The Analysis of Regular Students’ Parents Perception Towards Inclusion Program
Abstrak: Program pendidikan inklusi merupakan salah satu program pemerintah yang sedang digalakkan di Indonesia. Banyak dampak yang disebabkan oleh program ini, dampak terhadap siswa berkebutuhan khusus, siswa reguler, orangtua siswa berkebutuhan khusus, orangtua siswa reguler bahkan pendidik. Semua mempunyai pengaruh terhadap kemajuan program inklusi, orangtua siswa reguler yang diteliti disini mempunyai andil yang kurang terlihat sehingga perlu adanya penelitian terkait dengan persepsi program inklusi menurut para orangtua siswa reguler. Penelitian ini menggunakan metode pengisian angket dan wawancara sehingga hasil yang didapat tidak menjadi disalah artikan. Hasil dari penelitian ini menyatakan persepsi orangtua siswa reguler terhadap program inklusi sangat positif namun terdapat beberapa temuan terkait dengan kontribusi orangtua siswa reguler terhadap program inklusi.
Abstract: The inclusive education program is one of the government programs being promoted in Indonesia. There are many impacts caused by this program towards students with special needs, regular students, parents of students with special needs, parents of regular students and even educators. There are also many perceptions related to children with special needs in inclusive schools. All of them have an influence on the progress of the inclusion program. The parents of the regular students studied here have a less visible contribution so there is a need for research related to the perception of the inclusion program for the parents of regular students. This study used the questionnaire filling method and interview with the subject of the parents of regular students in the inclusive school. The results of this study stated that the parents of regular students’ perceptions towards the inclusion program were very positive but there were several findings related to contributions of regular students’ parents to the inclusion program
Ainscow, M. (2008). Making sure that everything matters: Towards a methodology for enhancing equity within educational systems. Cateing for Learners with Diverse Needs: An Asia-Pacific Focus, 11–29. Hongkong: Hongkong Institute of Education.
Black-Hawkins, K., Florian, L., & Rouse, M. (2007). Achievment and inclusion in schools. London: Routledge.
Darma, I., & Rusyidi, B. (2015). Implementation of Inclusion Schools in Indonesia. Proceedings of KS: Research & PKM, 147–300.
Dessemontet, R. S., Bless, G., & Morin, D. (2012). Effects of inclusion on the academic achievement and adaptive behaviour of children with intellectual disabilities. Journal of Intellectual Disability Research, 56(6), 579–587. https://doi.org/10.1111/j.1365-2788.2011.01497.x
Dewi, N. (2017). Benefits of the Inclusion Education Program for AUD. Children’s Education Journal.
Falkmer, M., Anderson, K., Joosten, A., & Falkmer, T. (2015). Parents’ Perspectives on Inclusive Schools for Children with Autism Spectrum Conditions. International Journal of Disability, Development and Education, 62(1), 1–23. https://doi.org/10.1080/1034912X.2014.984589
Hadjar, D. (2010). Empathy of Regular Students to Students with Special Needs in the Inclusion Class of SMP Negeri 18 Malang. Guidance and Counseling & Psychology.
Hjörne, E., & Säljö, R. (2019). Teaching and learning in the special education setting: agency of the diagnosed child. Emotional and Behavioural Difficulties, 24(3), 224–238. https://doi.org/10.1080/13632752.2019.1609239
Irawati, N. (2015). Relationship Between Empathy And Social Admission Of Regular Students To Special Needs Students In Inclusive Classes (SMPN 2 Sewon). Student Research Guidance and Counseling Journal.
Lui, M., Sin, K. F., Yang, L., Forlin, C., & Ho, F. C. (2015). Knowledge and perceived social norm predict parents attitudes towards inclusive education. International Journal of Inclusive Education, 19(10), 1052–1067. https://doi.org/10.1080/13603116.2015.1037866
Morento; Aguilera & Saldana. (2008). Do Spanish parents prefer special schools for their children with autism? Education and Training in Development Disabilities, 43, 162–173.
Mudjito, Harizal, & Elfindri. (2013). Pendidikan Inklusif. Jakarta: Baduose Media.
Peck, C. A., Staub, D., Gallucci, C., & Schwartz, I. (2004). Parent perception of the impacts of inclusion on their nondisabled child. Research and Practice for Persons with Severe Disabilities, 29(2), 135–143. https://doi.org/10.2511/rpsd.29.2.135
Salend, S. (2011). Creating Inclusive Classrooms. Canda: Pearson.
Sindelar, P. T., Shearer, D. K., Yendol-Hoppey, D., & Liebert, T. W. (2006). The sustainability of inclusive school reform. Exceptional Children, 72(3), 317–331. https://doi.org/10.1177/001440290607200304
Siperstein, G. N., Parker, R. C., Bardon, J. N., & Widaman, K. F. (2007). A national study of youth attitudes toward the inclusion of students with intellectual disabilities. Exceptional Children, 73(4), 435–455. https://doi.org/10.1177/001440290707300403
Sudarto, Z. (2016). Implementation of the Policy for Implementing Inclusive Education. Journal of Education: Theory and Practice.
Sunarto. (2009). Inclusive Education Management. Retrieved from Http://a-Research.upi.edu/.
Wilson, G. L., & Michaels, C. A. (2006). General and special education students’ perceptions of co-teaching: Implications for secondary-level literacy instruction. Reading and Writing Quarterly, 22(3), 205–225. https://doi.org/10.1080/10573560500455695