Early Childhood Teachers' Knowledge in Assisting Children with Special Needs in Their Classroom
Abstract
Indonesia has started to pay attention in inclusive education. The government issues regulations to manage inclusive education system and supported by cities or districts were ready to implement. Salatiga is one of the cities which declared as inclusive city in around 2012. However, after more than five year of its implementation, the initial observations and interviews with early childhood teachers revealed that the implementation of inclusive education faced many challenges, specifically in human resources. Therefore, the researcher made a simple poster and book to help teacher understanding their roles and other parties' role in inclusive education system. The aim of this research is to measure whether the socialization can improve teachers' understanding regarded inclusive education services. The poster and the book were socialized in groups of preschool teachers and groups of playgroup teachers in 4 districts in Salatiga. The statistic test result showed that there was a significant difference of teachers' understanding before after the poster and book socialization. Result of this study suggests that the government needs to build an effective communication system when they set a new policy. Simple tools, such as poster, which cover basic concept and the role of each party, can make significant difference for better policy implementation.
References
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Tarnoto, N. (2016). Permasalahan-permasalahan yang Dihadapi Sekolah Penyelenggara Pendidikan Inklusi pada Tingkat SD. Humanitas: Jurnal Psikologi Indonesia, 13(1), 50-61.
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Watson, A., & McCathren, R. (2009). Including Children with Special Needs: Are You and Your Early Childhood Program Ready? YC: Young Children, 64(2), 20–26
Zakia, D. L. (2015). Guru Pembimbing Khusus (GPK): Pilar Pendidikan Inklusi. Prosiding Ilmu Pendidikan, 1(2), 110-116.
Al Arifin, A. H. (2012). Implementasi Pendidikan Multikulutral dalam Praksis Pendidikan di Indonesia. Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi, 1(1), 72-82
Anjaryati, F. (2011). Pendidikan Inklusi Dalam Pembelajaran Beyond Centers And Circle Times (BCCT) Di Paud Inklusi Ahsanu Amala Yogyakarta. Tesis Program Pascasarjana UIN Kalijaga, Yogyakarta.
Ariastuti, R., & Herawati, V. D. (2016). Optimalisasi Peran Sekolah Inklusi. Jurnal Pengabdian Pada Masyarakat, 1(1), 38-47.
Arifudin, I. (2007). Urgensi implementasi pendidikan multikultural di sekolah. Insania, 12(2), 220-233.
Cameron, D. L., Tveit, A. D., Midtsundstad, J., Nilsen, A. C. E., & Jensen, H. C. (2014). An Examination of the Role and Responsibilities of Kindergarten in Multidisciplinary Collaboration on Behalf of Children With Severe Disabilities. Journal of Research in Childhood Education, 28(3), 344–357.
DeVore, S., & Russell, K. (2007). Early Childhood Education and Care for Children with Disabilities: Facilitating Inclusive Practice*. Early Childhood Education Journal, 35(2), 189–198.
Faiqoh, N. (2015). Implementasi Pendidikan Berbasis Multikultural sebagai Upaya Penguatan Nilai Karakter Kejujuran, Toleransi, dan Cinta Damai pada Anak Usia Dini di Kiddy Care, Kota Tegal. Early Childhood Education Papers BELIA, 4(2), 78-85.
Fransiska, F. (2018). Menumbuhkan nilai-nilai pendidikan multikultural di TK Graha Mulia Sintang. Dunia Anak: Jurnal Pendidikan Anak Usia Dini, 1(1), 10-18.
Ghazvini, A.S (ed). (2005). Birth to Three Screening and Assessment Resource Guide. The Research Department and Florida Children’s Forum.
Giovacco-Johnson, T. (2005). “I Just Don’t Feel Like a Teacherâ€: Struggling to Figure Out the First Year as an Early Childhood Special Educator. Journal of Early Childhood Teacher Education, 26(2), 99–113.
Gonski, D., Boston, K., Greiner, K., Lawrence, C., Scales, B., & Tannock, P. (2011). Review of funding for schooling: Final report. Canberra: Department of Education, Employment and Workplace Relations.
Haryono, H., Syaifudin, A., & Widiastuti, S. (2015). Evaluasi pendidikan inklusif bagi anak berkebutuhan khusus (ABK) di Provinsi Jawa Tengah. Jurnal Penelitian Pendidikan, 32(2), 119-126.
Hyde, M. B., Carpenter, L., & Conway, R. (2010). Diversity and inclusion in Australian schools (2nd edn). Victoria: Oxford University Press.
Indriawati, P. (2013). Implementasi Kebijakan Tugas Guru Pembimbing Khusus pada Pendidikan Inklusif di SD Negeri se-Kecamatan Junrejo Batu. Jurnal Kebijakan dan Pengembangan Pendidikan, 1(1), 49-54.
Peraturan Kementrian Pendidikan Nasional (Permendiknas). (2009). Peraturan menteri pendidikan nasional Republik Indonesia nomor 70 tahun 2009 tentang pendidikan inklusif bagi peserta didik yang memiliki kelainan dan memiliki potensi kecerdasan dan/atau bakat istimewa. Jakarta.
Peraturan Walikota Salatiga (Perwali). (2013). Peraturan walikota Salatiga nomor 11 tahun 2013 tentang penyelenggaraan pendidikan inklusif. Salatiga.
Lukitasari, S. W., Sulasmono, B. S., & Iriani, A. (2017). Evaluasi Implementasi Kebijakan Pendidikan Inklusi. Kelola: Jurnal Manajemen Pendidikan, 4(2), 121-134.
Mastuti, D. (2014). Kesiapan Taman Kanak-kanak dalam penyeleggaraan kelas inklusi dilihat dari program kegiatan pembelajaran. BELIA: Early Childhood Education Papers, 3(1), 1-8.
Meilina, Agustina, W., & Roudhoh, H. (2018). Evaluation of inclusive education at Quantum Preschool. Jurnal Pendidikan dan Pengajaran, Vol. 51 (1), 32-45.
Mitchell, B. B., Deshler, D. D., & Ben-Hanania Lenz, B. K. (2012). Examining the Role of the Special Educator in a Response to Intervention Model. Learning Disabilities -- A Contemporary Journal, 10(2), 53–74.
Moodie, S., Daneri, P., Goldhagen, S., Halle, T., Green, K., & LaMonte, L. (2014). Early Childhood Developmental Screening: A Compendium of Measures for Children Ages Birth to Five. OPRE Report 2014-11. US Department of Health and Human Services.
Nonis, K. P. (2006). Integrating Children with Special Needs: Singapore Preschool Teachers Share Their Feelings: A Preliminary Investigation. Journal of the International Association of Special Education, 7(1), 4–10.
Nurmayani, N. (2013). Pendidikan multikultiral. Jurnal Pengabdian Kepada Masyarakat, 19(71), 35-46.
Rahmaniar, F. A. (2016). Tugas Guru Pendamping Khusus (GPK) Dalam Memberikan Pelayanan Pendidikan Siswa Berkebutuhan Khusus di Sekolah Inklusif SD Negeri Giwangan Yogyakarta. WIDIA ORTODIDAKTIKA, 5(12), 1252-1263.
Rakap, S., & Parlak, R. A. (2011). Effectiveness of embedded instruction in early childhood special education: a literature review. European Early Childhood Education Research Journal, 19(1), 79–96.
Riadi, E. (2016). Statistika Penelitian (Analisis Manual dan IBM SPSS). Yogyakarta: Andi Offset.
Shaw, A. (2019). A Snapshot into the Role of the Special Educator in Support of Student Learning: Coordinators, Teachers and Visionaries. Exceptional Parent, 49(5), 42–45.
Shepard, L., Kagan, S. L., & Wurtz, E. (1998). Principles and Recommendations for Early Childhood Assessments. Retrived in 12 June 2019, from https://govinfo.library.unt.edu/ negp/reports/prinrec.pdf.
Sosna, T., & Mastergeorge, A. (2005). Compendium of screening tools for early childhood social-emotional development. Sacramento, CA: California Department of Mental Health.
Soraya, S. (2013). Studi Eksperimen Penggunaan Media Diversity Doll dan Media Gambar sebagai Penanaman Sikap Toleransi Anak Usia 4-6 Tahun Di Raudhotul Athfal 02 Mangunsari Semarang. Indonesian Journal of Early Childhood Education Studies, 2(2), 37-42.
Subagya, (2012) Analisis kebutuhan rintisan implementasi Sekolah Penyelenggara Pendidikan Inklusif (SPPI) Propinsi Jawa Tengah tahun 2010. Jurnal Rehabilitasi dan Remediasi, 21 (1).
Subagya, S. (2014). Komitmen guru terhadap penyelenggaran pendidikan inklusif di Sekolah Dasar Provinsi Jawa Tengah tahun 2011. Jurnal Rehabilitasi dan Remediasi, 23(1), 58-68.
Sulistyadi, H. K. (2014). Implementasi kebijakan penyelenggaraan layanan pendidikan inklusif di Kabupaten Sidoarjo. Jurnal Kebijakan dan Manajemen Publik, 2(1), 1-10.
Syverson, A. N., & Losardo, A. (2004). What assessment means to early childhood educators. Exchange.
Tarnoto, N. (2016). Permasalahan-permasalahan yang Dihadapi Sekolah Penyelenggara Pendidikan Inklusi pada Tingkat SD. Humanitas: Jurnal Psikologi Indonesia, 13(1), 50-61.
The National Early Childhood Technical Assistance Center (NECTAC). (2011). The importance of early intervention for infants and toddlers with dissabilities and their families. Retrieved from http://www.nectac.org/~pdfs/pubs/importanceofearly-intervention.pdf .
Utami, O. B. (2015). Layanan Bimbingan Belajar Bagi Anak Autistik di SDN Inklusif Ngleri Playen Gunungkidul Yogyakarta. Jurnal Pendidikan Guru Sekolah Dasar edisi 1 tahun 4, 1-12.
Vasthi, A.Y.I. (2018). Permasalahan Skeolah Dasar Inklusi kelas atas di SD “Suka Bahagia†Kabupaten Sleman. Skripsi Program Studi Pendidikan Guru Sekolah Dasar Universitas Sanata Dharma, Yogyakarta.
Widyawati, R. (2017). Evaluasi Pelaksanaan Program Inklusi Sekolah Dasar. Kelola: Jurnal Manajemen Pendidikan, 4(1), 109-120.
Watson, A., & McCathren, R. (2009). Including Children with Special Needs: Are You and Your Early Childhood Program Ready? YC: Young Children, 64(2), 20–26
Zakia, D. L. (2015). Guru Pembimbing Khusus (GPK): Pilar Pendidikan Inklusi. Prosiding Ilmu Pendidikan, 1(2), 110-116.
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