ValidationTest of model product
Year II, 2016 Research and Model
Development Year I, 2015
Implementation Dissemination year
III, 2017
Implementation Dissemination
of Model Product
Collaboration with related
institutions •Validation and
main experiment
• Draft revision of model
product • Operational
test
Model Revision
• Initial test • Compiling draft
of model and product guide
book
- Study review
- Field study - Experts input
Design Model
FINAL MODEL
guide book of children with learning disabilities based on learning accommodation and modification.
7. Main field testvalidation and model and guide book field test in the field. 8. Revising guide-book draft through the result of the second test and compiling the
final draft of guide-book of handling the children with learning disabilities based on learning accommodations and modification;
9. Completion of final models and product handling children with learning disabilities; 10. Implementing and disseminating the model and product guide-book
In this research, first to five phase is undertaken in first year 2015, while six to ninth phase is undertaken in second year 2016. The last phase is about implementing
and disseminating product, while socialization is in third year 2017. Visualization of the research procedure can be shown in diagram below:
Picture 2: Research Procedure
B. LOCATION AND TIME OF RESEARCH
This research is undertaken in some different places. At first phase of the first year, it is located in 5 inclusive elementary schools in Yogyakarta Special Province. At second
phase, experiment is widened in 15 inclusive elementary schools in Yogyakarta city, Sleman, Bantul, Gunung Kidul and Kulon Progo. The details of distribution is 3
13
inclusive school in each of regencycity with criteria: 1 high prevalence of student with learning disability, 2 high commitment from school to apply inclusive education, 3 has
at least 1 special teacher within the school.
C. DATA COLLECTING TECHNIQUES AND INSTRUMENT OF RESEARCH
In first year now is undertaking, Analyzing service need of children with learning disabilities covering activities: a diagnosis of children with specific learning disability
or children with learning disabilities in 15 elementary schools in Special Province of Yogyakarta DIY, b explore of knowledge, attitude, and skill of teacher in handling
children with learning disabilities, and study of supporting regulation giving service for children with learning disabilities. Sharing knowledge and experiences along with
researchers from Chiang Mai University to make children with learning disabilities diagnosis using formal or informal test to recognize learning needs of children with
learning disabilities Raven Colored Progressive Matrices and Developmental Test of Visual Perception 2nd edition : DTVP-2. This questionnaire is used to reveal
understanding, attitude and skill of teacher nowadays in handling children with learning disabilities. The documentation investigation about service regulation for children with
learning disabilities in inclusive schools in national and regional level also becomes target in this first phase.
In the second year 2016, data collecting techniques used are questionnaire, informal test about language and mathematics, observation, interview, and
documentation. Questionnaire is am to know understanding, attitude and skill of teacher before joining mentoring of the program implementation. Informal test of mathematics
and language is used to apprehend academic achievement improvement before and after the implementation of program.
Observation is directed to gain more information about: 1 implementation of teacher mentorship to understand guide book of learning accommodation and
modification for children with learning disabilities, 2 implementation of learning needs assessment of children with learning disabilities, 3 making of design of learning
accommodation and modification based on student needs, 4 implementation of learning accommodation and modification in low class 1,2 and 3. Interview is aimed to gain
information: 1 quality of implementation of accommodation and accommodation and supporting and obstructing aspects, 2 conformity between selection of learning
accommodation and modification with children needs, 3 conformity between learning 14
accommodation and modification guide book and teacher needs. Documentation is in form of student task before and after the implementation of program, and lesson plan
containing learning accommodation and modification. In the third year 2017, field test is applied to testify the effectiveness of 3 teacher
professionalism development models lesson plan, Teacher’s Group Work school level, and Teacher’s Group Work cluster level in form of workshop to bring mentoring to
make the guide book more understandable. Observation, interview, and understanding test are designed for exploring the information needed.
D. DATA ANALYSIS
