Abstract
Students with disabilities in inclusive schools are often hurdled in learning barriers, and differentiated instruction of Pull-out Cluster Model (POCM) is found to be a solution. This research aims at: (1) exploring the values of POCM. (2) measuring the effectof POCM on the learning behavior of students with disabilities in inclusive classroom. This research is a case study involving teachers and students in two different regular schools in Surakarta, Central Java, Indonesia. Data was collected from questionnaire and observation. Questionnaire was used to evaluate the lesson plan, while observation was used to describe the teacher’s activities and studens’ learning behavior during lesson study. The data was analyzed by both quantitative and qualitative descriptive of two different instructional models. The results showed that (1) POCM exceeded full inclusive model in term of lessson plan. (2) students with disabilities indicate better behavior of learning participation. This research suggests that inclusive schools provide POCM system that is adaptive to learning behavior of students with disabilities.
Highlights
The concept of inclusive education is enabling children with disabilities to develop to their own fullest potential
The following format of lesson plan was used in an instruction as to compare the learning behavior of students in full incusion model (FIM) and Pull-out Model (POCM)
Full Inclusion (90%) is higher than the Cluster Model (86.3%)
Summary
The concept of inclusive education is enabling children with disabilities to develop to their own fullest potential. This concept is aligned to National Education Act No 20 – 2003 stating that children with special needs should get the educational access in regular schools. In the respect of its implementation, inclusive educationis officially stated under Ministry of Education Rule No 70 – 2009, on Inclusive Education for children with disabilities. A growing number of regular schools are open for a full access of all children regardless of any handicapping conditions. Educational service is conducted under a full inclusion system of management where children wih disabilities are fully mainstreamed in the regular classroom
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