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International Seminar and Workshops
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International Seminar Proceedings
International Seminar and Workshops
The Inclusive Classroom
Bachelor of International Primary EducationFaculty of Teacher Training and Education Satya Wacana Christian University
Salatiga, Central Java, Indonesia 5 April 2014
Published by the Faculty of Teacher Training and Education Satya Wacana Christian University
Salatiga, Central Java, Indonesia 2014
Copyright © 2014 by the Faculty of Teacher Training and Education, Satya Wacana Christian University All right reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without any permission in writing form publisher.
For information:
Bachelor of International Primary Education Faculty of Teacher Training and Education Satya Wacana Christian University
Diponegoro St. No 52-60, Salatiga, Central Java, Indonesia Ph. 011 62 298 321212
http://seminarofpgsdbi10@gmail.com http://bipe.fkip.uksw.edu/
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Acknowledgement
The Bachelor of International Primary Education program and the Inclusive Classroom Seminar organising committee gratefully acknowledge the professional assistance of the following speakers and institutions:
Ms Niken Widagdarini
Head of the Section of Education, Youth, and Sport, Department of Education, Salatiga; Dinas Pendidikan Pemuda dan Olahraga (DISDIKPORA), Salatiga
Dr. Robert Grandin
Adjunct senior lecturer at the University of the Sunshine Coast, Queensland, Australia
Dr. Margaret Shore
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International Seminar Committee Members
Steering Committee Dr. Anna Dall, Ph.D. Chairperson Siwi Mahanani
Secretariat Yulianan Dewi Anggraeni, Reni Prastiwi Andayani Treasurer Widita Retno Prayogung, Wijayanto Edi Nugroho Program Section Yohana Setiawan, Tri Suryaningsih, Citra Wahyu Volindri Section for Publication and Public Relations Ariza Chrisananda Nurendra, Ephafroditus Mahargya Rindanto, Suhirno Section for
Facilities Putri Fajar Dwi Astuti, Rijal Makhrus Musyafa Section for Food Desy Artika Setyorini, Anna Ardiyani Musriono
ISBN : 978-979-1098-41-13
Editor: Yohana Setiawan
Editorial Assistants: Yuliana Dewi Anggraeni, Tri Suryaningsih, Siwi Mahanani. Reni
Prastiwi Andayani
Cover Design: Ephafroditus Mahargya Rindanto
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Table of Contents
Acknowledgements ... 2
International Seminar Committee Members ... 3
Table of Contents ... 4
Foreword ... 6
Satya Wacana Christian University ... 7
Faculty of Teacher Training and Education ... 8
Department of Primary Teacher Education; Pendidikan Guru Sekolah Dasar (PGSD) ... 9
What does the I in BIPE stand for? ... 10
BIPE 2010 – Who Are We? ... 11
Program Schedule ... 12
Seminar session ... 12
Workshop sessions ... 13
Seminar ... 14
DISDIKPOR Policy of the Implementation of Inclusive Education Ms Niken Widagdarini ... 14
Putting Students Centre Stage - The Inclusive Classroom Dr. Robert Grandin ... 19
Three Case Studies in Inclusive Education in Yogyakarta, Indonesia Dr. Margaret Shore ... 26
Workshops ... 30
The role of ISA in IndoGym: Providing Inclusive Sport Classes through an Effective Use of Support Staff Mila Setya Astuti ... 31
IndoGym: Building Capacity for Inclusive Education in Sport Anthony Fine ... 32
Strategies to Cope with Autism Children Dra. Lilik Sriyanti, M.Si. ... 36
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Respecting Differences & Abilities in the Inclusive Classrooms
Sri Rahayu Widyastuti ... 49
Teaching Religious Tolerance in the Classroom
Enie Rusmalina ... 55
Educational Toys for the Inclusive Classroom
Ajeng Ayu Widiastuti, S.S.,M.A ... 58
The Best Way to Implement CIBI
Lanny Wijayaningsih, S.Pd, M.Pd. ... 64
Nutrition for Children with Special Needs
R.L.N.K. Retno Triandhini ... 66
Identifying Gifted and Talented Students
Kristien Wedhar Hapsari, S.Pd., M. Psi. ... 73
Appendix ... 77
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Foreword
Education is a basic human right and all children are entitled to quality education. However, in every classroom there is a great variety of learners. To succeed, their different abilities, learning styles and other particular individual needs must be catered for.
In Indonesia, the government has legislated that in every school there must be staff who know how to facilitate learning for children with special needs. However, we must remember that the inclusive classroom not only serves children with obvious disabilities, but looks after all children regardless of their sex, religion, social, ethnic or economic background, ability or learning style. Truly inclusive classrooms are still not
commonplace in Indonesia. One reason may be that teachers do not know what the concept means, or have not been trained in the use of appropriate teaching and learning strategies.
This seminar is a one day event. There will be key note presentations in the morning illustrating what can and needs to be done, and how instructional processes matched to the learner can have life changing effects. In the afternoon pre-service teachers will gain more hands on experiences in the various workshops.
We would like to extend our gratitude to the Rector and the Deputy Rectors of Satya Wacana Christian University for their backing. A warm thank you to all key note speakers and work shop facilitators for their support. Finally, sincere thanks to all committee members who have worked so hard to make this seminar possible.
For the future of Indonesia, it is of vital importance that our teacher training is based on international research and best practice. This seminar will give pre-service teachers an understanding of the diverse classroom and strategies for how to turn it into an inclusive classroom.
Welcome to The Inclusive Classroom!
Salatiga 5 April 2014
Siwi Mahanani
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Satya Wacana Christian University
SWCU is one of the oldest, private universities in Indonesia and enjoys a solid reputation for excellence, nationally as well as internationally.
SWCU was founded in 1956 (and initially called the Indonesian Christian Institute of Tertiary Teacher Training). From a humble start with only five departments (one being Education), SWCU has developed into what it is today! Currently about 13000 students, from a variety of cultural and ethnic backgrounds, are enrolled in 58 high quality
programs, in 14 faculties: Law, Economics, Health Sciences, Psychology, Theology, Agricultural Science, Biology, Electrical Engineering, Language and Literature, Science and Mathematics, Social Studies and Communication, Performing Arts, Information Technology and Teacher Training and Education.
There are post graduate schools consisting of master programs and doctoral programs: School of Agriculture, Applied Biology, Development Studies, Education, Education Management, Information Technology, Psychology, Sociology of Religion, and Pastoral Counseling.
SWCU is an important part of the local community with a great mix of students from all parts of Indonesia as well as international students.
Contact details
Phone: +62-298-321212 E-mail:fkip@adm.uksw.edu
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Faculty of Teacher Training and Education
The Faculty of Teacher Training and Education, FKIP, is located in the E building on the SWCU campus and the administration is found on the 2nd floor. In 2013, Dra.Yari
Dwikurnaningsih, M.Pd. was appointed Dean of this faculty. FKIP offers seven teacher training study programs; Primary Education, Early Childhood Education, Mathematics, Economics, History, Civics, Guidance and Counseling, There is also a postgraduate program in Education Management.
Contact details
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Department of Primary Teacher Education - Pendidikan
Guru Sekolah Dasar (PGSD)
Within the PGSD structure, there is a regular program, an international program, a distance education program and an in-service teacher training program.
Graduates from PGSD are professional primary school teachers who are dedicated to guiding and caring for their students. They are sensitive to the diverse social and cultural backgrounds of their students in this era of globalization.
Vision:
To develop a study program that excels in training primary school teachers who are competent, creative and innovative, exhibiting professional character steeped in the Christian faith, with social sensitivity and wisdom anchored in the Indonesian culture, in this era of globalization.
Mission:
To provide educational services that are creative, innovative, based on the Christian faith and meeting the challenges of globalization.
To encourage PGSD academics to conduct research on primary education and to support primary school pre-service teachers to become competent teachers.
To support PGSD academics to engage in community service for increased social sensitivity and societal wisdom
To provide extracurricular activities for students to develop their personality and talents, their creativity, their life skills and leadership skills.
Contact details
Head of Study Program: Herry Sanoto, S.Si.,M.Pd Address: E building Satya Wacana Christian University Jl. Diponegoro 52-60, Salatiga 50711, Central Java.
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What does the I in BIPE stand for?
Well, of course you know that BIPE means Bachelor of International Primary Education. That still doesn’t totally explain the connotation of “International”.
BIPE brings together the theory and practice of teaching in primary schools, years 1 – 6, in Indonesia as well as in international, bilingual schools. Thus, as a graduate from BIPE, you are eligible to teach in regular Indonesian state schools as well as prepared for work in international, bilingual schools.
You study the Indonesian national curriculum as well as international curricula such as, for example, the Cambridge curriculum.
In BIPE there is, as you know, a strong focus on the English language. You study English every semester. Many of the courses are taught exclusively in English, and therefore you get extensive practise in all aspects of the English language; you listen and speak in class, you read set texts and write required assignments.
BIPE is informed by current international research and will give you a global perspective on curriculum and teaching and learning in the 21st century.
BIPE is actually a unique teacher training program in Indonesia and can be your key to “teaching without borders”!
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BIPE 2010
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Who Are We?
The BIPE cohort of 2010 consists of 15 students with multifarious backgrounds. There are 10 female students; Siwi, Dewi, Reni, Tata, Anna, Desy, Citra, Aya, Putri, and Yoyo and 5 male students; Ariza, Dantok, Rijal, Ino, and Hohok. 2010 is the smallest of the BIPE classes and maybe that is why we all have learnt to work very well together. We are also aware though, that our success is dependent on the lecturers who guide and support us. We were the first students ever to get the opportunity to do our professional work experience (PPL) for three months, from September to December 2013, in
international/bilingual schools in places far away from Salatiga; Bali, Lombok, Pontianak, Jakarta and Jambi. Even though separated by distance we still kept in constant touch through social media, and stayed close and united.
Very soon we will graduate and become professional teachers. We are very much looking forward to putting into practice all we have learnt at SWCU. We are also aware of the challenges! We understand that to be good teachers we need to embrace each and every learner in our classrooms, regardless of background and abilities. We are
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Program Schedule
Seminar Session
08:00 Registration
OPENING CEREMONY 08:30 Opening address (MC)
08:35 Opening address by the chairperson of the organizing committee, Ms Siwi Mahanani
08:45 Opening address by the lecturer of the course Seminar on Elementary Education, Dr Anna Dall PhD
08:55 Address and official opening by the FKIP Dean, Dra. Yari Dwikurnaningsih, M.Pd.
09:05
Plenary Session 1
DISDIKPORA Policy in the implementation of inclusive education Ms Niken Widagdarini, Dept of Education, Salatiga
09:50 Quiz
10:05
Plenary Session 2
Video conference; Putting Students Centre Stage Dr. Robert Grandin, University of the Sunshine Coast 10:55 Poster discussion
11:20
Plenary Session 3
Three Case Studies in Inclusive Education in Yogyakarta, Indonesia Dr. Margaret Shore, Sekolahku My School
12:05 Lunch and movie
13:00 WORKSHOP 1
14:00 WORKSHOP 2
CLOSING CEREMONY
15:05 Announcement of winners in the poster competition.
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Workshop Sessions
No. Time Workshops
1
13:00 Room: E 101
IndoGym. Providing inclusive sport classes through an effective use of support staff Facilitators: Mila Setya Astuti : Principal of Sekolahku – MySchool and Anthony Fine: IndoGym Sports Coordination Officer, Sekolahku-MySchool.
Capacity: 25 people
14:00 IndoGym: Building capacity for inclusive education in sport (This workshops builds on workshop 1, but can still be taken separately) Practical activities included.
Facilitators:Anthony Fine: IndoGym Sports Coordination Officer and Mila Setya Astuti : Principal of Sekolahku – MySchool
2
13:00 Room: E 102
Speaker: Dra. Lilik Sriyanti, M.Si
Topic: Practical methods and strategies to cope with autism And hyperactive students Capacity: 25 people
14:00
3
13:00 Room: E 104Speaker: Lanny Wijaya Ningsih, S.Pd., M.Pd. Topic: The best way to implement CIBI Capacity: 25 people
14:00
4
13:00 Room: E 107
Speaker: Kristien Wedhar Hapsari, S.Pd.,M.Psi Topic: The creative inclusive classroom Capacity: 25 people
14:00
5
13:00 Room: E 109
Speaker: Ajeng Ayu Widiastuti, S.S.,M.A
Topic: Educational toys for the inclusive classroom Capacity: 25 people
14:00
6
13:00 Room: E 111
Speaker: Demitria Budiningrum, S.Pd. Topic: Literacy and the inclusive classroom. Capacity: 25 people
14:00
7
13:00 Room: E 113
Speaker: Sri Rahayu Widyastuti
Topic: Respecting different abilities in classroom Capacity: 25 people
14:00
8
13:00 Room: E 114
Speaker: Enie Rusmalina
Topic: Learning in harmony despite different religions and beliefs Capacity: 25 people
14:00
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13:00 to 15:00Room: E 115
Speaker: Faculty of Health Sciences
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Seminar
DISDIKPORA Policy in the Implementation
Of Inclusive Education
Niken Widagdarini
Background
1. In reality, not all Indonesian children obtain appropriate educational rights and dignity ;
2. Students who have physical abnormalities , emotional , mental, social , and / or have the
potential of intelligence and / or special talents should get service to suit your needs ;
Anvil
1. The Universal Declaration of Human Rights 1948 ( Declaration of Human Rights );
2. Convention on Rights of the Child in 1989 ( Convention of the Right on Chile);
3. World Declaration on EFA ( Education for All) - Jomtien , Thailand , 1990;
4. The UN Resolution No. 48/96 of 1993 : the Standard Rules on the Equalization of
Opportunities for Disabilitas Holder ( Standard rules on Equalization of Opportunities for
Persons with Disabilities );
5. UUD 1945 ( Amendment to Article 13 );
6. UU Number 23 Year 2002 concerning the protection of children;
7. UU Number 20 Year 2003 on National Education System;
8. Act No. 4 of 1997 on Persons with Disabilities;
9. Declaration of Salatiga as an Inclusive City 12th December 2012;
Purpose
1. Fulfilling the right to education ;
2. Expansion of access to education ;
3. Improving the quality of education ;
4. Efficiency of education funding ;
5. Developing an inclusive community character;
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Policy Strategic
1. Regulations;
2. Budget / funding;
3. Piloting Maintenance Inclusive Education;
4. Restructuring Grand Design;
5. Teachers Special Advisor;
6. Curriculum;
7. ABK Database and Information Systems;
8. Systems support;
9. Networking;
10.Understanding and awareness;
Regulation
1. Perwali Number 11 Year 2013 concerning the Implementation of Inclusive Education ;
2. Decision No. 420/479/2012 Salatiga Mayor date 3 December 2012 on Inclusive
Education and CIBI POKJA ;
3. Decree of the Head Office of Education , Youth and Sports City of Salatiga number
420/241.a/101 date January 24, 2012 on the designation of elementary and junior
Inclusive Education Coordinator and CIBI Salatiga City in 2012 ;
4. The Head Office of Education , Youth and Sports City of Salatiga numbers 420/2024/101
9th July 2013 the piloting Fixing Maintenance and CIBI Inclusive Education ;
5. Grand Design Maintenance Inclusive Education Salatiga City Year 2012-2016 ;
Strategy of Policy Implementation
1. Formation and Empowerment POKJA Inclusive Education ;
2. Restructuring Grand Design Inclusive Education ;
3. Collecting ABK which yet underserved ;
4. Outreach ;
5. Increased capacity of human resources ;
6. Publications ;
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Closing
• Inclusive Education is an integral part of the educational program at Disdikpora;
• Inclusive Education is an integral part in the implementation of Wajar education agencies;
• Follow-up program of Inclusive Education with PMU (Universal Secondary Education);
Summary (by student participant)
- Education is a human right but in reality there are still a lot of children who cannot get a
high quality education, even though it is their legal right.
- Students with disabilities, gifted, or special needs have to get an education which is
appropriate to their needs.
There are agreements and regulations that are supporting the equal right to education.
1. Declaration of Human Rights 1948 (Deklarasi Universal HAM);
2. Convention of Children’s Rights in Chile 1989 (Konvensi Hak Anak 1989);
3. Education for All (Deklarasi Dunia tentang PUS)– Jomtien, Thailand 1990;
4. Regulation of Equal Opportunities for People with Disabilities (Resolusi PBB Nomor
48/96 Tahun 1993: Peraturan Standar tentang Persamaan Kesempatan bagi Penyandang
Disabilitas )
5. Indonesia: Undang-Undang Dasar 1945 (Amandemen pasal 13);
6. Indonesia: Undang-Undang Nomor 23 Tahun 2002 tentang Perlindungan Anak;
7. Indonesia: Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional;
8. Indonesia: Undang-Undang Nomor 4 Tahun 1997 tentang Penyandang Cacat;
9. Salatiga declaration about inclusive education (Deklarasi Salatiga sebagai Kota Inklusif
tanggal 12 Desember 2012)
The purpose of this policy is to:
1. Implement equal education rights
2. Broaden access to education
3. Upgrade the quality of education
4. Improve cost effectiveness
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The Policy strategies:
1. Regulations
2. Budget/ supply funding
3. Teacher professional development
4. Pilot projects for the implementation of inclusive education
5. Teacher assistants
6. Curriculum
7. Special needs database and information system
8. Supporting system
9. Networking;
10.Comprehension and awareness
Implementation of policy strategies
1. Form and use of POKJA for inclusive education
2. Arrange Grand Design pilot projects for inclusive education
3. Compile data of special needs students. The society will still argue that disability is an
ignominy.
4. Increase appropriate facilities, funding, and professional development for in service
teachers.
5. Upgrade the capacity of human resources, the government has already sent teachers to
workshops for special needs training; this needs to be followed up.
6. Information through the media ( electronic, website, printed matter and bulletins
(ongoing process))
7. Education consultation clinic open to parents and the public to give advice about what
they have to / can do to help their child, and give them an understanding about inclusive
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Discussion
Galih
Question : Is the policy effective?
Answer: It is effective, even though it takes time for the society and other students to understand and be aware of children’s rights.
Shandy:
Question : If a school has an outstanding (genius) student, the school does not know what to do
with this student, thus the school suggests that the parents move this student to another school or
special school, what do you think about this?
Answer: Before they state that this student is a genius they need to do an intelligence test/ IQ
test to prove that the student is a genius. Not every school can open an acceleration class; they
need to meet some requirement to do that.
Ellysa:
Question: - Are there any inclusive schools in Salatiga?
- Do I have to take a master’s degree somewhere?
Answer: - Yes, there are some inclusive schools in Salatiga
Dwi:
Suggestion: In my observations in three inclusive schools, I saw that in some schools the teacher
who teaches the special needs student is only a general teacher, I think the government has to
check up on that.
Question: What do you think about the inclusive program in Salatiga, is it a success or still in
progress?
Answer: This is neither an instant nor a simple matter, especially to give parents, the society,
and other students an understanding of special needs. Parents in our society still think that if they,
or other people, have a child with a disability or special need, it is an ignominy. So it is really
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Putting Students Centre Stage - The Inclusive Classroom
Dr. Robert Grandin
Slide 1 Slide 2
Slide 3 Slide 4
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Slide 7 Slide 8
Slide 9 Slide 10
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Slide 13 Slide 14
Slide 15 Slide 16
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Slide 19 Slide 20
Slide 21 Slide 22
23
Slide 25 Slide 26
Slide 27 Slide 28
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Summary (by student participant)
In his presentation Dr Grandin talks about how to put students centre stage. Using
cartoons, he shows the many things happening in class when the teacher is explaining the
material. The 1st slide shows a student in class - the teacher is explaining material which
is difficult to understand for the student. In the 2nd picture, the student seems to more
enjoy his imagination than the explanation; he feels that the teacher only says bla bla bla.
In the 3rd illustration, the student thinks that he never gets to learn what he wants to know.
The 4th cartoon suggests that in school a student is shaped into being a robot. The 5th slide
shows how the learning process that should be interesting becomes boring. So the
question is, why do we deliver instruction this way?
Vygotsky proposed that learning is a social process. We cannot learn without
others (social environment); a zone of proximal development is created, whereby internal
developmental processes are awakened in the individual working with others who are
more able. Let Me Learn is a system that helps the teacher to recognise and support the
various ways students are learning. There are three interactive learning categories;
cognition (an aptitude), affection (a sense of self), and conation (a trait, a will to
learn).The LCI (The Learning Connections Inventory), self-report survey instrument that
has now been tested for validity in more than 10 countries with well over 35,000 students
since 1994. is not a test, it is reflection.
Learning patterns
There are four learning patterns:
- SQUENTIAL : Neat, sober, clear, diligent
- PRECISE : Attention to detail, precision, asks a lot of question, reads a lot
- TECHNICAL : Individual, likes to build things, does not like to write things
down
- CONFLUENT : Likes to use the imagination, does not like following rules, likes
to put on plays and talk to people
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Let me learn:
- Understand the various ways students learn
- Celebrate the uniqueness of each individual
- Each student can learn to use all four learning patterns but normally one or two are
dominating.
The role of teaching is:
- To ALLOW learning to occur,
- To support each student in engaging with the topic,
- To facilitate assessment that allows students to demonstrate what they know,
- To help students intellectual growth towards higher order thinking,
- To develop the skills of meta cognition
Discussion
Benjamin
Question How do we become aware of a student’s particular combination of
learning patterns?
Answer : If we use the let me learn process, children can ask you direct questions,
you can ask what they want, and then you make some negotiation, discussion. We have to listen to the children, the more activity, the better.
Ellysa
Question: When I was in elementary school I didn’t learn what I wanted to. What do I do
if I become a teacher and my students really like to learn the English language but they do not want to learn other subjects? Should I make new designs for the other subjects to engage them?
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Three Case Studies in Inclusive Education In Yogyakarta, Indonesia
Dr Margaret Shore
Slide 1
Slide 2
Slide 3
27 Slide 5
Slide 6
Slide 7
Slide 8
Slide 9
28 Slide 11
Slide 12
Slide 13
Slide 14
Slide 15
29 Slide17
Summary (by student participant)
Philosophy
What does inclusive education mean to you?
Do you believe education should be inclusive?
Are students with special needs different?
Who should be included?
Every child is special, we do not know how just by looking at them. What is most
important in teaching is enjoyment and interest, then the class will be comfortable. How
to create an atmosphere where every child is accepted?
The program at Sekolahku is integrated, so the children can do or learn what they
want to, sometimes the learning process can take place without the need to use a text
book.
There is a program for anti bullying at Sekolahku, it starts from playgroup. It is
integrated with other programs in the school. The reason it was created, was to decrease
domination by a majority or minority; it can be a situation involving two or more students
or a parent versus a student. When there is a problem we must be able to solve it without
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ISA (inclusive student assistant),
Dr Shore described 3 case studies; one in kindergarten and two in primary school.
Hani is a student with autism; he was highly emotional and used to punch everyone, but
after having studied at Sekolahku, he graduated with good marks and is now very
confident. Hani likes music!
Victor is a victim of parental bullying, he was introvert, used to be very rude, but with
the help of buddies, he now can understand what is good behaviour and what is not.
Nathan initially had no control and was manipulative, but changed into a harmonious
student.
The “inclusive” is not only about being born with a disability or being born gifted, but
also about the impact of the environment. It is not a story book, it really happens. As a
teacher in an inclusive school, we have to identify problems, and find ways to address
them quickly, still remembering that the problem solving process takes time.
Discussion
Clara
Question : What do we have to do to make the students respect each other?
Answer:
- We need rules in the class,
- We need to modify our language,(ex: please walk)
- We need to organise activities that are appropriate to the students’ development, use positive
and simple language.
Erma
Question : How to explain the child’s condition to the parents?
Answer : Build a relationship with the parents, give logical explanations, regular
communication between school and parents, let the child try to explain how they feel about the
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Workshops
The role of ISA in IndoGym: Providing Inclusive Sport Classes through an Effective Use of Support Staff
Facilitator: Mila Setya Astuti : Principal of Sekolahku - MySchool
Co-Facilitator: Anthony Fine: IndoGym Sports Coordination Officer (AYAD volunteer)
Purpose: The aim of this workshop is to analyse the effectiveness of inclusive staff assistants (ISA) towards inclusive sport programs. The workshop will demonstrate methods in which ISA have been used to create inclusive programs in IndoGym.
Description: Inclusive classes require all students to be actively involved in the learning
experience. This workshop will analyze the uses of ISA in forming a class of active learners. In doing so focus will be placed on how ISA can work to support the needs of the student whilst meeting the class goals as set by the teacher. The Workshop will draw on practical IndoGym activities to demonstrate links between the teacher and ISA. Through this experience participants will develop practical and analytical knowledge on the use of ISA for supporting a true inclusive education.
Resume
ISA is the short term of Inclusive Support Assistant. ISA is a shadow teacher/ support staff. They offer professional assistance such as:
1. Walking alongside special needs children
2. Taking daily notes
3. Evaluating and assessing
4. Assisting the student to participate as an active learner
In this workshop, participants assisted by Ms. Mila and Mr. Antony, pretend to be ISAs and help students to walk on a balance beam and between hula-hoops with closed eyes.
Discussion:
Ellysa shared that if the instruction was not clear or given too fast the students would have difficulties in understanding
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IndoGym: Building Capacity for Inclusive Education in Sport
Facilitator: Anthony Fine: IndoGym Sports Coordination Officer (AYAD volunteer)
Co-Facilitator: Mila Setya Astuti : Principal of Sekolahku – MySchool
Purpose: The aim of this workshop is to demonstrate teaching methods for creating inclusive sport classes. An underlying focus will be on inclusion for individuals with special needs.
Description: In inclusive classes, all students need to work to the best of their ability. Despite the importance of physical education and it’s significance for holistic health promotion, many teachers fail to create inclusive sporting classes. This workshop will examine IndoGyms ability to deliver such classes. An analysis of the challenges inclusive sporting programs face will be presented alongside with various means for overcoming such obstacles. Participants will receive the opportunity to try some of the IndoGym activities and analyse their ability to create an inclusive class. The workshop will use practical activities alongside theory to provide a deeper understanding of the underlying principals of IndoGym in practice.
1 - 12 Tahun
Anthony Fine
Australian Youth Ambassador for Development
Co Author: Mila Setya Astuti, S.Psi Principal Sekolahku–MySchool headofschool@sekolahku-myschool.org
i
Kenapa Indogym
Kesehatan
• Energy outlet Keuntungan lain
• Life long uptake of physical exercise
Fisik
• Gross motor
• Fundamental Movement Skills • Coordination • Strength • Flexibility • Agility Social / Mental
• Self belief
• Working together
• Social capital
• Consentration
Why IndoGYm?!
Recommendation of 30 –60 minutes of exercise /day
Increasing levels of physical activity among individualswith an intelectual disability. Most effective in increasing health (Robertson et.al. 2000 )
Swimming and Gymnastics are commonly thought asthe easiest sports to create an inclusive setting,(Morley et.al. 2005)
Lifelong uptake of physical exercise
Fundamental Movement Skills (Gerakan Dasar)
Considderations
for
inclusive sport classes
Inclusion is not mealy mainstreaming the student. proving an opportunity to have them actively
Its
participate in the learning process. Morley et.al (2005)
Environment and area
Teachers skills and background
Support staff?
Students’needs
33 ISA Modified activities Too hard Challenging No challenge Too easy
Inclusive Sport Education
Active Equal active active equall Win participants learners All All All students students students are are are
Win –Win situation
Differenciating the curriculum
Active Equal Win
Same activities
Modifications
Same activities
Performed as whole class
Easy to set up Dificult to have each
in their ZPD Example throwing a ball
What do you see?
student working
Variations
Differentiating the curriculum
1 activity with lots of variations
Usually in small groupsAbility Vs. Mixed
ability
Why? Promotes working together
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Hula Hoops
1. Right arm to left arm
2. Spin the hoop and jump through. How many times can you jump through before the hoop stops?
3. Hula Hooping on hip, neck, knees... How long can you do it on each position?Can you change positions without stopping?
4. How many hoops can you roll to a partner? how about throw to a partner?
5. Two people throwing at the same time?
Modifications
Game sense
Small groups and full class Promotes working together Competative and non competative
Creates equal playing ground Equallity for players
Modified games
•
• •• • coordinationHand and eye Throwing
catching
Arm strength Core strength
1. Try it first!
2. What could we add?
IndoGym specific
How about Blindfolds?
Rope, tying things together
Crawling not running?
Freeze games?
(ikat)?
Your own class
What What
is the special need? Learn about it.
can they do?
(google)
35
Referansi
• Australian Sports Commission. (n.d.). Pacific ability: Activity card. Retrieved fromhttp://www.ausport.gov.au/__data/assets/pdf_file/0006/448611/30233_1_0_S ports_Ability_Activity_Cards_-_FULL_RESOURCE.pdf
• Robertson, J., Emerson, E., Gregory, N., Hatton, C., Turner, S., Kessissoglou, S., & Hallam, A. (2000). Lifestyle related risk factors for poor health in residential settings for people with intellectual disabilities.Research in developmental disabilities,21(6), 469-486.
• Fotiadou, E. G., Neofotistou, K. H., Sidiropoulou, M. P., Tsimaras, V. K., Mandroukas, A. K., & Angelopoulou, N. A. (2009). The effect of a rhythmic gymnastics program on the dynamic balance ability of individuals with intellectual disability.The Journal of Strength & Conditioning Research,23(7), 2102-2106.
• Giagazoglou, P., Kokaridas, D., Sidiropoulou, M., Patsiaouras, A., Karra, C., & Neofotistou, K. (2013). Effects of a trampoline exercise intervention on motor performance and balance ability of children with intellectual disabilities.Research in developmental disabilities,34(9), 2701-2707.
• Morley, D., Bailey, R., Tan, J., & Cooke, B. (2005). Inclusive physical education:
Teachers’ views of including pupils with special educational needs and/or disabilities
in physical education.European Physical Education Review,11(1), 84-107.
Resume
In this workshop the main idea was to create several versions of the same game, with different levels of difficulty so that all students could participate in the same game although they had different abilities.
For example throwing a ball in the air and then catching it. A student who learns faster can throw the ball and while the ball is still in the air he claps his hands then catches the ball. Another student maybe only throws and catches the ball; others can throw-clap-rotate-catch.
36
The Strategies to Cope With Autism Children
Dra. Lilik Sriyanti, M.Si.
Abstract
Autism is a neurological disorder that disrupts development and normal functioning. There is
currently no cure and the exact cause is not yet known. The autism symptoms will appear clearly
after the child has reached the age of 3. The symptoms vary from one child to another. There are
many different symptoms such as disorder of verbal or non verbal communication, social
interaction, behaviour, and feelings or emotions. Early intervention therapies and techniques are
available, but because autism is a spectrum disorder, each case is different and what works in one
instance may have no effect in another. This workshop will explore strategies to cope with
autistic children and resources needed.
Introduction
Currently, autism disorders were become the public concern especialy in education. But, in fact
there are still many people , including teachers who do not know exactly what is autism, what the
symptoms are and how to handle it .
Autism is a complex developmental disorder of children, that occurs because of the brain
nerves damage which interfere the other aspects of development. Autistic disorder can impede
the physiological , social and emotional development of intelligence (Pusponegoro, 2006).
Lately, the great explosion of autism cases happened both nationally and internationally.
The evident found from the many cases of autism in clinics , hospitals , private practice
pediatrician / neurologist schools and institutions as well as the rise of autism therapy
(Rustamadji & Sudaryati, 2008). The symptoms prevalence of autism also increased from year to
year . In early 2000 were found only 2-4 person with autism in every 10,000 births then it
increasing to 7 per 10,000 births , and in 2004 the prevalence of person with autism become
1:150 births (Rustamadji & Sudaryati, 2008).
The symptoms of autism can occur before the child reaches 3 years old. For some
children , the symptoms had been occur since their birth. A mother who closely monitor the
development of their children could see some irregularities before her son reached the age of one
year. The conspicuous symptom is the absence or the lack of eye contact. The children would
37
his mother or did not response a joke . On the other hand, the children would chortling when they
saw the spinning toy that hung above his bed.
Early detection of autism disorders is very important so that appropriate steps can be
taken to overcome the existing problems and develop their potential . By knowing the symptoms
of autism, early intervention is possible and opens opportunities for improvement over the
existing deficiencies.
The Autism Symptoms
Early symptoms of children with autism is thecabsence of eye contact , or tend to avoid eye
contact with other people , including the father and mother . This phenomenon has been seen
before one year old child ( Monks , 1992). There are autistic children who are not happy to be
hugged , not happy playing with objects but fixate on one object permanently , or enjoy playing a
fixed object especially rotating objects.
If the object is not rotating , the child will twirling the objects continuously. Other
symptoms , is the difficulty of social behavior interaction that often goes into a loop, lack of
response to the caresses of affection, hyperactive or have no activities at all, speech disturbances,
and difficulty receiving lessons. Furthermore, the symptoms will appear clearly after the child
reaches the age of 3 years old . Typical symptoms of autistic disorder which summarized from
various sources, are :
1. Disruptions in the field of communication verbal and non – verbal
a. Too late to talk
b. Babbling in a language that other people can not understand
c. Talk is not used for communication – just sounded without meaning
d. Many mimic or parrot (echolalia)
e. Some children are very good at imitating the singing , the tone and the words without
understanding their meaning
f. The majority ( 20 %) of these children can not speak until adulthood
g. When they want something, they pulled other people hands and want them to do
something.
2. Disruption in the areas of social interaction
a. Reject or avoid face-to- face with others
38
c. Refuse to be embraced
d. There was no effort to interact with people, even fun to play alone
e. When approached to play with, he even away
3. Disruption in behavioral disorders
a. Excessive , which showed excessive behavior : hiperaktive motor , can not be silent ,
run here and there , circling, hitting banging the table , repeating certain movements .
b. Deficient , there is a shortage in certain behaviors : such as sitting still staring with a
blank stare , play less varied monotonously and repetitively , transfixed by something ,
such as a shadow or an object that rotates , sometimes no attachment to a particular
object , like a piece of rope , cards , paper , drawing , rubber bands or anything that
keeps his hand and carry everywhere .
4. Disruptions in the field of feelings or emotions
a. There is no sense of empathy or lack of , for example, saw the child crying but he did
not feel sorry for being disturbed and approached the crying child and struck
b. Laughing , crying or angry for no apparent reason
c. Often raging out of control ( temper tantrums ) , especially if they do not get what you
want , it can even become aggressive and destructive
5. Disruption in sensory perception
a. Sniffing , biting or licking toys or any object .
b. Less sensitive to the taste , as not able to distinguish the taste bitter, sour , sweet .
c. Children can still eat the food even if it tasted bitter .
d. Overly sensitive to certain sounds or tones, when they hear a loud noise instantly
closed the ears .
e. Does not like a hug .
f. Feel very uncomfortable when wearing clothes of coarse material .
g. Overly sensitive to textures, such objects are not happy with the smooth or rough
objects - can not step on a rock or stepping on the carpet .
The symptoms which described above does not always exist in every child with autism. Only
39
The Strategies to Cope with Autism Children
Autistic disorder treatment strategy begins with an early detection to locate the interference can
be determined so that appropriate intervention models. Next, set the method that is used, the
material being taught and learning programs for children . Here are some detailed descriptions of
them.
Learning Method
Methods of learning for children with autism can use a blend of several methods as follows.
a. ABA ( Applied Behavioral Analysis)
ABA was create by O. Ivar Lovaas, PhD from the University of California Los Angeles
( UCLA ) is a method by which behavioral approach reinforcemen done by applying a
systematic, structured and measurable any progress made . This method is used to reduce
excessive behavior / unnatural behaviors and teach more environmentally acceptable.
b. Visual methods
Children with autism are visual learners / visual thinkers, they will learn easily by
observing objects or pictures. Using visual displays, such as pictures, and videos will
make the communication with the children more effective, such as using the Picture
Exchange Communication System.
c. Sensory Integration
Useful improve the maturity of the central nervous system , making it more able to
improve its structure and function . These activities stimulate a more complex synaptic
connections , there by increasing the capacity for learning.
d. Music Therapy
Music therapy in general is therapeutic techniques to take advantage of a wide range of
sounds to the child as a therapeutic medium. Music therapy can help improve the
sensitivity of cognitive function , affective and psychomotor.
e. Speech therapy
Children with autism generally experience slowness, difficulty speaking or difficulty
communicating. Speech therapy useful repair verbal skills to communicate with children
appropriate and functional.
40
Therapy to change problematic behavior, with activities to have fun and develop a child's
imagination. Play therapy is one way that children can develop both of the physical,
intellectual , and social development through play optimally.
g. Biomedicine
Handling the biomedical approach is intended to overcome the metabolic disturbances
that will have an impact on brain function disorders is done through a medical approach.
Patients examined intensively, examination, blood, urine, feces, and hair. All things
found abnormal cleared , so that the brain becomes free from interference.
h. Development Approach
Floortime, Son -rise and RDI ( Relationship Developmental Intervention ) is considered a
model of therapy with a developmental approach . Children learn their interests, strengths
and developmental level, and improved social skills , emotional and Intellectual.
Learning Programming
Learning programs for children with autism using a model of individual learning. The learning
program including the following aspects.
a. Consultation program between schools and parents by using the results of observation
as the foundation.
b. 5 Aspects owned subsidiary, Self Development, Cognitive, Language, Psychomotor,
Socialization and Emotion.
c. Curriculum of kindergarten , elementary , SDLB - B , C and C1
d. Catherine Mourice curriculum (ABA Curriculum)
Learning Materials
a. Basic Capabilities Self Development
Capabilities which related to your own personal needs. For example eat, drink, wear
clothes, shoes, toilet training. Learning is intended that the child does not always depend
on the people around him, particularly parents. For the autistic child 's education should
be given from the beginning of therapy. Because children with autism require constant
repetition until they are able to do it independently.
b. Basic Cognitive Ability
For autistic children basic cognitive abilities should be given since the beginning of the
41
learn to generalize objects , recognize abstract concepts and to train children to be able to
think logically.
c. Basic Psychomotor Ability
Autistic children likely to experience problems in gross motor and fine motor . There are
three systems that are considered most important in the development of complex skills ,
such as vestibular , proprioceptive , and tactile . In addition there is also a system of
visual ( sight ) , auditory ( hearing ) , olfactory ( smell ) , and gustatori ( taster ) . Sensory
processing disorder is divided into three main categories: Sensory Modulation Disorder
( Sensory Modulation Disorder ) , Sensory Discrimination Disorder ( Sensory
Discrimination Disorder ) based Sensory Impaired motor skills ( Sensory - Based Motor
Disorder ) So the improvement in psikomotoriknya be key in providing therapy to
children with autism .
d. Basic Language Ability
Children with autism have impairments in theuse of language . They are still not able to
speak comfortably to communicate reciprocity . Intonation flat , rigid and repetitive .
Therefore, when talking with them , then the other person must arrange for the
construction of a sentence as one that can be understood better. Sometimes they just
mention the word essentially without any addition of the conjunction , let it alone show a
complete sentence appropriate subject and predicate .
e. Socialization
Another problem is the social skills of children with autism are low , they really do not
even understand the meaning of the interaction . Children with autism have difficulty in
socializing so they tend to withdraw from the environment . Preoccupied with itself
regardless of the people around him . Learning absolute socialization given to children
with autism to deliver them be a part of society that are not excluded . The form of
outreach programs is to invite them to get to know someone other than his parents , his
family . Introduce social rules and manners are part of the learning socialization for
children with autism .
f. Emotion
Characteristic of an autistic child is raised emotional state uncontrol , emotions appear
42
mutilation, head banging , biting the hand until it bled . These conditions sometimes
trigger only a very trivial issue , sure to read the prayer , the structure changed , swapped
his shirt ( red and black ) . Sometimes they also have not been able to recognize
emotional expressions , smile , happy , sad , cry .
Sources
Danuatmaja, B. 2005. Terapi Anak Autis di Rumah, Puspa Swara, Jakarta
Djohan, 2003. Psikologi Musik, Buku Baik, Yogyakarta
Greenspan, S dan Serena W. 2008. Engaging Autisme. Jakarta : Yayasan Ayo Main.
Herini, E.S. 2007. Susunan Saraf Anak Autisme, makalah Short Course, Sub bagian Saraf Anak
FK UGM- Yayasan Fajar Nugraha, Yogyakarta.
Maurice, Chaterine. 1996. Behavioral Intervention for Young Children. PRO-ED. Inc.
Monks, F.J et. 1992. Psikologi Perkembangan, pengantar dalam berbagai bagian. Gadjah Mada
University Press, Yogyakarta.
Pusponegoro, HD. 2006. Apa yang Terjadi pada Otak dengan Gangguan Autistic, dalam :
PDSKJI, IDAI, PERDOSRI. LPT-UI. Kesulitan Belajar dariMasa ke Masa Deteksi Dini
dan Intervensi Terkini.Jakarta.
Rustamadji, Bugi dan Sri Sudaryati. 2008. Suka Duka Orangtua Penyandang Autis. BPFTE dan
KOSUDGAMA Press, Yogyakarta
Serroussi,K. 2000. Unraveling The Mistery of Autism and PersuasiveDevelopmental Disorder,
Simon & Schuster, New York.
Discussion :
ClaraQuestion: How to attract the attention of a student who is hyperactive?
Answer: Make rules or make agreements, with special emphasis on self control
Retno
Question: How many percentages are successful in therapy?
Answer: It cannot be predicted. It depends on parents and teachers; nutrition and instruction also contribute.
Anis
Question: Can a 17 year old student with autism be cured?
Answer: We can make an evaluation by observing how they communicate. If s/he easily can interact with others, it will be easier to cure them.
Badriah
Question: What causes autism?
43
Literacy and the Inclusive Classroom
Demitria Budiningrum, S.Pd.
Sensational Video Sex among Students
The case is believed to be, one of which is caused by exposure of the media. Data
obtained from providing counseling to children since 1553 from January to October of 2013,
95% of them claimed to have been exposed to pornography. Further Elly states of the survey, "...
18% of the children saw it on the Internet is accessed via smartpone, and 15% of the games both
online and offline, which is available in the gadget. Then 14% of the DVD or VCD, 14% of the
movie theaters and the rest of the comics, soap operas, print media, video clips and commercials.
Whether we realize it or not, every day we get exposure to hundreds or even thousands of
information and messages from various media. Rianto (2009) mentions in his paper, 'In
Indonesia, there are 983 print media; 1,013, including 58 radio stations and a radio station RRI
over 90% of the population can access the radio; 10 commercial and private television stations
not less than 30s local television. 'That does not include all the various services provided via the
Internet and other wireless networks. Media was accessible to all ages, from infants to parents.
The question is, 'Is exposure of so much information had implications for us?' Answer of
course is: Yes. One example is a snippet of coverage reported by one of the magazine in 2013
above. Potter (2001) mentions five levels of impact or influence of the media: cognitive
(cognitive effects), attitude (attitudinal effects), emotions (emotional effects), physiological
(physiological effects), and behavior (behavioral effects). At the cognitive level, the media can
cultivate ideas and information immediately. At the level of attitudes, the media will create and
shape opinions, beliefs, and values of our lives. Influence on the level of emotion to make us
have a certain sense of something. Achieving a physiological level, the media affects body
systems work automatically. The highest level that affect behavior, media trigger our actions in
the face of something.
See the influence of the media is so large, we are faced with two choices: let the media
affect us or take control over our lives from the influence of the media, especially adverse effects.
If we want to have a better life, it would be wise if we choose to take control of our lives from
44
‘Media literacy is a perspective that we actively use when exposing ourselves to the media in order to intepret the meaning of the message we encounter (Potter, 2001: 4). Media
literacy is a perspective that we actively use when receiving media exposure in order to interpret
the meaning of messages or media content. Activities we do include accessing, analyzing,
evaluating, to create media.
We need to understand the meaning of the message or the content of the media because
the media content has significance in our lives. Marta, Vishnu (2009) in his paper stated the
importance of the media contents which are provide information, a means of comparison with
the social reality, a reflection of values and social beliefs and cultural force in the community.
To understand the meaning of the message or the content of the media and become one
who can take control of the media or a media-literate, required certain skills. Potter (2001)
explained that media literacy skills includes 2 levels: initial skills / basic (rudimentary skills) and
advanced skills (advanced skills).
Early skills / basic skills that we have developed an early age. These skills include
listening skills, reading, observing, and operate a computer to obtain information and
entertainment. The initial skills to help us find the simple purpose of a media message. Example:
means no smoking in this area
Further skills include the skills to analyze, compare, evaluate, perform abstraction, to
produce a message in a new form. Simply put, we ask critical questions to explore media
messages. example:
- Store advertising media:
Is it true that all items sold in the store is discounted by 50% as stated in the ad?
What is the real intention signs: * specially marked only?
We get answers that only the items that have special marks course that is discounted 50%,
instead of all the items will receive a 50% discount as indicated by a larger printed paper.
- The scene in a soap opera:
45
Some mothers went to Mrs. RT and get angry use rude words and hands on her hips, and
stood around Mrs. RT. When it happens, Mrs. RT were relaxing on the porch with her husband
and children are still in elementary school.
Judging from the social norm, it worth the mother's actions do? Why?
The mother's actions should not be done. Prevailing social norms: a way of expression
should be polite and not hurt the feelings of others; problem solving is done by
consensus; respect each other opinions. The mother's actions were clearly contrary to the
prevailing social norms.
The media in its various forms is undoubtedly accessible to a variety of people with
different backgrounds. Background diversity include age, cultural and language, gender, lifestyle,
social and economic ability, family structure, ability (physical, social, creative, intellectual), the
values and beliefs (including religion), race, citizenship status, etc. (The Department of Health
and Ageing. 2010). With advances in technology, a person residing in different continents can
even be connected in seconds.
Seeing the diversity of the audience, the content of the media should be able to meet the
needs of all communities. For example, media content provide a balanced exposure related to the
roles of men and women, giving a television show for children, adolescents, adults, and families,
as well as the role of people with special needs, etc.. Media content that can meet the needs of all
these people is the inclusion of media content.
UNESCO (2009) states that inclusion is a process and respond to the diverse needs of
children, adolescents, and adults to increase participation in learning, cultures, and communities,
and reducing and removing the exclusivity of and in education. The Department of Health and
Ageing (2010) describes the practice of inclusion refers to the principle that an action service
must be willing to listen to everyone's needs and diversity are recognized and respected. The
practice of inclusion means a service action does not discriminate against a group of people treat
them unfairly because of differences, and stereotypes negative opinion of it will be challenged.
Media content that inclusion must support and disseminate the values of inclusivity in
society. The values are referred to the inclusion which are develop a positive self-identity,
understanding awareness of the place and the relationship with the community and the
environment, respect and understanding of the discovery of cultural values and diversity, treating
46
We (children to parents) need media literacy skills to understand the message of inclusive
or exclusive of a medium. Media can bring the message of discrimination on gender, ethnicity,
religion, or race. The media can also encourage us to ignore the culture and the environment.
Media can also be explained behaviors that do not respect one another.
Below are some examples of actions find media messages in inclusion perspective:
1. Ads car
- What is the true role of women in car ads on the side?
- Is there a direct correlation of the presence of the
women with the car being advertised?
- The impression is that can arise for women as a whole
from this ad?
- Inclusion value brought by these ads? Where's the
value?
2. Advertise body lotion
- What are the three manufacturers of the body lotion to attract buyers?
- Women as if to say 'interesting' in the ad?
- Are these ads bring value inclusive or exclusive? Where's the value?
Since childhood , even infancy, children are able to access the media . From morning till
night , the child can access television , Internet , and mobile phones with various features .
Unfortunately , children are often not provided with the ability to understand the message . The
child does not realize that he was actually exposed to the message of violence , pornography ,
negative self-concept development , culture does not respect others, do not care about other
people , and messages that do not support more inclusive value . Media literacy becomes
important and must be developed child .
Developing media literacy skills in children can be done in various ways and adapted to
the abilities or child development . The simplest way is to ask the critical questions that help
children discover or understand the message of accessible media . Especially for children who
47
not match reality or a fiction information . Here are some examples of the development of media
literacy in the classroom.
1. Cartoon
Tom & Jerry
Tom is binding Jerry on the bed pingpong and Jerry bouncing into bed as if
a ping-pong ball
a. Have you ever seen a cat around the house treated mice as did Tom?
b. Does it mean that we are witnessing this impression, true or just artificial?
c. How would you feel if you were treated like is binding Jerry?
d. If so, well do if we treat friends as did Tom?
2. Picture
a. What do adults and the dogs to the children on the side?
b. The dog in the picture next to the man who is not willing to help like. Why
do you think they would do that?
c. Do you also do that to my friends in class?
d. Is such a habit in your class as well or vice versa?
3. Photo
a. The characteristics peculiarities of what you can find photos of
children from above?
b. Did you find these characteristics in your class?
c. Are there any other characteristics of a classmate who is not in
the photo above? What are they?
Accompany the child to be a media literacy perspective, the inclusion would be realized.
Media literacy skills can continue to be developed along with associated deepening
understanding of inclusion. Thus, we, especially children, to further improve the quality of life of
48
Sources:
Ministry of Education and Culture, Finland. 2013. Good Media Literacy: National Policy
Guidelines 2013–2016. Publications of the Ministry of Education and Culture: Finland.
http://www.minedu.fi/OPM/Publications
Potter, W.James. 2001. Media Literacy (second ed.). Sage Publications Inc: USA.
Saffigna, Madeleine; Franklin, Dale; Church, Amelia and Tayler, Collette. 2011. Victorian Early
Years Learning and Development F ramework Evidence Paper, Practice Principle 4:Equity
and Diversity. Melbourne Graduate School of Education: Victoria.
www.education.vic.gov.au/.../childhood/.../practiceguide4.PDF
The Department of Health and Ageing. 2010. Diversity and Inclusive Practice. Commonwealth
of Australia. www.responseability.org/__data/.../Diversity-and-Inclusive-Practice.pdf
UNESCO 2009. Policy Guidelines on Inclusion in Education, Paris: UNESCO
http://www.un.org/disabilities
Discussion:
ArnaldoQuestion: Does culture affect the inclusive classroom?
Answer: Yes, definitely, culture influences how people view the inclusive classroom and the learning media that are used.
Indra
Question: How do we as teachers or older people teach children about the effects of inappropriate media messages today?
Answer: We have to analyze and criticize the media in order for them to broadcast good
messages, realistic messages. We have to always remind, and give advice to children, about how to talk about children with special needs.
Rebika
Question: Are inclusive media important to children?
Answer: Yes, we know that inclusive media influence the identity of children, their social awareness, their respect for others, and their sense of justice.
Benyamin
Question: When children act out what they see on television or what they face in their environment (e.g. fighting), how can we as teachers handle it?
49
Respecting The Differences & Abilities in Inclusive Classrooms
Sri Rahayu Widyastuti
RESPECTING DIFFERENCES IN AN INCLUSIVE CLASSROOM
UKSW Salatiga, April 5, 2014 Sri Rahayu Widyastuti, S.Psi Sekolah Tumbuh Yogyakarta
To share teaching approaches and strategies on how to respect
differences in an inclusive classroom
Today’s objective
What is inclusive classroom?
Inclusive classroom is…
classroom in which instructors and students work together to create and sustain an environment in which everyone feels safe,
encouraged to express her concerns.(Shari Saunders
supported, and or his views and
50 What are the differences?
Every child is unique and has different: Abilities
Aptitude (natural
Motivation
Religion
Culture
Values
talent)
Family background
So, what should we do to create a
classroom that respects those differences?
Physical Environment
Learning
Methods
Behavior
Management
MANAGING INCLUSIVE CLASSROOM
Physical
Environment
Edward J. Sabornie, Ph.D.
51
Why ?
So that all students have opportunities for cooperative learning, collaboration and discussion.
The students can see each other.
ng Spot Meeti
Why ?
The students can come together to have
discussions, develop social skills
The students can participate in large group activities.
lassroom Decora C tion
How ?
Make sure that the classroom is well-decorated and suitable for the kids
Make sure that most of the decoration are made
by the students
Learning
52 Team teaching methods:
Interactive Teaching
Teachers alternate roles of presenting, reviewing, and monitoring instruction.
Alternative Teaching
One person teaches, reteaches, or enriches a concept for a small group, while the other monitors or teaches the remaining students.
Team teaching methods :
Parallel Teaching
Students are divided into mixed-ability groups, and each co-teaching partner teaches the same material to one of the groups.
Station Teaching
Small groups of students rotate to various stations for instruction, review, and/or practice.
(Walther-Thomas et al., 2000)
Special buddy Students buddies
Peer Tutoring
‘differentiation' is between students students have the
the process by which differences are accommodated so that all best possible chance of learning.
3 types of differentiation:
differentiation by task, which involves setting different tasks for pupils of different abilities
differentiation by support, which means giving more help to certain pupils within the group
differentiation by outcome, which involves setting open-ended tasks and allowing pupil response at different levels.
Task Differentiation
Things to be considered:
Try to use all three types of differentiation
to
accommodate the different learning styles.
Try not to rely on outcome as a differentiator.
Be creative with resources and support to ensure you
are not spending excess hours planning.
Think about liaising with colleagues to assess which pupils are in need of differentiation.
53
Behavior
Management
The students are having some activities with students of Sekolah Gajahwong
Building empathy
The students have to be an Event Organizer for a birthday party
Cooperation
A student is helping a friend with special needs
Nurturance– helping others
The students have a traditional games festival
Respecting others
Classroom Agreement
Discuss with the students
Make it simple, fewer - better
Use pictures and signs
54 Types Of Reinforcers
Edible Exchangeable Social
Tangible Activity Sensory
Other rewards - kindness
End of Semester Reward
