JOSR: Journal of Social Research
Desember 2022, 2 (1), 142-147
p-ISSN: 2827-9832 e-ISSN: 2828-335x
Available online at http:// https://ijsr.internationaljournallabs.com/index.php/ijsr
http://ijsr.internationaljournallabs.com/index.php/ijsr
LEARNING OF CHILDREN WITH SPECIAL NEEDS IN INCLUSIVE
SCHOOLS
Ria Arianti, Sowiyah, Handoko, Riswanti Rini
University of Lampung
Riaarianti@gmail.com, sowi.unila@gmail.com, handoko@fkip.unila.ac.id, riswantirini@gmail.com
Abstract (Indonesia)
Received:
Revised :
Accepted:
November 26,
2022
November 29,
2022
December 01,
2022
Latar Belakang: Sekolah inklusi merupakan layanan
pendidikan yang diberikan untuk anak berkebutuhan
khusus dalam memperoleh pendidikan yang layak. Dalam
pelaksanaan sekolah inklusi anak berkebutuhan khusus
belajar bersama dengan anak normal dilayani seperti anak
normal dan diperlakukan selayaknya anak normal.
Tujuan: Tujuan dari kajian literatur ini adalah untuk
mengetahui bagaimana pembelajaran anak berkebutuhan
khusus di sekolah inklusi.
Metode: Metode penelitian yang digunakan adalah kajian
literatur dengan melihat berbagai literatur pada proses
pembelajaran, anak berkebutuhan khusus dan sekolah inklusi
Hasil: Hasil kajian literatur menunjukkan bahwa
pembelajaran anak berkebutuhan khusus di sekolah
dilaksanakan oleh guru dengan kompetensi yang memadai
untuk melayani anak berkebutuhan khusus dan anak normal
dalam satu waktu. Guru memahami karakteristik berupa sifat
kelebihan dan kekurangan peserta didik dengan berbagai
strategi dan metode pembelajaran.
Kesimpulan: Sekolah inklusi diselenggarakan
sebagaimana layaknya sekolah reguler, tetapi menerima
anak berkebutuhan khusus sebagai peserta didik dengan
menyediakan sistem layanan pendidikan yang disesuaikan
dengan kebutuhan baik bagi peserta didik normal maupun
peserta didik berkebutuhan khusus melalui penyesuaian
kurikulum, strategi atau metode pembelajaran, penilaian, dan
penyiapan sarana prasarananya.
Kata kunci: kurikulum, anak berkebutuhan khusus, sekolah
inklusi
Abstract (English)
Background: Inclusion schools are educational services
Ria Arianti, Sowiyah, Handoko, Riswanti Rini / JOSR: Journal of Social Research, 2(1), 142-147
Learning of Children with Special Needs in Inclusive Schools
143
provided to children with special needs in obtaining a
proper education. In the implementation of inclusive
schools, children with special needs learn together with
normal children and are served like normal children and
treated like normal children.
Objective: The purpose of this literature review is to find
out how children with special needs learn in inclusive
schools.
Method: The research method used is a literature review by
looking at various literature on the learning process,
children with special needs, and inclusion schools
Results: The results of the literature review show that the
learning of children with special needs in schools is carried
out by teachers with sufficient competence to serve children
with special needs and normal children at one time.
Teachers understand the characteristics in the form of the
nature of students' strengths and weaknesses with various
learning strategies and methods.
Conclusion: Inclusion schools are organized as regular
schools, but accept children with special needs as learners
by providing a system of educational services tailored to the
needs of both normal learners and students with special
needs through curriculum adjustments, strategies or
learning methods, assessment, and preparation of
infrastructure.
Keywords: curriculum, children with special needs,
inclusion school
*Correspondent Author: Ria Arianti
Email: Riaarianti@gmail.com
INTRODUCTION
Education is one of the efforts made to improve the quality of human resources
which in essence helps humans to become smart, smart, and good (Sudrajat, 2011). School
is one of the institutions that provide education and learning for children who are not only
normal but also have special needs (Praptiningrum, 2010). Children with special needs are
a child with special characteristics that are different from children in general without
always showing mental incapacity, emotion, or fission. Children with special needs
experience abnormalities or deviations in the growth process compared to other normal
children so they need special education services management, facilities, and infrastructure,
as well as the role of a guru, is very important to provide motivation and direction on the
implementation of educational services for children with special needs. Incussion schools
are considered appropriate for children with special needs, namely regular schools intended
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Learning of Children with Special Needs in Inclusive Schools
144
to serve the needs of children who have disorders and have the potential for intelligence
and special talents in a systematic unit (Pratiwi, 2016).
Inclusion schools are educational service systems that allow children with special
needs to learn together with other peer learners in regular schools. Or a school that
accommodates all students in the same class by providing a decent educational program
tailored to the abilities and needs of each student (Kadir, 2015). Inclusive education is not
a new topic to be discussed in the world of education in Indonesia. Inclusive education in
Indonesia is developing and is always being updated to provide better services for its
students. Inclusive education is an education that places the fulfillment of children's right
to obtain the same education for all children, both regular and children with special needs
according to their needs (Wardah, 2019).
The existence of an inclusive school is not just a place for the existence of a school.
Great responsibility is borne by inclusive schools to provide optimal services for their
students, especially children with special needs. Schools are required to realize an optimal
service for their students, both regular and special needs. The special guidance teacher is
one of the persons in charge and has an important role in meeting the needs of children
with special needs in inclusive schools. Through this literature review, it will be reviewed
how the learning process for children with special needs in inclusive schools.
RESEARCH METHODS
The research method used is a literature review. The purpose of this literature
review is to obtain a theoretical foundation that can support the solution of a problem. The
review process begins with a search engine, google scholar, to search for articles with
keywords: "learning, children with special needs and inclusive schools". Searches range
from articles published on 20 11-202 2 and identify 200 studies and articles related to those
keywords. The criteria for articles that can be used as literature in this study are:
a. Qualitative and quantitative results of "learning, children with special needs and
inclusive schools"
b. Research articles are written in English and Indonesian
c. Dissertations and theses excluded
The steps in Literature Review are as:
Step 1: Formulate the Problem
• Choose a topic that fits the issue
• The problem must be written completely and accurately
Step 2: Search for Literature
• Search for literature relevant to the study
• Get an overview of the research topic
• Research sources will be very helpful if they are supported by knowledge related
to the topic being studied.
• Sources should provide an overview/summary of previous research.
Step 3: Evaluate the data
• Pay attention to the contributions made by the article to the topic
• Pay attention to the contributions of articles related to the topic
• Data can be quantitative data, qualitative data, or a combination of both
Step 4: Analysis and Interpretation
Discuss and summarize the literature
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Learning of Children with Special Needs in Inclusive Schools
145
RESULTS AND DISCUSSION
A. Children with Special Needs
Children with special needs are defined as children who differ from ordinary children
in terms of mental characteristics, sensory abilities, communication abilities, social
behavior, or physical characteristics (Nisa et al., 2018). The implementation of education
for children with special needs can be carried out in two models, namely separate/special
(segregation), namely children with special needs are grouped with children with special
needs only in one place and in an integrated manner (inclusion) meaning that children with
special needs are grouped with children in general in educational units, of course, assisted
by extraordinary guidance teachers. (Hanum, 2014). Conceptually, the inclusive
education model promises several advantages in the provision of education for children
with special needs. Inclusion education is considered an effective strategy to complete 9-
year compulsory education for children with special needs, this is possible because children
can get an education at any school closest to where they live (Maftuhatin, 2014).
B. Inclusion Schools
Inclusive schools are a form of equity and a form of embodiment of education without
discrimination where children with special needs and children, in general, can get the same
education. Inclusion education is a form of special education service that requires that all
children with special needs can receive an equal education in ordinary classes with their
age friends (Darma & Rusyidi, 2015). Inclusion schools are also defined as a forum where
each child bi sa is accepted as part of the class and builds and supports each other with
educators and friends of his age, or other communities so that their individual needs bi so
are met. In Indonesia, inclusion schools have been initiated since 2003. In its application,
inclusive schools experience many obstacles, related to curriculum, teacher competence,
the competence of children with special needs, and infrastructure (Fajra et al., 2020). The
government's policy in completing the Nine-Year Basic Education Compulsory Education
described in the National Education System Law number 20 of 2003 concerning the
National Education System Article 32 has regulated Special Education and Special Service
Education. Its implementation is explained through the Minister of National Education
number 70 of 2009, namely by providing opportunities or opportunities for children with
special needs to obtain education in the nearest regular school (Elementary School, Junior
High School, High School / Vocational) (Heliawati, 2019).
C. Discussion
Based on the results of the review of various articles obtained, the results of the
analysis show that most of the articles focus on the learning process, children with special
needs and inclusive schools. Research related to this topic has been conducted in various
educational institutions. The results of the study largely indicate that it is difficult to find
literature that combines all three variables so that the authors will explain the findings for
each of the variables.
The rationale of this article is to find out the learning of children with special needs in
inclusive schools. Inclusion schools are believed to be a place of learning for children with
special needs that can facilitate the needs of students according to their strengths and
weaknesses. For this reason, various learning techniques are needed so that children have
special needs with all their limitations in maximizing their potential. The results of the
study of inclusion schools show that inclusion schools have effectiveness in the learning
process of children with special needs.
This is explained by Dermawan that the strategy oflearning children with special needs
isin accordance with their individual needs. Guru class has personal data of each student
yang related to specific characteristics, abilities and weaknesses, competencies possessed,
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Learning of Children with Special Needs in Inclusive Schools
146
and level of development. The specific characteristics of children with special needs are
generally related to the level of functional development. These specific characteristics
include the level of motor sensory development, cognitive, language ability, self-skills,
self-concept, ability to interact socially and creativity (Dermawan, 2013).
the quality of the learning process affects the quality of education and graduates. The
quality of the learning process is influenced by several components, namely: student;
curriculum; power educator; means-infrastructure; funds; management; and milieu (Fajra
et al., 2020).
This opinion is supported by Heliawati who states thatlearning in children with special
needs should be carried out with the aim of providing basic concepts that have
meaningfulness for children through real experiences that allow children to show optimal
activity and curiosity. Placing the position of teacher as a companion, mentor and
facilitator for children. Learning is essentially a process of interaction between students
and their environment so that there is a change in behavior for the better. In this interaction,
there are many factors that influence it, both internal and external factors. Children with
special needs still have difficulty in collaborating with other children in each center or
center of learning activities. In learning, the teacher's main task is to condition the
environment to support behavior change for students. Most teachers do not understand the
potential or extraordinary abilities that the child has (Heliawati, 2019). Other findings in
this study related to the learning of children with special needs in inclusive schools by
Maftuhatin show that through inclusive education, it is hoped that children with special
needs can be educated together with other normal children. The goal is that there is no gap
between children with special needs and other normal children. It is also hoped that children
with special needs can maximize their abilities and potential (Maftuhatin, 2014).
CONCLUSION
Inclusion schools are organized as regular schools, but accept children with special
needs as learners by providing a system of educational services tailored to the needs of both
normal learners and students with special needs through curriculum adjustments, strategies
or learning methods, assessment, and preparation of infrastructure. The learning process
is carried out by facilitating students with special needs with accompanying teachers who
have competence in their fields. Teachers provide services and understand the
characteristics specifically of children with special needs according to their potential so
that children with special needs can develop and explore their potential potential together
with normal learners.
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