Abstract
Education is the most basic need for every human being, even children with special needs also really need education. Given the importance of education for all, education for children with special needs is facilitated by disability or inclusive-based classes. The inclusive class model as an alternative recommended by the government to serve children with special needs. This study aims to find out the extent of planning, implementation, evaluation, and impact points of learning implementation Islamic education in inclusive schools at Malang city. This research used a qualitative approach, a type of case study with a multi-site study design. The data collected is organized, interpreted, and analyzed in cross-site cases and analyses. research instruments used include interviews, observation, and documentation. The results are Planning standard of islamic education learning in the inclusion class is the same as other schools using the 2013 curriculum which includes syllabus and learning planning. It's just that the special assistant teacher made a design of teaching materials that are appropriate to the situation of each child with special disabilities. Implementation Standard, there are at least many models, including inclusion classes, used regular full inclusion classes with simplified indicators, cluster classes, and pull out using individual learning programs. Evaluation conducted by disability schools is to separate between normal students and those with special disabilities who differ in the description of the indicators. Another model in this school the difference between normal students and those with special needs, the assessment system of students with special needs.
Highlights
Many teachers, especially Islamic Religious Education teachers, are less able to handle students with special needs, which results in them having to be transferred to inclusive schools
It is not uncommon in rural schools, if there are children with special needs, they tend to get discriminatory treatment so that many of them do not go to school, this is because in the village of inclusion schools that can handle children with special needs on average are in the city center and with this it is not easy to reach by the child's parents, so with this research it is hoped that teachers, especially Islamic religious education teachers, can have knowledge if they find children with special needs so that this becomes an added value for Islamic religious education teachers in schools if they find children with special needs
Aim this study is to find out the extent of planning, implementation, evaluation and impact points of learning implementation Islamic education in inclusive schools elementery school Ketawanggede and Sumbersari at Malang city, Indonesia
Summary
Especially Islamic Religious Education teachers, are less able to handle students with special needs, which results in them having to be transferred to inclusive schools. This is due to a lack of knowledge in dealing with students with special needs so it is not uncommon for students with special needs to be transferred to schools that handle students with special needs. I did not create jinn and humans but so that they worship Me[]
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