Inclusive Learning Management in Elementary Schools

DOI

10.2991/icei-17.2018.94How to use a DOI?

Keywords

Inclusive Learning; Management; Elementary School; insert

Abstract

This study aims to describe and analyze inclusive learning management with indicators, learning plan, learning organization, learning implementation, learning assessment, and compensatory services. This research uses the qualitative method with multicast type. The technique of data collection and validity test are done through interview method, observation, documentation and document observation. Data analysis is done by using Miles and Huberman model that consists of four stages: (1) condensation data, (2) data exposure, (3) data verification, and (4) drawing of data conclusions. The credibility of the data is tested through triangulation of technique, source, and time. The results of this study indicate that inclusive learning management has been implemented in primary schools. The first plan, which includes: syllabus and learning implementation plan (RPP). Second, organizing, including task identification, personnel, time, and inclusive classroom learning model. The three executions, which include: preliminary steps, core activities, and cover. These three steps are used by using media and methods that match the child's character. Fourth, the assessment, which includes: written tests, oral tests, and observations. Fifth, the compensatory service, which includes: individual services provided in accordance with the specificity of the Special Needs Children (ABK).

Copyright

© 2018, 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/).

Download article (PDF)

TY  - CONF
AU  - Wahyu Nugroho
AU  - Mr. Murtadlo
AU  - Mr. Mudjito
PY  - 2018/02
DA  - 2018/02
TI  - Inclusive Learning Management in Elementary Schools
BT  - Proceedings of the 1st International Conference on Education Innovation (ICEI 2017)
PB  - Atlantis Press
SP  - 353
EP  - 355
SN  - 2352-5398
UR  - https://doi.org/10.2991/icei-17.2018.94
DO  - 10.2991/icei-17.2018.94
ID  - Nugroho2018/02
ER  -