INDIVIDUAL INDEPENDENCY OF CHILDREN WITH SPECIAL NEEDS
IN INCLUSIVE EDUCATION
Dewi Sri Rejeki
Special Education Department, Teachers and Education Faculty
Sebelas Maret University, Surakarta
Abstract
This research aimed: a) to find out teacher’s perception on inclusive education, and b) to describe individual independency of children with special needs in inclusive schools. This study was taken place in inclusive junior high schools existing in Surakarta, with teachers and children with special needs existing in the inclusive schools as the subjects. The methods of collecting data used were close- and open- ended questionnaires and interview with children with special needs. Techniques of analyzing data used were descriptive quantitative and descriptive qualitative ones.
The result of research showed that a) 48% of children with special needs developed individual independency problem in socializing, b) children with special needs developed individual independency problem in self-adaptation in their first year entering into inclusive school, c) 38% of children with special needs developed individual independency in dealing with problem. Considering the result of research, all stakeholders were expected to pay attention to independency problems in children with special needs in continuing their study to junior high school.
Keywords: Independency, Child with special needs, Inclusive Education
