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Indonesian language is translated into learning
programs are individualized or Teaching Program
Individual (PPI) , In designing this PPI, it should
contain five requirements: (1) The level of ability of
the child at this time, (2) general purpose (goal) is to
be achieved in one year and its formulation into
destination special-purpose (instructional objective),
(3) a special service for children and expansion to
follow the regular program, (4) projections about
when the commencement of activity and the time
will be used to provide services, and (5) evaluation
procedures and criteria the success or failure of the
program.
Sunardi (1996) states that the learning program
individual includes six components, namely (1) a
description of the level of ability of the child, (2)
long-term goals, (3) short-term goals, (4) special
type of services provided, (5) setting Award
services, and (6) a procedure and criteria for
evaluation. Reynolds and Birch (Sunardi, 1996)
states that there are seven principles that support the
learning profile children with special needs in
regular schools, namely:
Setting the school's physical environment
Social Integration of Children with Special
Needs
Class management
Optimizing Utilization of Academic Time
Choosing Learning Materials
Conducting Monitoring, Feed Back,
Encouragement, Repetition
Utilizing Diagnosis Results in Learning
Meanwhile, according to Polite and Shevin
(Sunardi, 1996) there are five profiles inclusion of
learning in schools, namely:
Creating and maintaining a warm classroom
community, accept diversity, and respect for
diversity
Application of multilevel curriculum and
multimodality
Prepare and encourage teachers to teach
interactively
Equipping encouragement for teachers and
class continuously and the removal of barriers
relating to professional isolation
Significant involvement of parents in the
planning process.
Learning children with special needs in the
regular school through inclusion has attracted the
attention of many people and has been widely placed
as the best alternative, due to the application of this
concept has many advantages, especially in terms of
output this concept has many advantages, especially
in terms of output aspect of academic, personal, and
social on Children with Special Needs. Even fears of
a negative impact on academic achievement in
normal children is also not proven. Even Staub and
Peck (Sunardi, 1996) has identified excess inclusion
program, namely: (1) reduction in the fear of
individual differences and a greater sense of
confidence in Children with Special Needs, (2) a
normal child more tolerant of others and
increasingly feel positive about themselves, (3)
improve the status and self-concept in normal
children (4) increased commitment of normal
children on moral and ethical principles, and (5)
getting accustomed close to friendship and
understanding.
Each of Children with Special Needs in addition
has the same needs with normal children, also have
special needs. Therefore, children with special needs
requires understanding, the same as other normal
children. Besides, they need love, security, self-
esteem, a sense recognized as a member of the
group, as well as a sense of freedom, they also have
certain needs in accordance with incredibility. These
needs must be anticipated by teachers in primary
school, so that they can develop their potential
optimally.
Schwartz (1984) asserts that the policy of
mainstreaming in some states of America States has
demanded the ability or competence of teachers in
order to understand the condition of children with
special needs in accordance with the type of their
incredibility. The problem of school teachers plain
does not have the readiness sufficient to teach
various types of Children with Special Needs
effectively, they were not prepared, so the needed
information and encouragement from the
administrator or their colleagues to be able to reduce
their anxiety in a situation barn that and being able
to be positive to the presence of the Son Special
Needs in its class.
List of attitudes and skills that must be possessed
by the teachers who have exception students in
public schools,
Knowing how to talk to children about their
incredibility
Actively teach children self-control
Learning how to encourage parents to meet
the special needs of children
Learning how to talk to parents about the
incredibility of children in general (normal
students)
Learning how to work with parents who reject
the presence of children with special needs in
mainstream schools
The Readiness of College Students as Prospective Teachers in Elementary School for Serving Children with Special Needs
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