Curriculum Learning in Inclusive Class Setting
Suhendar Suhendar, Toni Yudha Pratama, Juhanaini Juhanaini, Dea Novitasari, Yulia Indriani and
Vairuz Meutia
Special Education Program, School of Postgraduate Studies, Universitas Pendidikan Indonesia, Jl. Dr.Setiabudhi 229
Bandung, West Java, Indonesia
Keywords: inclusive class curriculum.
Abstract: The implementation of Inclusion system in the school environment today is still not in accordance with the
rules of inclusion paradigm itself that is friendly to all. This research aims to search for the actual
implementation of how the planning system development and implementation services of curriculum program
in the class settings on inclusive schools. In this article, the method uses is qualitative analysis with interview
approach, observation, and documentation of the three schools, special guidance counselors and coordinators
of inclusion classes in first grade of primary school, along with the data in the field to support the research by
analyzing the empirical and theoretical evidences. The study concluded that the implementation of the
development and implementation of programs in the school curriculum on inclusive schools are basically
quite good, but it’s just not maximized fully in the implementation because those schools don’t fully facilitate
and accommodate the needs of supporting the development of the curriculum itself yet according to the needs
in the school environment.
1 INTRODUCTION
The curriculum program of learning in inclusive
classroom settings, especially for students with
special needs in education services become an
important topic for researchers. There are several
journal explaining implementation of inclusive
programs in schools, and understanding about
inclusive system itself in the school as well as where
the understanding of a teacher to an inclusive system
that particular service program at Children Special
Need (Robyn Bantley-Williams, et al. 2016; Kamal
Lamichane, 2014, 201 5; Doug Porter and Martin
Onyach-Olaa, 2010; James Mc Laskey and Nancy L.
Waldron, 2010; Leda Kamenopoulou et al, 2015). It
is clear that the approach to learning in children with
special needs requires special methods in inclusion
system applied in schools. Like when a teacher can
provide a very special practical and thorough
services, specific strategy in class setting is needed.
Likewise, involvement in social interaction must be
more sensitive and responsive to learners. It all could
be solved by examining all forms of education
services implementation on Children with Special
Needs. In addition, the school should be able to
accommodate all the needs of students and educators
for the implementation of special services program in
inclusive schools. This study therefore felt important
because there are still many shortcomings regarding
the empirical data from previous studies in the field.
Previously we have observed from several
sources that have been doing the research on learning
curriculum implemented in an inclusive school. By
understanding the special learning curriculum in
classroom settings, we feel it is very important to
understand because it involves the child's success in
achieving the learning material (Mary Waring, 2007;
Patrick Redmond et al, 2006). The importance of
understanding an inclusive system that is applied in
this school institution is very influential on the
enforceability of learning programs in schools as a
basic goal in achieving the targeted material
(Tawanda majako, 2016; Robyn Bentley-Williams
and Jennifer Morgan, 201 3). Of several journals
above, we realized the needs for ongoing innovation
so that educators could be more sensitive and find
new studies in the field compared to previous studies,
especially in the learning program on inclusive
schools in inclusive classroom settings.
Suhendar, S., Pratama, T., Juhanaini, J., Novitasari, D., Indriani, Y. and Meutia, V.
Curriculum Learning in Inclusive Class Setting.
In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 2, pages 449-452
ISBN: 978-989-758-314-8
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
449

The learning curriculum applied in an inclusive
setting classroom is certainly not equal to the
application in classroom or school in general. There
are some differences in managing the technical
mechanisms from preparation, services, up to the
execution on students in delivering materials. The
implementation of the Inclusion system in the school
environment is still not in accordance with the rules
of inclusion paradigm itself that is friendly to all. This
research aims to search for the actual implementation
of how the planning system development and
implementation services of curriculum program in the
classroom settings on inclusive schools. The stages
we did from the start were: observation, interviews
and documentation retrieval. In this study, the method
used is qualitative analysis with interview approach,
observation and documentation of three schools,
special guidance counselors and coordinators of
inclusion classes in first grade of primary schools,
along with the data in the field to support the research
by analyzing the empirical and theoretical evidences.
We hope that the result of this research could give the
latest contribution to the implementation order in
schools where the inclusion system is applied. Hope
that the development and implementation of the
curriculum program in an inclusive school is well
developed, not only in theory but also in the
implementation. We recognize that application in the
field is not fully applied in schools yet because the
schools haven’t yet fully facilitated and
accommodated the needs of supporting the
development of the curriculum itself according to the
needs in the school environment.
2 METHOD
Figure 1 shows an outline of mapping between the
objective/factual conditions in the field about the
stages of assessment and special educational services
with ideal conditions according to the analysis or
literature review whether it is appropriate or not to the
needs of students in the field. The chart can be
considered a mapping analysis in which the
descriptive research methodology mapping is simpler
and accurate than the research with analysis mapping
(Daft, 2003).
Figure 1: Analysis mapping chart between the actual and
theoretical.
Figure 2 shows the mechanism outline of research
methods as a development of analysis mapping chart.
Once the data is enough, the study of theory
continued with the execution at the field with patterns
of documentation, observation and interviews to
obtain empirical facts in school. The draft then was
validated to see whether it was appropriate or not to
be applied in a classroom setting in implementing the
classroom setting in school curriculum in this
inclusive settings, of which we have developed from
this hypothesis until we bring the assumption of this
hypothesis. This chart can be said as an accurate
analysis of descriptive research methodology than the
previous research of data collection method
(Sugiyono, 2013).
Figure 2: Analysis method mechanism chart in the field.
The object of our study focused on two classes of
3rd grade students. By involving the total of 20
students in each class, 2 teachers, as well as 2
teacher's assistants, and 1 coordinator of thus
inclusive program. The approach methods used in this
were observation, interviews and assessment. Test
instrument was given only to students, while we
conducted interviews only for teachers, assistants,
ICES 2017 - 1st International Conference on Educational Sciences
450

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
451

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