So that they can get knowledge and information through those areas and students with special needs can be handled and serviced well, properly and successfully.
c)
The total numbers of shadow teachers have to be increased so that they can help the class-teachers to handle students with special need in class intensively and effectively. Actually, the shadow teachers should had more acquired and understood how to manage and handle student with special need based on their skill or focus.
d)
The headmaster should plan and organize the school rules about the procedure of operational standard in order to support and invite the school society with parents‟ of students with special needs in increasing the conducive cooperation for inclusive school.
e)
The local government and other aspects that belong to Education Department should socialize the information and knowledge related to students with special needs and inclusive school in all societies and communities. That is why they should provide enough and extra modules, readings, books and other information of inclusive program/school, students with special needs and how to manage, handle and respect the existence and rights of students with special needs.
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ACKNOWLEDGEMENT First of all, JESUS CHRIST, the Son of God, who has given all blessings, love and guidance for whole of my life, especially in completing this thesis, is whom my highest praises and grateful send to. Thank you for the best of everything I really need, the strength when I am weak, the hope when I hesitate, and the love when I am loveless. The completion of this thesis is merely because of His help and love to me. I also realize that this thesis would not be completed without the help and support from many people. Therefore, I would like to say big thank you to those who have helped and supported me completing this thesis: 1.
Ibu Anne Indrayanti Timotius, S.Pd, as my supervisor. Thank you very much for your patience, kindness, advices, inputs, guidance, and valuable time in supervising me completing this thesis.
2.
Ibu Suzana Maria L.A.Fajarini, M.Hum, as my examiner. Thank you for your time reading my thesis and giving suggestions.
3.
Ibu Niken Widagdarini, as the Ka.Si. Kurikulum Dik.Das, DISDIKPORA kota Salatiga and as the Secretary of Inclusion Program in Salatiga. Thank you for the information and data given. Besides, thank you for your kindness in lending some books related to the topic of my thesis so that I can get more references in supporting my thesis.
4.
My participants in interview and class-observation sessions. They are from:
SDN Blotongan 03, Salatiga: Bapak Wagimin, S.Pd, as the headmaster, all class teachers, students with special needs and also other normal students.
SDN Dukuh 02, Salatiga: Ibu Supriyati, S.Pd, as the headmaster, all class teachers, students with special needs and also other normal students.
SDN Pulutan 02, Salatiga: Ibu Theresia Y. or Ibu Yayuk, as the headmaster, all class teachers, students with special needs and also other normal students. 31
Thank you very much for your participation, cooperation, friendly and valuable time in supporting and helping me so that I can get, find and collect the data. 5.
My beloved parents, Bambang Teo Mihing and Farida Selong. Pah Mah, I finally made it! Thank you for giving me support and for pushing me to complete this thesis. I really thank you for your prayers so that at last I can complete my college study. I promise I will never let you down anymore. I am so grateful to have you both in my life and I proud of you both. You are my heroes. Love and miss you much.
6.
My greatest brothers, Marthin Stevanus and Eddy Eben (Beben), and a beautiful sister, Ririn Apriliana (Ririn or Cimut). The success of my thesis also would not be achieved without you by my side. Thank you for your words, prayers and endless love that give me strength, spirit and I share my tears and laugh with you. I proud of you actually and really love and miss you all. I believe that later on you will be successful so don‟t give up. I can because you can so you also can because I can.
7.
My grandpa, Yansen Simpei, grandma, Mathilda Mangkin, aunts, uncles, cousins, and all my families wherever they are. Thank you so much for your prayers, supports and everything. I really proud of having you.
8.
Someone special, Herry W. or Indut. Thank you for your patience, kindness, prayers, supports, helps, cheerfulness, motivation and everything in my life. You are a good listener and the best one to share experiences, stories, joys, laughs, cheers, and tears with. Both of us have passed through them all together. I learn many valuable things from you. I proud of having you. You can also complete your college study as soon as possible. So, keep your spirit on and don‟t give up, Indut! You CAN. Love you.
9.
My best friend, Deni „autis‟. Thank you so much for the support, motivation, suggestion, jokes, humor, and valuable time in sharing many things. I proud of having a
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good friend like you. You can also complete your college study as soon as possible. Keep your spirit on! You can and you will also get a good girl later on. 10.
My ED‟08 friends, Eta, Wido, Nona, Dhenok, Jhon, Debby and many more. Thank you for everything we have passed through them all together since having classes and many more. We have also shared and learned many things. I proud of having good friends like you. I will miss you.
11.
All my friends and people from many places, communities and organizations such as kost DIVA (Kemiri II no.733D), Voice of SWCU, PERKKASA, EASE 2010-2013, Dancesport/IODI, BIMBEL Sukses Cemerlang and many more. Thank you so much for many chances and experiences to share with so that they can be my inspiration, motivation, and spirit in completing this thesis. Finally, may my prayers be with you all now and forever. And may Jesus bless all. ^^
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http://smanj.sch.id/index.php/arsip-tulisan-bebas/40-artikel/115-pendidikaninklusi-pendidikan-terhadap-anak-berkebutuhan-khusus Lerner, J.W. (1971). Children with learning disabilities. Boston: Houghton Mifflin Company. Manivannan, M. (2000). Inclusive education for disabled students. Friday Meeting Transaction, 2(1). McKay, S. L. (2006). Researching second language classrooms. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Mudjito, Harizal, and Elfindri. (2012). Pendidikan Inklusi. Jakarta: Baduose Media Jakarta. Patton, M. Q. (1990). Qualitative evaluation and research methods. New-Bur Park, CA: Sage. Puri, Madhumita and George, Abraham. Handbook of Inclusive Education for Educators, Administrators, and Planners. New Delhi: Sage Production Team. Skjorten, M.D. (1994). The Salamanca Statements and Framework for Action on Special Needs Education. Paris: UNESCO Smith, David J. (2006). Inklusi Sekolah Ramah untuk Semua. Bandung: Nuansa. Stake, R. (1997). The Art of Case Study Research. Thousand Oaks, CA: Sage.
Suparno et al. (2007). Pendidikan Anak Berkebutuhan Khusus. Jakarta: Departemen Pendidikan Nasional.
35
Suyanto, and Mudjito (2012). Masa Depan Pendidikan Inklusi. Jakarta: Kementrian Pendidikan dan Kebudayaan Direktorat Jenderal Pendidkan Dasar. United federation of teachers. (2002, September 11). Special classes. Retrieved September 28, 2011, from http://www.uft.org/teaching/special-classes
36
APPENDIX A
* Interview questions for different participants (English version)
Interview for the headmaster: 1. Do you have a kind of student who has disability (ies) in this school? What kind of disability (ies) does he or she have? 2. Why did this school want to accept him or her? 3. What are the strategy (ies) used by this school to facilitate him or her? Explain your reason (s) while using the strategy (ies)! 4. What are the facilities this school provided or given to him or her in class and also outside class? 5. What is the reaction or impression of your student and his or her parents toward the facilities as the parts of strategy (ies) you provided and did? 6. Does this school have problems in implementing inclusive program? Explain what the problems are!
Interview for class teachers who teach students with special needs (3 class teachers): 1. Do you have a kind of student who has disability (ies) in your class? 2. What kind of disability (ies) does he or she have? 3. Are there any difficulties you found when teaching him or her? 4. What strategy (ies) do you use when you teach him or her? 5. How is your strategy (ies) successful for helping him or her? 6. What are the facilities provided by the school to help you teach him or her?
* Interview questions for different participants (Indonesian version)
Pertanyaan wawancara untuk kepala sekolah: 1.
Apakah Anda mempunyai siswa yang berkebutuhan khusus di sekolah ini? Apakah jenis kebutuhan khusus siswa Anda tersebut?
2.
Mengapa sekolah ini mau menerima siswa tersebut?
3.
Strategi apa saja yang telah disiapkan dan dilakukan oleh sekolah ini dalam memfasilitasi belajar siswa tersebut? Jelaskan alasan Anda dalam menggunakan strategi itu!
4.
Fasilitas apa sajakah yang sekolah ini sediakan atau berikan kepada siswa tersebut baik di dalam kelas maupun di luar kelas?
5.
Apa reaksi atau kesan dari siswa Anda tersebut dan orangtuanya terhadap fasilitas yang Anda siapkan dan berikan itu?
6.
Apakah sekolah ini mengalami kendala dalam pelaksanaan program inklusi? Jika ada, kendala seperti apakah yg dimaksud?
Pertanyaan wawancara untuk beberapa guru kelas yang mengajar siswa berkebutuhan khusus/ABK (3 guru): 1.
Apakah Anda mempunyai siswa yang berkebutuhan khusus di kelas Anda?
2.
Apakah jenis kebutuhan khusus siswa Anda tersebut?
3.
Apakah ada kesulitan yang Anda temui ketika mengajar siswa tersebut?
4.
Strategi apa saja yang Anda gunakan ketika mengajar siswa tersebut?
5.
Bagaimana berhasilnya strategi Anda untuk membantunya?
6.
Fasilitas apa sajakah yang disediakan oleh sekolah ini guna membantu Anda dalam mengajar murid tersebut?
APPENDIX B
THE RESULTS OF THE INTERVIEW
Transcript SDN Blotongan 03 Salatiga
I: Interviewer H1: Mr. Wagimin, S.Pd. (as the headmaster) 1)
I
: Apakah Anda mempunyai siswa yang berkebutuhan khusus di sekolah
ini? Apakah jenis kebutuhan khusus siswa Anda tersebut? H1
:
Ada dan jumlahnya naik turun seperti kemarin ada 22 sekarang berubah
dikarenakan adanya perubahan dan perkembangan pada anak ABK menjadi normal kmbali. Namun ada juga yang waktu kelas 1 anaknya normal eh tau taunya kelas 4 harus ikut program inklusi karena si anak ini menunjukkan penurunan minat belajar & nilai yang mungkin disebabkan oleh beberapa faktor seperti ekonomi orangtua, kecelakaan, dll. Di sekolah ini ada banyak variasi jenis kebutuhan khusus ABK sperti tuna grahita ringan, tuna grahita sedang, tuna daksa, tuna laras ringan (nakal), tuna ganda dan mayoritas adalah slow learner. 2)
I
: Mengapa sekolah ini mau menerima siswa tersebut?
H1
:
Berdasarkan sejarah dari terbentuknya sekolah ini ketika menjalankan
program inklusi secara mandiri pada tahun 2003, ada banyak ABK yang mendaftar di sini. Jadi mau tidak mau kami terima karena kasihan juga. Selain itu kami juga ingin menyalurkan & mewujudkan hak dari ABK sesuai dengan UUD pasal 31, anak berhak mengenyam pendidikan. Jadi sekolah ini berusaha melayani semaksimal mungkin. Untuk masalah berhasil tidaknya masalah belakangan saja, yang penting anak ini sudah kami terima dan
haknya sebagai warga negara terlayani dan orangtua pun tenang. Misal kalau ABK ada yang tidak naik kelas selama 2x akan tetap kami naikkam. Nah sekarang berdasarkan peraturan dari dinas, khusus ABK akan tetap naik kelas atau tidak boleh tidak dinaikkan namun dengan standar penilaian khusus bagi ABK yang tentunya tidak sama dengan standar penilaian anak normal pada umumnya. Dan setelah ada pencanangan Salatiga sebagai kota inklusi pada bulan Desember tahun 2012 kemaren, sekolah kami resmi ditetapkan dan ditunjuk sebagai salah satu sekolah inklusi di Salatiga. 3)
I
: Strategi apa saja yang telah disiapkan atau dilakukan oleh sekolah ini
dalam memfasilitasi belajar siswa tersebut? Jelaskan alasan Anda dalam menggunakan strategi itu! H1
:
Nah untuk kurikulum kami tetap menggunakan yang sama, sesuai KTSP
namun kami adaptasi dan modifikasi sesuai dengan kebutuhan mereka, KDnya tetap namun materinya diturunkan dan dipermudah dengan tujuan dan harapan ABK bisa mengikuti dan menjangkau standar materi yang sesuai dengan kemampuannya. Selain itu, orangtua ABK selalu saya panggil di awal tahun ajaran baru untuk perjanjian MOU dengan menyampaikan bahwa putra atau putri anda kondisinya seperti ini berdasarkan rekomendasi nilai test IQ dari psikolog dan nilai asesmen kami seperti ini jadi mereka tidak nuntut ketika nanti anaknya tidak bisa ikut UN. Namun perjanjian itu tidak mengikat bila anak di tengah – tengah malah menunjukkan perkembangan akan bisa saja ikut UN, bisa berubah. Atau misal di kelas 4 ternyata ada anak yang awalnya tidak inklusi namun di tengah jalan menunjukkan kelemahan dan penurunan, kami akan memanggil dan mnjelaskan kepada orangtua akan kondisi anaknya hingga mereka
setuju menandatangani MOU bhwa kelak tidak ikut UN. Sekolah akan tetap memberikan ijasah dengsn predikat TAMAT sehingga anakpun tetap bisa melanjutkan ke SMP inklusi juga. Ketika ABK mengalami kesulitan & guru merasa belum cukup maksimal dalam memberikan pelajaran buat ABK di dalam kelas, guru akan memberikan bimbingan dan jam pelayanan tambahan ke ruangan khusus mungkin ketika istirahat atau setelah pulang sekolah. 4)
I
: Fasilitas apa sajakah yang sekolah ini sediakan atau berikan kepada
siswa tersebut baik di dalam kelas maupun di luar kelas? H1
: Sekolah
memberikan kursi roda bagi anak yang cacat atau lumpuh makanya
ada jalan khusus kami buat miring datar, tidak tangga karena ada anak yg pakai kursi roda biar lebih gampang, tidak naik turun. Saya juga sudah menyiapkan ruangan khusus untuk mereka, nanti ada 3 ruangan untuk melayani mereka dengan khusus, jadwal khusus, pembimbing khusus, latar belakang juga khusus yang sekarang lagi 80% dalam proses rehab atau pembenahan. Dari Didiknas kami sudah memperoleh bantuan sebesar 75jt untuk pengadaan ruangan dan alat – alat. Baru tahun ini, 2013, pemkot Salatiga atau dinas memberikan pelatihan kepada guru kelas, GPK, pelatihan model pembelajaran kurikulumnya. 5) I
: Apa reaksi atau kesan dari siswa Anda tersebut dan orangtuanya
terhadap fasilitas yang Anda siapkan dan berikan itu? H1
: Anak
- anak dan orangtuanya merasa senang & merasa diperhatikan.
6) I
: Apakah sekolah ini mengalami kendala dalam pelaksanaan program
inklusi? Jika ada, kendala seperti apakah yg dimaksud? H1
:
Guru - guru di sini masih banyak yang mengeluh karena mau tidak mau
beban, tanggung jawab & pekerjaan mereka menjadi bertambah selain tugas utamanya mengajar. Mengajar anak normal dalam jumlah banyak dan ditambah lagi memberi perhatian khusus juga kepada ABK di dalam kelas. Misalnya jam mngajar yang bertambah untuk mngadakan jam tambahan belajar khusus buat ABK, rapat juga, membuat banyak RPP yang masing - masing ada 2 macam untuk yang normal dan ABK. Untuk sekarang memang belum jalan. Selain itu ada juga kerjasama dengan teman – teman psikolog dari UKSW dan dari puskesmas jadi ada anak - anak yang lumpuh seperti Putra dan Marcel akan ditangani oleh dokter setempat dengan terapinya. Selain itu siswa ABK yang lainnya juga bisa terkoordinasi dan terkontrol bagaimana perkembangan dan kemajuannya melalui terapi yang dilakukan ini. Ya saat ini sudah mau jalan kok.
I: Interviewer T1: Mr. Haryono (as the class teacher of 4th grade) 1)
I
: Apakah Anda mempunyai siswa yang berkebutuhan khusus di kelas
Anda?
2)
T1
: Punya,
ada 5 ABK di kelas.
I
: Apakah jenis kebutuhan khusus siswa Anda tersebut?
T1
:
1 anak dikatakan tuna grahita sedang, Wulandari namanya karena hanya
bisanya nyontoh jadi menulis bisa sesuai dengan yang di buku tapi abjad belum tahu. Makanya membaca dan menghitung pun masih belum bisa. Nah sisanya 4 ABK itu hanya keterlambatan belajar saja dan nilai IQ mereka memang di bawah rata - rata.
3)
I
: Apakah ada kesulitan yang Anda temui ketika mengajar siswa tersebut?
T1
:
Ada, misalnya saat hitung - hitungan, penjumlahan anak yang tuna grahita
sedang, Wulan itu malah tidak bisa menjawab padahal hanya hitungan yang gampang dan dasar seperti 2+3. Jadi saya jelaskan dan dekati hingga dia bisa tapi ketika saya lepas eh malah tidak bisa lagi dan dia tidak mau mncoba sndiri. Kalau yang 4 anak slow learner itu sama kasusnya. Mereka tidak mau berusaha karena lamban dalam menanggapi atau mengerti penjelasan saya, hanya diam saja dan malas karena tidak ada usaha gitu. 4)
I
: Strategi apa saja yang Anda gunakan ketika mengajar siswa tersebut?
T1
:
Untuk semua ABK memang selalu saya dekati dan bimbing pelan - pelan tapi
1 anak tadi, Wulan ketika saya lepas malah tidak bisa lagi. Dia pun tidak mau berusaha sendiri tanpa saya gitu. Untuk materi di kelas tetap saya berikan sama berdasarkan kurikulum tapi saat latihan soal atau ulangan, saya beri yang mudah buat ABK misal KKM atau standar nilai mereka saya turunkan sesuai kemampuan mereka. Karena kalau saya kasih soal sama seperti teman - temannya malah kasihan mereka gak mampu. Selain itu, mereka juga saya beri tugas individual yang lebih gampang sebagai tambahan. Jadi saya bikin 2 jenis soal dan kegiatan biasanya, buat umum dan juga khusus buat ABK dengan kurikulum yang sama tapi saya modifikasi. Biasanya juga, ketika teman - teman mereka istirahat dan atau sudah pulang, khusus mereka yang ABK saya beri kelas tambahan khusus untuk memberi penjelasan dan pendekatan khusus. Jadi saya berusaha supaya ABK itu bisa mengejar ketertinggalannya. 5)
I T1
: Bagaimana berhasilnya strategi Anda untuk membantunya? :
Keberhasilannya ABK kan berbeda dengan anak normal jadi memang tidak
sama dan teringgal jauh jika dibandingkan dengan anak - anak normal. Tapi
bila sesuai dengan standar mereka yang khusus diturunkan itu memang ada peningkatan sedikit lah dari awal yang nilainya nol jadi 10 dengan soal yang paling gampang tadi. Tapi memang tetap butuh proses supaya ABK ini bisa lebih berkembang. 6)
I
: Fasilitas apa sajakah yang disediakan oleh sekolah ini guna membantu
Anda dalam mengajar murid tersebut? T1
: Hanya
buku pegangan saja.
I: Interviewer T2: Mrs. Uswatun (as the class teacher of 3rd grade) 1)
I
: Apakah Anda mempunyai siswa yang berkebutuhan khusus di kelas
Anda?
2)
T2
: Punya,
ada 2 saja
I
: Apakah jenis kebutuhan khusus siswa Anda tersebut?
T2
:
1 anak termasuk tuna daksa dengan nilai IQ masih normal dan satunya lagi
tuna grahita ringan dengan nilai IQ hampir mencapai batas rata - rata namun di bawah rata - rata. Selain itu anak yang tuna grahita ringan itu juga kurang perhatian dari orangtuanya jadi anak itu ikut - ikutan malas dan kadang gak masuk sekolah, alpa. 3)
I
: Apakah ada kesulitan yang Anda temui ketika mengajar siswa tersebut?
T2
:
Untuk anak yang tuna daksa kemampuannya hampir rata - rata sama anak -
anak normal namun fisiknya agak lemah dibanding yang lain karena punya penyakit. Jadi tidak ada kesulitan dalam belajar yang signifikan. Tapi 1 anak lagi memang agak sulit belajarnya, sulit menerima pelajaran terus tugas tugas pun terlambat mengerjakannya dibanding temannya yang lain. 4)
I
: Strategi apa saja yang Anda gunakan ketika mengajar siswa tersebut?
T2
:
Materi belajar ya tetap sama ketika saya mengajar semua di kelas. Tapi ada
tugas tambahan khusus buat ABK. Untuk anak yang tuna grahita ringan ya
saya kasih dukungan untuk belajar lebih giat lagi. Misal ketika mengerjakan tugas di kelas dia belum selesai, saya beri kesempatan agar dikerjakan pada waktu istirahat untuk segera dikumpulkan dan bisa saya cek lagi. 5)
I
: Bagaimana berhasilnya strategi Anda untuk membantunya?
T2
:
Ada peningkatan lah dari awal yang nilainya nol nilainya jadi 10-20.
Sebenarnya ya belum sempurna dan belum begitu berhasil karena dengan tugas - tugas tambahan yang saya berikan pun masih banyak kesalahan yang dibuat. Jadi saya suruh dia untuk remedi, mengulang lagi. 6)
I
: Fasilitas apa sajakah yang disediakan oleh sekolah ini guna membantu
Anda dalam mengajar murid tersebut? T2
: Materi
ya masih sama dan umum lah, seperti buku – buku pelajaran begitu.
I: Interviewer T3: Mrs. Yayuk, pseudonym (as the class teacher of 1st grade) 1)
I
: Apakah Anda mempunyai siswa yang berkebutuhan khusus di kelas
Anda?
2)
T3
: Punya,
I
: Apakah jenis kebutuhan khusus siswa Anda tersebut?
T3
:
ada beberapa.
Kebanyakan sih anak – anak yang slow learner karena mereka termasuk
lamban dalam menerima dan memahami pelajaran di kelas. Terus ada 1 anak termasuk hiperaktif ringan. Anaknya selalu aktif dan asik sendiri ketika saya sedang menjelaskan. 3)
I T3
: Apakah ada kesulitan yang Anda temui ketika mengajar siswa tersebut? : Kesulitannya
ya saya kadang agak susah untuk harus memantau anak yang
normal dan yang ABK. Perhatian saya harus terbagi 2. Apalagi kalau 1 anak yang hiperaktif itu tadi. Harus selalu dipantau karena takutnya dia sering main di luar sementara teman – temannya masih belajar.
4)
I
: Strategi apa saja yang Anda gunakan ketika mengajar siswa tersebut?
T3
:
Biasa ya anak – anak tetap saya tegur dan ingatkan selalu. Khusus bagi
slow learner biasa saya kasih soal latian tambahan di dalam maupun di luar kelas meskipun materi yang diterimanya masih sama dengan teman – temannya yang normal. 5)
I
: Bagaimana berhasilnya strategi Anda untuk membantunya?
T3
:
Peningkatannya sih ada cuma tidak banyak karena anak – anak masih
dalam proses pembentukan karakter dan kemampuan otak di sekolah. Namun bagi saya ketika anak – anak bisa menurut itu sudah dikatakan berhasil dalam mendidik karakter maupun kepribadiannya. 6)
I
: Fasilitas apa sajakah yang disediakan oleh sekolah ini guna membantu
Anda dalam mengajar murid tersebut? T3
: Materi
ya masih sama dan umum lah, seperti buku – buku pelajaran begitu.
Terus ada juga alat – alat peraga yang digunakan agar lebih menarik dan siswa ABK bisa mencoba memperagakannya.
SDN Dukuh 02 Salatiga
I: Interviewer H1: Mrs. Supriyati, S.Pd. (as the headmaster) 1)
I
: Apakah Anda mempunyai siswa yang berkebutuhan khusus di sekolah
ini? Apakah jenis kebutuhan khusus siswa Anda tersebut? H1
:
Ada, meskipun jenis ketunaannya hanya K atau slow learner karena
kebanyakan
siswa
berkebutuhan
di
sini
mengalami
lamban
atau
keterlambatan belajar saja. Di sekolah ini ada lebih dari 5 ABK yang slow learner dari tiap kelas (kelas 1-5) dimana tiap kelas ada yang terdiri dari 2 – 3 ABK . Namun tiap kelas hanya diambil 1 ABK saja karena anjuran dari
dinas kalau idealnya sekolah inklusi punya 1 ABK di tiap kelas. Selain itu kita (kep.sek & guru kelas) juga bisa fokus membinanya kayak diberi jam tambahan di luar jam pelajaran jadi anak nantinya bisa ikut UN. Namun ABK sebenarnya bisa boleh tidak ikut UN tapi tetap lulus dengan predikat TAMAT. 2)
I
: Mengapa sekolah ini mau menerima siswa tersebut?
H1
:
Kebetulan sekolah ini kan hanya 1 di daerah sini, jadi jauh dari kota dan
99% adalah warga kampung Warak yang sekolah di sini karena kalau sekolah di luar Dukuh anak - anak mesti naik angkot kan jauh juga. Jadi warga kampung sini memberikan kepercayaan kepada sekolah ini jadi kita pun tetap membina semua secara inklusi tidak eksklusif. 3)
I
: Strategi apa saja yang telah disiapkan atau dilakukan oleh sekolah ini
dalam memfasilitasi belajar siswa tersebut? Jelaskan alasan Anda dalam menggunakan strategi itu! H1
:
Kurikulum, KKM, materi sama seperti anak-anak normal tapi kami
modifikasi sesuai dengan kebutuhan anak. Misal, untuk penilaian berdasarkan kurikulum/KKM normal 65 tapi untuk ABK diturunkan menajdi 45 karena kemampuannya tidak sama dengan anak normal lainnya & ABK ini dikatakan bisa mencapai target di kelas walaupun dengan nilai 45, yang berbeda dengan anak normal dengan materi yang sama namun dengan penyampaian berbeda atau pemberian soal latihan khusus yang lebih mudah bagi ABK. Selain itu, kami berikan tambahan jam khusus, setelah sekolah selesai. ABK mndpatkan pelajaran tambahan/khusus, latihan soal tambahan atau remedi bersama guru kelas agar lebih terlihat pemahaman atau kekurangan ketika belajar di kelas.
4)
I
: Fasilitas apa sajakah yang sekolah ini sediakan atau berikan kepada
siswa tersebut baik di dalam kelas maupun di luar kelas? H1
:
Kemaren ada kebetulan ABK yang matanya minus, penglihatannya kurang
jadi kami berikan kacamata gratis. Nah ada juga anak kelas 1 yang tuna grahita ringan diberikan oleh guru kelas berupa buku - buku bergambar seperti buku anak - anak TK. 5)
I
: Apa reaksi atau kesan dari siswa Anda tersebut dan orangtuanya
terhadap fasilitas yang Anda siapkan dan berikan itu? H1
:
Anak - anak ya merasa senang & merasa diperhatikan, begitupun dengan
orangtua mereka. 6)
I
: Apakah sekolah ini mengalami kendala dalam pelaksanaan program
inklusi? Jika ada, kendala seperti apakah yg dimaksud? H1
:
Iya ada. Kendalanya ya seperti kami belum berani menyampaikan kepada
orangtua kalau anak ini ABK. Sejak awal mendaftar/penerimaan siswa baru berdasarkan kuota. Proses wawancara, test IQ juga, lewat psikolog, jadi orangtua tidak diberitahu dulu, sementara pihak sekolah membina saja dulu. Selain itu, kami butuh GPK juga. Di sekolah ini tidak pnya atau tidak ada GPK untuk membina ABK secara khusus. Kami hanya mengandalkan guru umum yang belajar membina ABK berdasarkan pengalaman saja & belum mendapatkan pelatihn khusus. Untuk proses terapi pun kami pernah mendatangkan beberapa psikolog dan GPK dari SLB langsung untuk menilai perkembangan dan kemajuan siswa ABK kami sejauh mana begitu. Namun itu tidak rutin karena kendala biaya juga. Jadi mungkin bisa sebulan atau tiga bulan sekali kami panggil, ya tergantung keuangan dari sekolah juga sih.
I: Interviewer T1: Mrs. Luna (as the class teacher of 1st grade) 1)
I
: Apakah Anda mempunyai siswa yang berkebutuhan khusus di kelas
Anda?
2)
T1
: Punya,
ada 1 saja
I
: Apakah jenis kebutuhan khusus siswa Anda tersebut?
T1
:
Siswa ini termasuk tuna grahita ringan karena kurang konsentrasi, kadan -
kadang sulit untuk memperhatikan kalau guru sedang menjelaskan materi di depan kelas & rata - rata nilainya selalu 0. Nilai test IQnya pun di bawah rata - rata tapi tidak terpaut jauh kok. 3)
I
: Apakah ada kesulitan yang Anda temui ketika mengajar siswa tersebut?
T1
: Ada,
soalnya anaknya kan suka mainan & asik sendiri ketika gurunya sedang
menjelaskan. Terus ketika guru memberi tugas nah anak ini malah tidak mengerjakannya malah mainan & ganggu temannya. Misal kalau dikte, semua anak disuruh nulis nah dia pura - purnya nulis padahal yang dtulisnya malah beda dan lain dengan apa yang didiktekan. 4)
I
: Strategi apa saja yang Anda gunakan ketika mengajar siswa tersebut?
T1
:
Sering saya panggil & tegur di kelas, pelajaran Math saya fokus dekati dia
supaya latihan berhitung meskipun dia lambat dalam menghitung. Ada juga jam tambahan ketika teman -temannya sudah pulang, jadi saya membantu dia lebih khusus dan dekat supaya nilainya tidak jelek dan ada perubahan sedikit. Materinya umum jadi untuk mengejar ketertinggalan ABK ini siangnya diberi materi atau jam tambahan setelah pulang sekolah. 5)
I T1
: Bagaimana berhasilnya strategi Anda untuk membantunya? :
Ada peningkatan lah dari awal yang nilainya nol nilainya jadi 10-20.
6)
I
: Fasilitas apa sajakah yang disediakan oleh sekolah ini guna membantu
Anda dalam mengajar murid tersebut? T1
:
Untuk kelas 1 kan di kelas ada papan tempel, biasanya saya lebih menggunakan itu. Selain itu kalo pelajaran tambahan atau Math, saya pakai benda konkrit atau alat peraga seperti lidi, jadi anak - anak merasa terbantu dengan alat peraga itu.
I: Interviewer T2: Mrs. Ani (as the class teacher of 2nd grade) 1)
I
: Apakah Anda mempunyai siswa yang berkebutuhan khusus di kelas
Anda?
2)
T2
: Ada
2
I
: Apakah jenis kebutuhan khusus siswa Anda tersebut?
T2
:
Mungkin kurang perhatian ortu, sering gak masuk sekolah, sulit mengikuti
pelajaran. Nilainya sering rendah. Ya bisa dikatakan anak ini lamban belajar atau slow learner. 3)
I
: Apakah ada kesulitan yang Anda temui ketika mengajar siswa tersebut? : Kurang perhatian, malas mengikuti temannya jadi harus dikontrol dan
T2
didekati terus karena kalau tidak, mereka malah asik main sendiri. 4)
I
: Strategi apa saja yang Anda gunakan ketika mengajar siswa tersebut?
T2
:
Biasanya saya menggunakan alat - alat peraga jadi mereka bisa mengerti
dan dapat pemahaman sedikit dari materi yang saya jelaskan itu. Biasanya saya kasih pelajaran yang mudah dulu tidak sama dengan yang lainnya, seperti mulai dari dasar lagi seperti menulis & membaca. Jadi materi sama dengan anak normal tapi untuk ABK sedikit dimodifikasi & menyesuaikan juga. Kadang siang ya setelah pulang sekolah ada jam tambahan juga khusus buat ABK. Orangtua biasa ke sini konsultasi tanya saya tentang anak mereka.
5)
6)
I
: Bagaimana berhasilnya strategi Anda untuk membantunya?
T2
:
I
: Fasilitas apa sajakah yang disediakan oleh sekolah ini guna membantu
Berhasil tapi lama prosesnya.
Anda dalam mengajar murid tersebut? T2
:
Alat peraga, nah ABK dipinjamin alat peraga itu dan boleh dibawa pulang
untuk latian sendiri di rumah.
I: Interviewer T3: Mrs. Rusti (as the class teacher of 6th grade) 1)
I
: Apakah Anda mempunyai siswa yang berkebutuhan khusus di kelas
Anda? T3
: Sebenarnya
ada lebih dari 1 tapi yang parah dan kelihatan beda hanya ada 1
karena yang lainnya masih standar biasa aja lah kalau dibandingkan dengan anak yang 2 ini. 2)
I
: Apakah jenis kebutuhan khusus siswa Anda tersebut?
T3
Siswa ini termasuk lamban dalam belajar, slow learner karena memang
:
hasil test IQnya di bawah rata-rata. Memang dia bisa menulis dan membaca namun ketika ditanya maksud dari bacaan yang dia baca pun, dia malah tidak paham dan tidak mengerti isi dan maksud bacaan itu. Anaknya lebih sering cepat kesal, capek, malas, tidak ada semangat dan pendiam ketika belajar di dalam kelas. 3)
I
: Apakah ada kesulitan yang Anda temui ketika mengajar siswa tersebut?
T3
:
Kesulitannya ya ketika teman-teman di kelasnya masih pada semangat
belajar, dia malah capek. Ketika saya menjelaskan dan saat ditanya dia malah tidak paham dan tidak bisa mnjawab. 4)
I
: Strategi apa saja yang Anda gunakan ketika mengajar siswa tersebut?
T3
:
Ya saya ajarkan, biasa standar nilainya diturunin dikit, misalnya dalam
ulangan, soal-soalnya tetap sama dengan teman lainnya tapi standar nilainya
berbeda dengan yang normal. Terus apabila nilainya masih rendah, di bawah rata-ratanya nilai ABK maka akan diadakan perbaikan nilai atau remedi tapi soal ulangannya dibuat yang lebih gampang lagi dari sebelumnya. Selain itu, ada les tambahan tiap hari juga di luar jam sekolah, setelah jam sekolah selesai untuk persiapan UN. Tapi khusus dia (ABK) diberi tugas khusus untuk dikerjakan di rumah. Materi pembelajaran di kelas pun masih sama kok, tidak ada perbedaan. Kerjasama dengan orangtua ada, kadang orangtuanya saya panggil dan orangtua hanya menyerahkan ke sekolah, mau diapakan anaknya ya terserah sekolah aja, mereka manut-manut saja. 5)
I T3
: Bagaimana berhasilnya strategi Anda untuk membantunya? :
Ya berhasil kalau nilai standarnya diturunkan sesuai dengan kemampuan dia
tapi kalau disamakan dengan standar nilai teman-temannya ya jelas dia ketinggalan jauh. 6)
I
: Fasilitas apa sajakah yang disediakan oleh sekolah ini guna membantu
Anda dalam mengajar murid tersebut? T3
:
Sejauh ini ya saya mengajar hanya menggunakan buku paket biasa karena
ABK ini pun mempunyai buku paket yang sama. Jadi saya menjelaskan sesuai yang ada di buku itu. Selain itu, ada buku-buku di perpustakaan juga.
SDN Pulutan 02 Salatiga
I: Interviewer H1: Mrs. Theresia, S.Pd. (as the headmaster) 1)
I
: Apakah Anda mempunyai siswa yang berkebutuhan khusus di sekolah
ini? Apakah jenis kebutuhan khusus siswa Anda tersebut? H1
:
Ada sekitar 20an anak karena memang kemampuan mereka ini di bawah
rata-rata. Kebanyakan mereka adalah slow learner karena memang lambat dan agak susah dalam mengerti dan memahami pelajaran. Namun ada juga 1 anak yang istimewa kelas 1 tuna grahita ringan. 2)
I
: Mengapa sekolah ini mau menerima siswa tersebut?
H1
:
Saya kurang tau detailnya seperti apa jadi ya saya prediksi memang sekolah
ini sebelumnya sudah menjalankan program inklusi karena saya masuk dan jadi kepala sekolah di sini pun itu ya setelah program inklusi sedang berlangsung. Sekolah ini ditunjuk dan diusulkan dari pemkot setempat karena memang layak lah dimana anak-anak di sini berasal dari keluarga menengah ke bawah, anak-anak kurang dukungan atau perhatian dari keluarga dan motivasi belajarnya sangat rendah. Kemudian pada Desember tahun 2012 kemaren baru pencanangan resmi seoklah SDN Pulutan 02 ini merupakan salah satu dari sekolah inklusi resmi di Salatiga. 3)
I
: Strategi apa saja yang telah disiapkan atau dilakukan oleh sekolah ini
dalam memfasilitasi belajar siswa tersebut? Jelaskan alasan Anda dalam menggunakan strategi itu! H1
:
Sekolah ini pernah mendapatkan bantuan sarana dari pemkot berupa alat
peraga. Selain itu tahun ini kami berencana umtuk mengajak siswa - siswa ABK mengikuti ekstrakulikuler di luar sekolah sesuai dengan hobi & kegemaran masing-masing anak. Sejauh ini kami masih menggunakan
kurikulum & materi sama seperti anak-anak normal lainnya. Tapi pada saat kegiatan latian soal anak ABK mendapat soal latihan khusus yang dsesuaikan dengan kemampuan anak. Selain itu para guru juga akan memberikan materi pelajaran dan pembahasan yang lebih mudah dengan harapan siswa ABK bisa mengerti dan mengejar ketertinggalannya. Kadang guru juga memberikan bimbingan dan jam pelayanan tambahan ke ruangan kelas mungkin ketika istirahat atau setelah pulang sekolah. Hal ini bertujuan untuk membantu ABK ketika mengalami kesulitan & guru merasa belum cukup maksimal dalam memberikan pelajaran buat ABK di dalam kelas. 4)
I
: Fasilitas apa sajakah yang sekolah ini sediakan atau berikan kepada
siswa tersebut baik di dalam kelas maupun di luar kelas? H1
:
Sekolah memberikan kaca mata kepada ABK yang mata minus. Selain itu,
kami menyiapkan buku bacaan bergambar dan non bergambar di perpus dengan harapan anak-anak bisa membaca dan ada LAB computer juga dimana anak-anak bisa menggunakan teknologi modern beserta koneksi internet. 5)
I
: Apa reaksi atau kesan dari siswa Anda tersebut dan orangtuanya
terhadap fasilitas yang Anda siapkan dan berikan itu? H1
:
Anak-anak dan orangtuanya merasa senang & merasa diperhatikan. Namun
kebanyakan juga beberapa orang tuanya cuwek. Misalkan anaknya ada PR di sekolah, nah itu anaknya di rumah tidak ditanyakan ada PR atau tidak tapi mungkin ada juga salah anak yang tidak memberitahukan orangtuanya. Selain itu, ada beberapa anak yang tidak diajari lagi di rumah. Misal materi yang di sekolah tidak diulang atau dipelajari kembali di rumah. Jadi sepertinya orang tua kurang berpartisipasi dalam mendukung belajarnya anak di rumah.
Mereka lebih cenderung menyerahkan semuanya ke sekolah. Ya tetap saja kemajuan anak susah untuk berkembang karena kurang dukunagn dan campur tangan orangtua di rumah. 6)
I
: Apakah sekolah ini mengalami kendala dalam pelaksanaan program inklusi? Jika ada, kendala seperti apakah yg dimaksud?
H1
:
Kami di sini jujur tidak ada GPK yang bisa menangani siswa ABK secara
khusus karena guru – guru di sini tidak ada dasar tentang pembinaan terhadap ABK jadi memang agak sulit juga. Namun, kami akan tetap berusaha sebisa kami untuk menangani anak – anak itu. Saya akan mengirimkan beberapa guru untuk mewakili sekolah dalam pelatihan khusus buat guru – guru dari sekolah inklusi. Kami juga mengadakan kerjasama bersama SLB agar didatangkan beberapa GPK maupun psikolog dari SLB utk membantu guru kami di sini sekaligus bisa memberikan terapi kepada siswa ABK di sini.
I: Interviewer T1: Mrs. Marsiyem (as the class teacher of 3rd grade) 1)
I
: Apakah Anda mempunyai siswa yang berkebutuhan khusus di kelas
Anda?
2)
T1
:
I
: Apakah jenis kebutuhan khusus siswa Anda tersebut?
T1
Ada, ada 3 anak
:
Yang pertama adalah masalah pembelajaran karena anak-anak lamban
maka mereka perlu
diberi bimbingan khusus terutama membaca dan
menghitung dan juga sulit untuk memahami soal dan materi pelajaran. Tapi yang parah ada 1, Fika karena faktor ekonomi dan keluarga. Nilai IQ mereka juga di bawah rata-rata.
3)
I
: Apakah ada kesulitan yang Anda temui ketika mengajar siswa tersebut?
T1
:
Ada, ketiga anak itu sulit memahami apa yang saya berikan dalam
pmbelajaran tadi. Tapi 1 anak parahnya malah semua mata pelajaran tidak memahami, misal Matematika, hitung - hitungan. Nilainya juga sering dapat 0. Jadi ketika diberi soalpun ya tidak paham bagaimna mengerjakannya. 4)
I
: Strategi apa saja yang Anda gunakan ketika mengajar siswa tersebut?
T1
:
Dengan adanya pendekatan, bimbingan, belajar kelompok, tutor sebaya, PR
juga. Tapi PR kok ya sering tidak dikerjakan juga. Selain itu saya bekerjasama untuk konsultasi bersama orangtuanya tentang anak mereka yang ABK. 5)
I
: Bagaimana berhasilnya strategi Anda untuk membantunya?
T1
:
Ada sedikit peningkatan dari hasil tutor sebaya hasil dari bimbingan
temannya maupun dari saya juga. Tapi kalau tidak ada tutor sebaya dan dibimbing ya blas 0 gada hasilnya. 6)
I
: Fasilitas apa sajakah yang disediakan oleh sekolah ini guna membantu
Anda dalam mengajar murid tersebut? T1
:
Semua fasilitas disediakan seperti buku-buku seperti buku tulis, buku paket,
buku LKS, buku di perpustakaan juga ada, dan ada alat-alat peraga juga.
I: Interviewer T2: Mrs. Niluh (as the class teacher of 2nd grade) 1)
I
: Apakah Anda mempunyai siswa yang berkebutuhan khusus di kelas
Anda? T2
:
Ada, ada 3 tapi yang parah hanya 1 saja dan 2 anak masih bisa mengikuti
tapi lamban. Nilai IQ mereka juga di bawah rata-rata.
2)
I T2
: Apakah jenis kebutuhan khusus siswa Anda tersebut? :
Mereka lamban dalam mengikuti pelajaran tapi 2 anak tadi masih bisa
mengikuti, sementara 1 anak yang sangat parah. Semua guru pun menilai seperti itu, anak ini memang sangat lamban belajarnya. 3)
I
: Apakah ada kesulitan yang Anda temui ketika mengajar siswa tersebut?
T2
:
2 anak tadi msih bisa mengikuti tapi lamban sementara anak 1nya itu
memang susah sekali dan lamban sekali mengertinya karena dia juga memang tidak mampu. Untuk membaca dia kadang tidak mau atau tidak bisa. 4)
I T2
: Strategi apa saja yang Anda gunakan ketika mengajar siswa tersebut? :
Saya dekati dan ajari pelan-pelan. Terus segi penilaian khusus ABK
diturunkan jadi 65 di bawah standar anak normal. Untuk materi tetap sama, lalu setelah menjelaskan saya datangi dan mendekati ABK itu. Orangtua sudah pasrah untuk menyerahkannya kepada sekolah saja untuk mendidik anak itu. Selain itu saya memberi jam belajar tambahan setelah pulang sekolah. 5)
6)
I
: Bagaimana berhasilnya strategi Anda untuk membantunya?
T2
:
I
: Fasilitas apa sajakah yang disediakan oleh sekolah ini guna membantu
Ada peningkatan lah dimana dia bisa menghitung dari angka 1-10 misalnya.
Anda dalam mengajar murid tersebut? T2
: Ya
ada, umumnya seperti buku-buku dan alat peraga aja gitu.
I: Interviewer T3: Mrs. Any, pseudonym (as the class teacher of 6th grade) 1)
I
: Apakah Anda mempunyai siswa yang berkebutuhan khusus di kelas
Anda? T3
: Ya
ada beberapa anak, sekitar 6 anak.
2)
I
: Apakah jenis kebutuhan khusus siswa Anda tersebut?
T3
: Siswa
– siswa ini termasuk slow learner karena lamban dalam mengerti dan
memahami pelajaran. 3)
I
: Apakah ada kesulitan yang Anda temui ketika mengajar siswa tersebut?
T3
:
Anak – anak ini agak susah dan lamban dalam memahami pelajaran. Nah
ketika diberi soal latiahan dan mereka tidak bisa mengerjakan mereka malah asik dan sibuk sendiri dan kadang malah mengganggu temannya. Ada juga 1 anak perempuan, dia ini tidak ada motovasi dan semangat untuk sekolah. Kurang mandiri juga. Jadi pihak sekolah selalu ke rumahnya untuk menjemput anak ini agar mau masuk sekolah. Kalau tidak dijemput ya dia tidak mau sekolah. Ya kita dari sekolah sih bisa memaklumi saja karena dia anak yatim piatu dan tinggal dengan neneknya yang sudah tua. Jadi semangat sekolahnya juga kurang. 4)
I
: Strategi apa saja yang Anda gunakan ketika mengajar siswa tersebut?
T3
:
Biasa saya tempatkan di tempat sendiri untuk mengerjakan soal latihan
tambahan sendiri supaya dia bisa fokus.1 meja hanya untuk 1 anak. Materi sama atau umum tapi untuk soal latihan tambahan ya saya kasih soal yang lebih mudah dengan tujuan anak bisa berhasil mengerjakan soal. 5)
I T3
6)
I
: Bagaimana berhasilnya strategi Anda untuk membantunya? :
Ada peningkatan walau hanya sedikit.
: Fasilitas apa sajakah yang disediakan oleh sekolah ini guna membantu
Anda dalam mengajar murid tersebut? T3
: Ada
alat peraga tapi masih minim. Selain itu anak-anak bisa menggunakan
perpustakaan untuk membaca di sana dan lab komputer supaya anak juga bisa menggunakan komputer sebagai alat teknologi modern jaman sekarang. Jadi anak tidak ketinggalan jaman. Maka anak bisa bersaing dan menggunakan alat teknologi modern itu.
APPENDIX C
THE RESULTS OF THE CLASS OBSERVATION
