Identification Children With Special Needs in Inclusive Elementary School Yogyakarta
- https://doi.org/10.2991/assehr.k.201205.086How to use a DOI?
- inclusive education, special needs, disabilities, elementary school
This study aims to describe the distribution of variations in the types and characteristics of children with special needs in inclusive elementary schools and to find out models of implementation of inclusive education in elementary schools. This study uses mix-method. Data collection techniques used were questionnaires and interviews. Data analysis is carried out quantitatively and qualitatively according to the type of data collected. The results of the study show that children with special needs received in inclusive schools are very diverse. The types of children with special needs that are dominantly accepted in inclusive schools are slow learner (86%), blind (1%), deaf (1%), learning disability (5%), and physically disabled (1%). Identification children with special needs are made through the results of the assessment from the institution of psychology, the results of observations, and tests of learning outcomes. Special guiding teacher obtained from the closest segregation school.
- © 2020, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Nurul Hidayati Rofiah AU - Norimune Kawai PY - 2020 DA - 2020/12/11 TI - Identification Children With Special Needs in Inclusive Elementary School Yogyakarta BT - Proceedings of the 1st International Conference on Early Childhood Care Education and Parenting (ICECCEP 2019) PB - Atlantis Press SP - 58 EP - 64 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.201205.086 DO - https://doi.org/10.2991/assehr.k.201205.086 ID - Rofiah2020 ER -