Search

Inclusive education is an educational service that provides opportunities for children with SEN to attend regular schools with their peers. Inclusive education is also a form of Education for All. The implementation of inclusive education has been implemented at the primary school level. However, in its implementation, inclusive education still finds problems. The purpose of this study was to analyze the problems of implementing inclusive education in primary schools. This research study goes through three stages: determining the scope that will focus on the research, determining the urgency and novelty of the research, and determining the research formulation and objectives. A total of sixteen journal articles from 2011 until 2020 with the topic of problems in implementing inclusive education in primary schools. This literature is collected through the Google Scholar database. Based on the current literature review, the problems that exist in the implementation of inclusive education in primary schools are found in the aspects of teacher understanding or skills in teaching SEN students, school infrastructure, student attitudes with the presence of SEN students in the same class, the role of parents, implementation of learning and curriculum development, fees procurement, and cooperation with various parties.

Children with special needs will achieve good learning outcomes if educators conduct assessments. Assessment is a process to collect information about abilities, advantages and needs that will be used as considerations and decisions related to the preparation of academic programs. This study aims to develop a visual perception assessment product in the form of a digital book for students with intellectual disability which is expected to be able to measure the ability, difficulty and needs in aspects of the development of children's visual perception with cases of mental impairment needed as consideration in planning learning programs, especially in reading learning. The method used in this study adapts the Research and Development method initiated by Borg & Gall. The validity of the resulting product is calculated by Aiken's V formula which compared with the table r value (0.78) obtained a material validity value of 0.95 (very valid), a media validity of 0.90 (very valid) and a system validity of 0.91(very valid). The reliability of the products developed proved to be reliable and consistent based on the Cronbach Alpha test which obtained a value of 0.744, higher than the minimum Cronbach Alpha score limit of 0.60. The implementation of the assessment by students with mental disabilities obtained a score of 96.9 percent, meaning that the product can be used very well. Based on the results of this study, the visual perception assessment in the form of interactive digital books for students with intellectual disability that have been developed is suitable for use.

Education is a human right, everyone has the right to get educational services as a manifestation to achieve a better life. This study tries to analyze the guarantee of disability rights and inclusive school policies in a juridical and implementing way. Education guarantees for disabilities are contained in Law No. 8 of 2016 concerning Persons with Disabilities, Government Regulation No. 13 of 2020 concerning Adequate Accommodation for Students with Disabilities and Permendikbud No 70 of 2009 concerning Inclusive Education. Malang City has designated 57 public/private elementary schools, and 16 public/private junior high schools as inclusive schools. The City of Probolinggo has designated 16 public/private elementary schools and 6 public/private junior high schools as inclusive schools. The policies in these two areas are based on the principle that schools should not refuse students with disabilities, after a prospective student registers, the school prepares for inclusive classroom learning. The weakness of the implementation of inclusive education in these two areas is the unavailability of adequate learning facilities and the availability of qualified special assistant teachers. So that to achieve the success of inclusive education policies, it is necessary to support infrastructure and human resources of educators that match the educational background with the required competencies.

This study aims to determine the implementation of vocational skills programs for mental disabilities in terms of context, input, process , and product . At the same time knowing the supporting and inhibiting factors for implementing vocational skills programs for mental disabilities in special schools. The design used is a holistic single-case study. The analysis technique used is Miles and Huberman's data analysis technique which consists of data reduction, presenting data and drawing conclusions/verification. Checking the validity of the data is done through triangulation of data/sources and triangulation of methods. The results of this study are in the form of an overview of the implementation of the vocational skills program for mental disabilities at Pembina SLB Malang in terms of context, input, process, and product aspects. As well as the supporting and inhibiting factors for its implementation.

Parent and teacher hold an important role in children's communication development. Both of them have a time to spend with the children, parent almost take a whole time with their children in the home while teacher has a mean time in the school. The method used is qualitative methods of case study research. Collecting the data, doing an interview, observing, and documenting was used as main instrument. The steps to do a data analysis was reducing data, presenting data, and drawing the conclusions. Meanwhile, the data validation used the triangulation technique (technique triangulation and source triangulation) and member check. It showed that parent and teacher’s effort were to provide a two-way communication stimulus in the end.