Identification Children With Special Needs in Inclusive Elementary School Yogyakarta

DOI

10.2991/assehr.k.201205.086How to use a DOI?

Keywords

inclusive education, special needs, disabilities, elementary school

Abstract

This study aims to describe the distribution of variations in the types and characteristics of children with special needs in inclusive elementary schools and to find out models of implementation of inclusive education in elementary schools. This study uses mix-method. Data collection techniques used were questionnaires and interviews. Data analysis is carried out quantitatively and qualitatively according to the type of data collected. The results of the study show that children with special needs received in inclusive schools are very diverse. The types of children with special needs that are dominantly accepted in inclusive schools are slow learner (86%), blind (1%), deaf (1%), learning disability (5%), and physically disabled (1%). Identification children with special needs are made through the results of the assessment from the institution of psychology, the results of observations, and tests of learning outcomes. Special guiding teacher obtained from the closest segregation school.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Nurul Hidayati Rofiah
AU  - Norimune Kawai
PY  - 2020
DA  - 2020/12/11
TI  - Identification Children With Special Needs in Inclusive Elementary School Yogyakarta
BT  - Proceedings of the 1st International Conference on Early Childhood Care Education and Parenting (ICECCEP 2019)
PB  - Atlantis Press
SP  - 58
EP  - 64
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.201205.086
DO  - 10.2991/assehr.k.201205.086
ID  - Rofiah2020
ER  -