Management of Inclusive Education Institutions
Umi Umi Saiful Ummah, Sinta Sinta Yuni Susilawati, Rizqi Rizqi Fajar P, Dimas Dimas Arif D
Umi Umi Saiful Ummah
Available Online August 2017.
- https://doi.org/10.2991/coema-17.2017.43How to use a DOI?
- education management, inclusive
- The purpose of this study is to obtain a description of the scope of management covering curriculum management, student management, facilities and infrastructure management, personnel management and education, financial management, school relationship management with the community, and special service management. This research uses qualitative approach of descriptive case study type. This research was conducted at school X in Bandung City and school Y in Sidoarjo. Data collection was done by observation, interview, and documentation study. The data were processed based on qualitative data analysis techniques according to Milles and Huberman. Based on the results of research indicate that the curriculum used in both schools are differences. School X in the city of Bandung prepares the curriculum before the new school year, which organizes the team at school. While school Y in Sidoarjo has no preparation of curriculum for Students with Special Needs (Anak Berkebutuhan Khusus / ABK), only compile the program composed by shadow teacher (Guru Pendamping Khusus / GPK). Management of learners, school X in the Bandung city does not specify the type of ABK that is excluded in the admission of new students in school. School Y in Sidoarjo also does not have special requirements for the ABK but the acceptance of learners with regard to the ability of the GPK in teaching. The findings of field management facilities and infrastructure of both schools include learning media and school accessibility is not fully supportive, but still pursued. Field findings on the management of educators and education-administrator show that school X in Bandung city shows for recruitment of educators and education-administrator is usually done in July, but if needed before July, then the school opens the registration of prospective educators. To appreciate the performance of teachers and education-administrator, the school has apprecial performance. While at school Y in Sidoarjo, there is no acceptance of educators and education-administrator because there is a letter from the local office that the school should not receive educators and education-administrator. At the financial management, there are differences between both schools. The finances at school Y in Sidoarjo are pure from the parents' tuition and organized for all the needs at school, whereas in the Y Sidoarjo school all the finances for the operation of the pure school from the government called BOS, scholarships for ABK and SN scholarships so that all learners in school are free. The management of school and community relationships, the community around the school and the parents of other learners already know and understand about the ABK at school. Parents of other students do not object ABK study in the school. They think students with special needs received are not in the category of heavy ABK. The same thing also happened at Y Sidoarjo school, only the school community did not understand the school received the
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- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Umi Umi Saiful Ummah AU - Sinta Sinta Yuni Susilawati AU - Rizqi Rizqi Fajar P AU - Dimas Dimas Arif D PY - 2017/08 DA - 2017/08 TI - Management of Inclusive Education Institutions BT - Proceedings of the 2nd International Conference on Educational Management and Administration (CoEMA 2017) PB - Atlantis Press SP - 242 EP - 248 SN - 2352-5428 UR - https://doi.org/10.2991/coema-17.2017.43 DO - https://doi.org/10.2991/coema-17.2017.43 ID - UmiSaifulUmmah2017/08 ER -