Analysis of Teachers’ Understanding Level, Needs, and Difficulties in Identifying Children with Special Needs in Inclusve School in Surakarta
This research was aimed to determine teachers’ understanding level of identification concept, needs, and difficulties in implementing the identification of children with special needs in inclusive school. It was a descriptive research with 40 special teachers as the subject taken by using purposive random sampling in 11 inclusive school in Surakarta. Data was cllected through interview and questionnaire. Data was analyzed by using percentage quantitative descriptive. Result of the research showed that: (1) teachers’ understanding level of the identification of children with special needs was strongly uncomprehend (37%), uncomprehend (23%), and less comprehend (18%); (2) teachers’ needs of the identification of children with special needs mostly need training program and digital identificatio instrument development, (3) problems found in the field about identification of children with special needs are identification instrument standardize, difficulty in applying identification steps, low competence of non-special-education teacher about identification and in detecting similar characteristics of children with special needs.
Ahmad, Fouzia Khursheed. (2015a). Challenging Exclusion: Issues and Concerns in Inclusive Education in India. Researchpaedia, 2 (1), 15-32.
Ahmad, Fouzia Khursheed. (2015b). Exploring the Invisible: Issues in Identification and Assessment of Students with Learning Disabilities in India. Transcience: A Journal of Global Studies, 6 (1), 91-107.
Ahmad, Fouzia Khursheed. (2015c). Use of Assistive Technology in Inclusive Education. Transcience. A Journal of Global Studies, 6 (2), 62-77
Ajuwon, Paul M. (2008). Inclusive Education For Students With Disabilities In Nigeria: Benefits, Challenges And Policy Implications. International Journal of Special Education, 23 (3).
Bukvić, Zlatko. (2014). Teachers competency for inclusive education. The European Journal of Social and Behavioural Sciences, 2 (3), 1585 – 1590.
Charema, John. (2010). Inclusive Education In Developing Countries In The Sub Saharan Africa: From Theory To Practice. International Journal Of Special Education, 25 (1).
Desiningrum, Denie Ratri. (2016). Psikologi Anak Berkebutuhan Khusus. Yogyakarta: Psikosain.
Guarino, Cassandra M., Buddin, Richard., Pham, Chung & Cho, Michelle. (2010). Demographic Factors Associated With the Early Identification of Children With Special Needs. Topics in Early Childhood Special Education, 30 (3), 162 –175.
Kaminski, Ruth A & Powell-Smith, Kelly A. (2016). Early Literacy Intervention for Preschoolers Who Need Tier 3 Support. Topics in Early Childhood Special Education, 30 (3), 1 –13.
Karsidi, Ravik. (2015). Education Development Strategies in Indonesia Points of Thoughts. Surakarta: Sebelas Maret University Press.
Kilgus, Stephen P., Von Der Embse, Nathaniel P., Scott, Katherine & Paxton, Sara. (2015). Use of the Intervention Selection Profile–Social Skills to Identify Social Skill Acquisition Deficits: A Preliminary Validation Study. Assessment for Effective Intervention, 40 (4), 228 –239.
Lebeer, J., Struyfb, E., De Maeyerb, S., Wilssensc, M., Timbremontd, B., Denysd, A., & Vandeveired, H. (2010). Identifying Special Educational Needs: Putting A New Framework for Graded Learning Support to the Test. European Journal of Special Needs Education, 25 (4), 375–387.
Mangunsong, Frieda. (2009). Psikologi dan pendidikan anak berkebutuhan khusus jilid 1. Jakarta: LPSP3 UI.
Meaden, Hedda., Snodgrass, Melinda R., Meyer, Lori E., Fisher, Kim W., Chung, Moon Y & Halle, James W. (2016). Internet-Based Parent-Implemented Intervention for Young Children With Autism: A Pilot Study. Journal of Early Intervention 2016, 38 (1), 3 –23.
Peterson, Carla A., Wall, Shavaun., Jeon, Hyun-Joo., Swanson, Mark E., Carta, Luze, Gayle J., Eshbaugh, Elaine. (2011). Identification of Disabilities and Service Receipt Among Preschool Children Living in Poverty. Journal of Special Education, 47 (1), 28 – 40.
Salim, (2002). Uji Model Penanganan Anak Kretin dan GAKI di Sekolah Dasar Daerah Gondok Endemik. Jurnal Rehabilitasi dan Remediasi. Tahun 12. Nomor 1. 2002
Salim, (2012). The Prevalence of Children with Special Needs in Inclusive Elementary School of Iodine Deficiency Area. Surakarta: International Journal of S-3 Education Science Study Program. Sebelas Maret University.
Sapon-Shevin, Mara. (2007). Widening the Circle the Power of Inclusive Classrooms. Boston: Bacon Press.
Schmidt, S & Venet, M. (2012). Principals Facing Inclusive Schooling or Integration. Canadian Journal Of Education, 35 (1), 217-238.
Suryaningrum, Cahyaning., Ingarianti, Tri Muji & Zainul Anwar. (2016). Pengembangan Model Deteksi Dini Anak Berkebutuhan Khusus (ABK) Pada Tingkat Pendidikan Anak Usia Dini (PAUD) Di Kota Malang. Jurnal Ilmiah Psikologi Terapan, 4 (1), 62 – 74.
Tarnoto, Nissa. (2013). Permasalahan – Permasalahan yang Dihadapi Sekolah Penyelenggara Pendidikan Inklusi Pada Tingkat SD. Jurnal Humanitas, 13 (1), 50 – 61.
UNESCO. (2000). The Salamanca Statement and Framework for Action on Special Needs Education. Paris: Author.
Yusuf, Munawir., Salim, A & Subagya. (2013). Pendidikan Kompensatoris Anak Berkebutuhan Khusus (ABK). Jakarta: Depdiknas.
Zheng, Yuzhu., Maude, Susan P & Brotherson, Mary Jane. (2015). Early Childhood Intervention in China. Journal of International Special Needs Education, 18 (1), 29–39.
Zulfija, Movkebaieva., Indira, Oralkanova & Elmira, Uaidullakyzy. (2013). The professional competence of teachers in inclusive education. Cyprus International Conference on Educational Research. 549 – 554.