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and a program coordinator. The study was conducted
in 2016, from January to June. Our assessment was
done by conducting the mathematic subject material
in second semester of 3rd grade students. The location
of the study was a private school in Bandung
Regency, West Java, Indonesia.
3 RESULTS AND DISCUSSION
The inclusive philosophy is friendly to all. If it is
applied in the world of education, the education is
naturally friendly at all components in the school,
ranging from accessibility of buildings, human
resources, administrative setup or management,
facilities, up to the students as participants to get a
portion of educational services according to their
needs. Lots of experts, such Lamichhane (2015) in his
research entitled Social inclusion of people with
disabilities in the journal. However, in reality there
are still a lot of challenges to overcome. As time goes,
the improvements of inclusion system are conducted
in order to put the friendly education system for all
into a realization.
We can still feel the Application of Inclusion
system in the school today is still not in accordance
with the rules of inclusion paradigm itself that is
friendly to all. It is actually not easy to run this
inclusion of this system, there are several
consequences and stages in implementing the
educational services mechanism in an inclusive
setting. However, if the implementation of education
services in inclusive settings is well managed, of
course the impact is not only felt by children with
special needs alone but to all aspects that exist in the
school itself, including all teachers would be more
reliable and professional, and it could continue
increasing their knowledge. Besides, we cannot deny
that facilities and infrastructures to support children's
learning involve children with special needs, in
which, the learning process requires some concrete
media where special skills from an educator are
needed.
The essence of the implementation in preparing
educational programs in the curriculum that adapts to
the needs of children is essentially a part of technical
implementation of inclusion system. Whereas, stages
or regulations contained in the system mechanisms of
inclusion themselves need special education or
experts who actually comprehend, understand, and be
ready to apply the program. How the planning system
development and implementation services of
curriculum program in the classroom settings on
inclusive schools runs the course should be in
accordance with its rules or the rules of the paradigm
of inclusive philosophy itself. The exact steps
undertaken in this study should refer to several
sources which have conducted research studies on
inclusive. After that, we can develop it because as
time passes and there are changes, new paradigm will
surely emerge and we should be ready to face it as
educators, by keep innovating and creating something
through this journal.
There have been many related articles about the
methods in analyzing research on inclusive. With the
approach of interview, observation and
documentation of the three schools, special guidance
counselors and coordinator of inclusion classes in
first grade of a primary school, along with the data in
the field to support the study completely by analyzing
the empirical and theoretical evidences. There are
some of the results of the study reported to be in a
problem, in which the development of
implementation and curriculum programs in the
inclusive schools are basically still not quite optimal.
The application of implementation is conducted
because the schools haven’t thoroughly facilitated
and accommodated the needs of supporting the
development of the curriculum itself according to the
needs in the school environment.
4 CONCLUSIONS
Implementation of the Inclusion system in the school
environment still doesn’t fully suit the inclusion
paradigm, which is, friendly to all. The method used
in service planning of development and
implementation of curriculum programs in the
classroom setting on an inclusive school was
qualitative analysis, with interview approach,
observation, and documentation on the three schools
where the objects were special supervising teachers
and inclusion class coordinators on first grade along
with the data in the field to support the research by
analyzing the empirical and theoretical evidences.
The research concludes that the implementation of
the development and implementation of curriculum
programs in inclusive schools are basically pretty
well and good, but the implementation is not fully
maximized in schools because they cannot facilitate
and accommodate the needs of supporting the
development of the curriculum itself according to the
needs in the school environment yet.
Curriculum Learning in Inclusive Class Setting
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