CHILDREN WITH SPECIAL NEEDS IN GLOBAL PERSPECTIVE
3. Discussion
Implementation is carrying out something or the practical application of methods, procedures or desired goal. Loucks and Lieberman (1983) defines the implementation of the curriculum as try new practices and what it will look when actually used in the school system. Example, plan a curriculum that is integrated with the use of technology was introduced and we want to know whether the objectives of the planning can be implemented in the classroom. The goal is to develop a curriculum is to make a difference to learners. In short, implementation of the curriculum to bring changes and hopefully repair. Implementation of this
curriculum can also be done for children with special needs, with the concept as follows: (1) an understanding of curriculum development, (2) the components of curriculum development, (3) the classification of educational goals, (4) the content of the curriculum, (5) the method or strategy and (6) evaluation. Below will be explained the concept in more detail.
3.1 Curriculum Development
Curriculum development is a process of planning, producing a better tool to be based on the results of a study of the curriculum are not applicable, so as to provide conditions of teaching and learning activities better.
According Geane, Topter and Alicia that curriculum development is a process in which the participation at various levels in making decisions about the objectives, how objectives realized through the learning process and whether the objectives and means of the harmonious and effective.
In developing a curriculum of many parties participating, namely: education administrators, educational experts, curriculum experts, expert knowledge, teachers, and parents and community leaders. Of the parties that is continuously involved in curriculum development are: administrators, teachers, and parents. Factors affecting the development of the curriculum, the school gained influence of forces that exist in the community, especially from the college and the community.
3.2 Component Method / Strategies
Learning strategies can be narrowly defined as a method or technique of delivering course material to students so that learning objectives can be achieved. In a broad sense, learning strategies can involve methods, approaches, and media source selection, grouping students, and assessment of learning success, (Arief S. Sadiman, 1984). This learning strategy can be carried out and implemented for children with special needs.
For blind children learning strategy, learning strategy is basically appropriate and optimal utilization of all the components involved in the learning process that includes objectives, subject matter, media, methods, students, teachers, the learning environment and evaluation so that the learning process is carried out effectively and efficiently. Some things that can be used as a material consideration in determining the learning strategies, among others: (a) Based on the message processing, there are two strategies that deductive learning strategies and induktf. (b) Based on processing the messages that ekspositorik learning strategies and heuristics. (c) By setting teachers' instructional strategies with a teacher and teams. (d) Based on the number of students that the classical strategy, small group and individual. (e) Based on
the interaction of teachers and students that face-to- face strategy, and through the media. In addition to the strategies mentioned above, there are other strategies that can be applied the strategy of individualization, cooperative and behavior modification.
Learning strategies for children's mental retardation, mild mental retardation children learning strategies studying in public schools will be different with the strategy mental retardation children studying in special schools. Strategies that can be used in teaching children with intellectual challenges, among others: (a) individualized learning strategies. (b) cooperative strategy. (c) behavior modification strategies.
Learning strategies for children with physical disabilities, the usual strategy is applied for children with physical disabilities through organizing educational facilities, as follows: (a) educational integration (unified), (b) educational segregation (separate), (c) structuring the learning environment.
Learning strategies for children behavior disorder, to provide services to child behavior disorder, Kauffman (1985) suggested the models approach as follows: (a) the model biogenetic, (b) behavioral models / behaviors, (c) psycho-dynamics models, (d) ecological model.
Learning strategies for children with learning difficulties, namely, (a) the child difficulty learning to read is through program delivery and remedial teaching. (b) Children learning difficulties through remedial writing that is in accordance with the error rate. (c) Children difficulty learning to count is through the systematic remedial program in accordance with the order of the level of concrete, semi concrete and abstract level.
Learning strategies for children with hearing impairment, a strategy commonly used for children with hearing impairment, among others: strategy deductive, inductive, heuristic, ekspositorik, traditional, group, individual, cooperative and behavior modification.
3.3 Classification of Educational Objectives Educational purposes are classified in three major domains, namely cognitive, affective and psychomotor. Cognitive processes are classified into a hierarchical order, from the level of thinking that is simple to more complex intellectual level:
(1) knowledge, (2) understanding, (3) application, (4) analysis, (5) synthesis, (6) evaluation.
A more systematic classification purposes have been raised Bloom (1956) and Krathwohl, Bloom and Masia (1964) as shown in Zais (1976:
304-310) Tanner and Tanner (1975: 121-131).
Educational purposes are classified in three major domains, namely cognitive, affective and psychomotor. Cognitive processes are classified into a hierarchical order, from the level of thinking that is simple to more complex intellectual level:
(1) knowledge, (2) understanding, 3) Applications, 4) Analysis, 5) Synthesis, 6) Evaluation.
Knowledge, contains the ability to recognize and remember the terminology, definitions, facts, ideas, patterns, sequences, methodologies, basic principles, etc. For example, when a student asked to discuss the circle so he can explain the definition of, their parts properly.
Understanding, one's ability to understand or comprehend something after something that is known and remembered. The understanding gained from knowing such as: definition, information, events, and facts are then reassembled with the existing cognitive structure.
The application, at this level, one has the ability to apply ideas, procedures, methods, formulas, theories, principles etc. on dalamberbagai situation. For example, learners are able to think about the application of mathematical concepts in everyday life.
The analysis, at the level of analysis, one would be able to analyze incoming information and divide or structuring information into smaller parts to identify patterns or relationships, and are able to recognize and distinguish between the causes and consequences of a complicated scenarios. For example, at this level someone would be able to sort out the matter of mathematics, and then comparing the difficulty level of the material, and classify each material in accordance with the degree of difficulty.
Synthesis, one level above analysis, someone at the level of synthesis will be able to explain the structure or pattern of a scenario not previously seen, and capable of recognizing data or information that should be obtained to produce the required solution. For example, learners are able to create a work / essay and the essay that students are able to express clearly about the arrangements he made.
Assessment, assessment is a person's ability to give an assessment of solutions, ideas, methodology, etc. using the matching criteria or standards that exist to ensure the effectiveness or value of the benefits. For example, a learner can weigh about the benefits to be gained from the behavior of discipline and able to show a negative result of laziness.
Affective includes objectives related to the dimension of feelings, attitudes, or values, such as the appreciation of works of art, noble character, and others. Affective divided into five levels of awareness simple moving towards the conditions under which feelings play an important role in controlling behavior: (1) receiving, (2) a responsive, (3) respect, (4) organization, (5) characteristics.
Receiving is the sensitivity of a person to receive the stimulus / stimuli from the outside who came to him in the form of problems, situations and
others - others. Receiving is also often interpreted as a willingness to pay attention to an activity or an object. At this level learners constructed so that they are willing to accept the values taught to them and they are willing to focus on any object being taught. For example: learners realize that the act of cheating was not good so should they leave.
Valuing here means providing value or reward for an activity or an object so that if it is not done felt would bring a disadvantage for him. In relation to the teaching and learning process, students here are not only willing to accept the values taught alone but he is also able to assess a concept or phenomenon that is "good or bad" when a teaching gtelah afford them the value of "it is good" then this means that the participants students have to undergo the assessment process and then the value will be remembered in him.
Organization here means reconcile the difference value to form a new, more universal values that lead to a general improvement.
Organizing an enhancement of the value of the organization into one system, including the relationship of value with others. As an example of this level of learning outcomes is for example a participant liked mathematics matter of geometry then he would put the matter geometry at a level which is very important then just follow other material that he felt somewhat important and so on.
Characterization is the integration of all the systems that have values that affect a person's personality and behavior patterns, here internalization process has occupied the highest place in a hierarchy of values. If the panda stage of organizing the system values can already be arranged then the arrangement is not consistent meaning they can vary according to the situation then, at this stage is already embedded value consistently in the system and has affected his emotions. As an example of this is the stage of learning outcomes learners have had a strong determination to make the determination of mathematics as a subject to be practiced to improve education in Indonesia.
Psychomotor divided into four levels, from the simplest to the most complex level, namely: (1) observation, (2) imitation, (3) practice, (4) adaptation.
Readiness is associated with a willingness to train themselves about the specific skills represented by the attempt to report his presence, preparing tools, adapt to the situation, answered questions. Imitation is the ability to perform in accordance with an example of observed although not yet understand the nature or meaning of that skill. For example: a child who imitate the language without knowing the meaning imitated. Familiarize is a skill one can do without having to look at an example even though he has not been able to change the pattern. Adjust that one can make
modifications to suit the needs or situations where those skills are implemented. In this case a person has been able to create a masterpiece with his own ability or skill.
3.4 Content curriculum
Sudjana (2009), the contents of the curriculum should be able to determine the success or failure of a goal. The content of the curriculum is as follows:
(a) Fill the curriculum should fit right and meaningful for the development of the student or students. That is, in line with the stages of child development. (b) The contents of the curriculum should reflect the social reality, that is to say in accordance with the demands of real life in the community. (c) The contents of the curriculum can achieve the goal of a comprehensive, meaning that it contains aspects of intellectual, moral, and social balance. (d) The contents of the curriculum should contain the scientific knowledge test stand, meaning that quickly obsolete not only because of changes in the demands of everyday life. (e) The contents of the curriculum should contain a clear lesson, theories, principles, concepts contained in it is not just a factual onformasi. (f) The contents of the curriculum should be able to support the achievement of educational goals. Curriculum content are arranged in the form of educational programs must be elaborated and implemented through a process of teaching / learning experience of the students.
Selecting the content of education / teaching in accordance with the requirements specified educational curriculum planners need to consider several things as said Sukmadinata (2010), namely (a) the necessary description of the targets of education / teaching in the form of a special act of learning outcomes and simple. The more general learning outcomes formulated an action increasingly difficult to create a learning experience. (b) Content the subject matter must be thoroughly covers in terms of knowledge, attitudes, and skills. (c) The units of curriculum should be structured in a logical and systematic order. Third realm of learning, namely knowledge, attitudes, and skills are given simultaneously in order to learn the situation, it is necessary for the teacher manual which provides an explanation of the organization of materials and teaching tools in more detail.
Curriculum content is developed and compiled based on the following principles: (a) the curriculum materials in the form of learning materials that consist of study materials or topics of the lessons that can be assessed by learners in the learning process. (b) curriculum materials refers to the achievement of the objectives of each educational unit. Differences in the scope and sequence of lessons due to the different goals of the educational unit. (c) curriculum materials geared to achieving educational goals. This means that
national education goals is the highest target to be achieved through the delivery of content.
Therefore, curriculum materials as stated by Nana Syaodih Sukmadinata must contain some specific aspects in accordance with the objectives of the curriculum, which includes: (a) theory is a set of constructs or concepts, definitions and the proportion of interconnected, which presents a systematic opinion about the symptoms by specifying relationships between variables with the intention of explaining and predicting the geajala.
(b) The concept is an abstraction that is formed by the generalization of peculiarities. The concept is a brief definition of a group of facts or symptoms. (c) Generalization is a general conclusion based on things that are special, derived from the analysis, opinions or evidence in the study. (d) The principle is the main idea, plaksanaan existing schemes in the material that develop relationships between several concepts. (e) The procedure is a series of sequential steps in the subject matter that should be done by the students. (f) The fact is some specific information and materials that are considered important consisting of terminology, people and places and events. (g) The terms are words new and special repertory allowed in the material. (h) Sample or ilistrasi is a matter or action or process that aims to clarify a description or understanding of a word in the outline. (i) The definition is an explanation of the meaning or understanding of a thing or a word in the outline. (j) Proportion is a statement or theorem, or opinions needed no arguments. The proportion is almost the same as the assumptions and paradigms.
Furthermore, curriculum content should also regard to scientific knowledge and learning experiences that should be given to students to achieve educational goals. Subjects as curriculum content, broadly divided into three broad categories, namely the knowledge of right and wrong (logic), both bad science (ethics), and knowledge of the beautiful-ugly (aesthetic / artistic). Three things, according to Nana Sudjana can be operationalized in subjects in between. (a) general subjects and specialized subjects. It is related to knowledge in the public domain or is required by most people, such as social sciences, culture, administration and languages. While specific subjects is with regard to the knowledge required for the purposes of human life in particular, such as to have a job. (b) Subjects descriptive, containing facts and principles. Fact with respect to matters directly observable. For example strictures plant, animal classification and function. (c) Subjects normative, the game rules, norms and rules that are used to hold a moral or ethical (good and bad), or reflect a measure of value, such as religious subjects, ethics, manners.
Judging from the function of the subjects of the curriculum structure can be categorized as follows: (a) general education, the subjects were
given to students with the aim of fostering the students become good citizens and responsible in accordance with the philosophy of the nation. (B) Academic education, the subjects aimed at fostering the intellectual abilities of the students or learners as a basis for the development of further education.
For example, the subjects of mathematics, science, social studies, language and others, according to the type and level of education were taken. (C) education or professional skills, the subjects aimed at fostering the students become semi-professional personnel in the art as the basis for entering the world of work. (D) education skills, the subjects were given to students with the aim of giving some special skills deemed useful to the students' lives in the future.
3.5 The method or strategy
The strategy centers on the learners are learning activities which provide greater opportunities for learners to be involved in the planning, implementation, and assessment of learning. This strategy emphasizes that learners are stakeholders in the whole process of learning activities, while educators serve to facilitate learners to undertake learning activities.
Learning strategies are general patterns of activities of teachers and students in creating learning activities to achieve certain basic competencies. According to Newman and Logan in Abin Syamsuddin Makmun (2003), there are four elements of every effort strategy, namely: (a) Identify and define the specifications and qualification results (output) and the target (target) to be achieved, taking into account the aspirations and tastes people who need. (b) Consider and choose the main approach road (basic way) is the most effective way to achieve the goal. (c) Consider and define the steps (steps) that will be pursued from the starting point to the target. (d) Consider and establish benchmarks (criteria) and the benchmark measure for measure and assess the level of success.
The fourth element, if implemented within the context of learning are as follows: (a) specify the specification and qualification of the learning objectives that change the behavior of learners. (b) Consider and choose a system approach which is considered the most effective learning. (c) Consider and define the steps or procedures, methods, and techniques of learning. (d) Establish norms and the minimum size limit learning success, (Muhammad Ali, 1985).
3.6 Evaluation
Oemar Hamalik (2005), said that the evaluation process is something that is planned and systematic activities to assess an object based on certain considerations and criteria. While the evaluation of learning is a process or activity that is
systematic, sustained and thorough in order to control, quality assurance and determination (value or meaning) of various components of learning based on the considerations and criteria as a form of accountability of teachers in implementing the learning. Of the various explanations that the evaluation has the following objectives: (a) To determine levels of learners understanding of the subject matter, (b) To train the courage and invites students to recall the material presented, (c) To determine the level of behavior change, ( d) To know who among learners intelligent and weak, so weak that he was given special attention in the pursuit of its shortcomings. Therefore, the target of evaluation is not only the students but includes teachers (teacher).
Evaluation is a continuous process of gathering and interpretation of information to assess the decisions made in designing a learning system.
The definition has three imlikasi formulation. The following implications: (a) Evaluation is an ongoing process, before, during and after the learning process. (b) The evaluation process is always directed to a specific purpose, namely to get answers about how to improve teaching. (c) The evaluation requires the use of measuring tools are accurate and meaningful to collect the information needed to make decisions, (A. M Sardiman, 2008).
Evaluation is a continuous process of information gathering and interpretation to assess decision-keputisan made in designing a learning system. The definition has three imlikasi formulation. Evaluation refers to the process associated with the collection of information which enable us to determine: (1) the rate of progress of teaching. (2) Achievement of learning objectives.
(3) How to do well in times to come.
Evaluation of learning have the various objectives which are to: (1) determine the rate of progress or result of learning on the students.
Functioning as: (a) Report to the parents / guardians of students. (b) Determination of the increase in class (c) Determination of graduation. (2) The placement of students into the teaching and learning situation is appropriate and compatible with the level of ability, interests and various characteristics possessed. (3) Know the background of students (psychological, physical and environmental) are useful for both the placement and the determination of the causes of learning difficulties of the students, which serves as input for the task of guidance and counseling. (4) As a feedback for teachers, which in turn can be used to improve the teaching and learning process and remdial program for students, (Wina Sanjaya, 2005).
Evaluation has the following functions as said by A. M, Sardiman, (2008): (a) curricular (gauge achievement of the objectives of subjects), (b) instructional (gauges achievement of the objectives of teaching and learning process), (c) diagnostic
(know the weaknesses of students, cure or completion of students' learning difficulties), (d) placement (the placement of students according to their talents and interests, and abilities) and administrative guidance counseling (collection of various problems faced by the students and alternative guidance and counseling).
According to the author of this concept is very appropriate to be implemented on children with special needs at the moment, but even better if there is one more component that should be included is the smart. During this time any learning process is followed by the development of highly sophisticated information technology.
Developments in information technology should be used for learning technology for the development of the learning process. Human development and tipology children with special needs, should also be followed by the development of information technology in the learning process.