Pemahaman Pedagogik Guru dalam Mengajar Anak Berkebutuhan Khusus di Sekolah Inklusi

Leonita Dwi Agustin, Weny Savitry S. Pandia

Abstract


Teachers in inclusive schools are required to have a pedagogic knowledge in
special needs children. Teachers must have knowledge about characteristics of
special needs children, construct and apply learning intervention for special
needs children, and construct and apply evaluation for special needs children.
This research was designed to know teachers’ pedagogic knowledge for
special needs children in inclusive schools. Participants are teachers from
Public Elementary School X which is an inclusive school. Research indicated
that teachers have lack knowledge about characteristics of special needs
children. Teachers didn’t know how to construct and apply learning
intervention and evaluation for special needs children. Evaluations are given
through tests and adaptation of Kriteria Ketuntasan Minimal (KKM). These
are the results of lack teachers’ pedagogical knowledge. Therefore, researcher designed a training to give pedagogical knowledge for teaching special needs children in inclusive children to the participants. Training materials including characteristics, assessment, and identification of special needs children, and construct Individual Education Program (IEP).


Keywords: teachers pedagogical competence, inclusive schools, special needs children


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DOI: http://dx.doi.org/10.24912/provitae.v6i1.230

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Penerbit:

Fakultas Psikologi Universitas Tarumangara

Jl. Letjen S. Parman No.1, Jakarta 11440, Indonesia.

 

 



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