The Evaluation Of Educational Services Models For Children With Special Needs In Kindergarten School
CIca
ffi
sErilao uruffi, E[uuEr€nmr
Accelerating Sebelas Maret Universitl.'
torvards World CIass University
PROCEtrDING
il\TERNATIONAL SEMINAR O}{ SPECIAL EDUCATION
Building Nation Character through Inclusive Education
in Global Perspective
Solo, March 19't'2A11
Editor :
Drs. Gunarhadi, MA, Ph.D
Drs. Sarwono, MS
Mohammad Anwar, S.Pd
Published :
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SEBELAS I/ARET UNIVERSITY PRESS
21.
Sulisfyo Saputro, M. Masykuri And Sri
Yamtinah
400
Tittle :Implementation of Science, Environment, Technologt and
Society (Sets) Vision in a Learning Strategt
22.
Sumaryanti
409
Tittle :Implementation of Adapted Learning Modelfor Optimizing
Physical Brain Children Mental Retarded; Physical Therapy and
Neuroscience Reviews
a,f
"'
$a
suParno
Tittle :The Evaluaion of Mucaionol
Special Needs in
24. Tjutju
Tittle
Service Models
for
Chilfuen with
Kndergutensclool
Soendari
:
446
The Collaborative Guidance and Counseling
Model
to
Develop The Adaptive Behaviour of Mentally Retarded Children in
Elementary School
25.
Sri Winarni And Tri Ani Hastuti
47r
Tittle :Fine Motor Skills Level of Educable Mental Retardation of
Elementary Level Students
in
Sayidan
II
State Special School,
Yogtakarta
CONCLUSION
487
TIME TABLE
490
xI1
TIM EVALUATION OF EDUCATIONAL SERVICE MODELS FOR CHILDRL\
WTIH SPECIAL NEEDS IN KINDERGARTEN SCHOOL
By. Suparno
Lecturer at Special Education Department, Yogyakarta State Universitr
ABSTRACT
The objectives of this research are to find out (l) information
about kindergarten teachers educational service models for the
children with special needs in the classroom, (2) implementation o.l"
the special education process, (j) impact of education service
models to the children learning development. This study is an
evaluqtion research and using discrepancy model. The research is
using questionnaire and interview as instruments of data collection.
Populations of this research are kindergarten teachers
who have students with special needs in Yogyakarta Province. The
research samples were
14
kindergarten teachers
and
15
kindergarten students who were selected by purposive sampling. The
data were collected through questionnaire, interview, doatmentar-,
study, and analyzed by descriptive comparative.
The results of this research are: (l) special education sen'ices
in the kindergarten school, either partial or general perspectit'e is
not good (2) component of planning educational programs does nor
relevant with special educational needs, there is no indit,idual
educational program. (3) The finding in the education service
process deal with planning and implementation shows that the
classical approach. Thus, the student with special needs did not
shown optimum learning progress in the kindergarten classroom.
Keywords: Special education senice; Children with special needs in
kindergarten
to guide decision making, -sr+l
A. BACKGROUND
Evaluation according
Stufflebeam (2003)
is
to
accountability. disseminatc clT,-
"a process o.f practices, and increase
delineating, obtaining, reporting, and
of
applying descriptive and iudgntental
Meanwhile, Gay (1981) explains i:.
information about some obiect's merit,
"evoluation is the systematic proc€::
worth, probit, and signi./icant in orclcr
-13
0
the involved
understan-'..
phenorne
,'.--
collecting analyzing data
in order
to
Although there are some differences
between the models, but generally, it
make decisions."
From both explanations generally
can be understood that
evaluative
is a systematic process of
collecting and analyzing data or
information in order to increase
understanding an object in order to
research
has common goal of collecting data or
evaluated object information
as
a
consideration for policy makers. Isaac,
Stephen
& William B.
Michael
(1984:7) classify evaluation models
into six, those are:
determine the value or benefit from an
1. Goal
Oriented Evaluation
evaluated object. Evaluation research
In this model, an evaluator
focuses its activities on the explanation
continuously conducts monitoring on
of the impact of education and to find
those objectives. This is done to assess
solutions related
to
the achieved progress by the
instructional
pro_sram
participants and the effectiveness of the
strategies.
In the matter of the context of findings which reached by a program.
education for children with special One model that can represent this
needs, Johnsen (2003) explains that the
model rs discrepancy model, which is
evaluation is intended to draw attention
developed
to specific leaming
views more information on to the gap
possibilities
of
obstacles, various
environment, process,
by Pror..us. This
(Discrepancy), which exists
in
and the results and its
contextual
component, which
relationship. Nevertheless
the
and what has been achieved
evaluation
term
is often understood in
a
model
every
is what should
be
in real
terms.
different way between evaluation in the
of research and evaluation in
the context of learning, depending on
context
2. Decision Oriented Evaluation
In this model, evaluation should
be able to provide the accurate
the purpose of its activities.
In the context of research, there
and
objective information for policy makers
are some models that can be used in
to
conduct evaluating
programs.
pro_sram. CIPP evaluation model which
especially education
prt)ErJrr)S,
i-r dei eloped b1' Stufflebeam
+-'1
decide anl.thing related
to
is
the
one
example of this evaluation model. This
In this process, product er''-
model consists of 4
components appropriate with the model
provide information wheth.- mE
program will be continued, modii::
proca
name itself, which stands for Context,
even suspended
the ir
evaluation
r,
Input, Process and Product. The
context evaluation is the basis of an
evaluation that aims
to
-,itlu.rr.,m
consis
a.R
3. Transactional Evaluatio n
In this model, the e'r
provide the
B-
*.rl.,rrI
reasons (rationale) in the determination
attempted to describe the prtrce-is -:
of objective, therefore the efforts made
program and views about 1lg
by the
evaluators
in the context of
"''l
SI
,:
d
t:
the people involved in the pro-sr;r::
b.R
evaluation are to provide a description
4. Evaluation Research
and details on the environment, needs
and purposes (goals). The
C.
c.B
As mentioned above. elai:,.
inPut
its activities u:"
explanation of the education :r
and to find solutions reia,i+i
research focuses
evaluation is the evaluation that aims to
provide information to determine how
to use the availabie resources in
achieving the objectives of the
t,i
d.c
e'
instructional strategies
ti
program. The process evaluation is
5. Goal Free Evaluation
directed at the extent to which planned
activities have been done. When
The model which develop*; :
a
Michael Scriven
program has been approved and started,
then it
will
feedback
are responsible
in
for those who
implementing the
program.
While the product evaluation
is
the last paft of the CIPP model. This
evaluation aims
to
is the Goai -:". i
Evaluation Model which
need the evaluation process
in providing
e
is no: :.
,
educa
expla
attention on the program objecti'.es
orient
the goal-oriented
'i
evaluation ir.';;
in
The matter that must be considetret .:
CUITCI
how the process of prtr-=.:Jr
implementation, by identifl.ing :::
based
th.
conce
measure
and
events occurred during the execu:-: -
that
of
the
either positive or negative.
schoo
interpret the achievements
program. The product evaluation
lnana
shorved the changes occur in the input.
intere
4i)
according to their own initiative based
6. Adversary Evaluation
The model is based on
the
on the school aspirations in accordance
procedures used by legal institutions- In
with valid statutory Provisions.
the implementation, adversary model
Depdiknas (2001) exPlains, that
consists
a.
offour
autonomy has
phases those are:
several capabilities, as follows:
Reveals a broad range of issues by
surveying
the various
a. The ability to
groups,
which involved in a Program to
determine the trust as a relevant
decisions
taking the
and the ability
b.
to
Ability to mobilize resources
and
Reducing the number of issues that
the ability to choose the
best
can be measured
execution,
c. Build two opposite evaluation c. The ability to
d.
best
appreciate others,
issue.
b.
to be suPPorted bY
communicating
teams and give them a chance to
effectively and ability
argue.
school problems,
Conduct
a
d. The
formal hearing- The
evaluation team
is then Put
e. Ability to work together and
collaborate, and
evidence before making a decision.
f.
In the matter of the evaluation of
it should be
explained that in general, the
orientation of existing service models
needs.
Various comPonents
are
in efforts of improving
and
controlling quality of service, such
the community and
involvement. This component
Parental
is very
in the context of planning or learning
process "at school. The parent's school
school autonomY- The
school has the authority to re-zulate and
visits allow them to understand
manage a variety things related to the
support the achievement
interests
as
important to be involved actively, both
concept which has the main principles
to
Ability to meet their own
necessary
in the school (including kindergarten)
currently still oriented to the schoolbased management concept. That is a
that lead
adaptive and anticiPatory
ability,
forward their arguments and
education services,
in solving
of the school members
and
of learning
goals. Other co-mponents are related to
---
an input that is the student who has the
condition
c.
(1889-1959), children
individual
and
characteristics. Curriculum, programs,
age
resources, facilities and infrastructures
both soul and body,
which are also an input component in
children were not yet
the leaming processes.
their thoughts. All en€rgf
atmosphere, methods
and
The
in the
to produce a good
their inner life; in
learning process
life greatly affects the
birth. The inner sense is
Operationally,
in
effective way
kindergarten,
there are many models which
i
i
i
conducted
in providing education
services through the learning process
d.
in
I
i
l
Davit P. Weikart
High
/
(193
Scope Philosophy fo
on the belief that childrur
class. Among them are:
a. Kindergarten
to iryat
education.
I
I
o
is very i
strategy are important factors
quality education.
I
of 7 is still in
behavior
learning
I
i
According to Ki Hqiil
model (Frobel.l782-
active leamers who have thc
1852). He said that true education
from themselves to explac
is the education that takes between
environment and
the needs and the realm of
knowledge.
is the personality realization
through self development,
(objects that can be explored l5p
activities, and social cooperation,
maniprldir
by children, the choice for chilftu
about what to do, the chil&u
language, and support fion
children, the objects
by
doing".
b. Maria
Montessori (1870-1952),
Montessori education built based
on the belief in three things:
l)
adults).
e.
The Absorbent Mind,
hi$
High /
Curriculum has 5 elernerrts
support children active lr-'it
children. The purpose of education
with the motto "learning
find
Pamela
C. Phelps, with Beyod
Centers and Circle Time (BCC-fl
2) Sensitive Periods,
3) Normalization Process.
model
is an approach to
early
childhood development since 1973
434
at the Creative
Tallahassee,
pre-school,
many parties. But does any placement
or the
Florida, USA lead by
learning settings (schools)
Pamela C. Phelps. BCCT followed, will have the same impact on
developed by a team under the development of children with
supervision of The Creative Center
special needs as early childhood in
.fo,
Childhood Research and
Training, Inc. (CCCRT). The
general?
BCCT approach using play-based
needs influenced
curriculum aimed at children from
associated
And does the
achievement on children with special
by other factors
with the
their birth to kindergarten age,
both normal and special needs
dissertation research
children.
examine
teachers
The process of leaming for early
but overall
change with respect
activities,
the
is an auem:pt to
relationship between
on their
and the
learning achievement of early
childhood with special needs,
behavioral
to its
in learning? The focus of this
pedagogical competence
to improve the individual's
competence,
background of
teacher performance based
childhood with special need is not just
intended
learning
presenting key issues:
Does the model o.f services
In this learning process, the child with provided by teachers in the learning
including their language development.
special needs requiring attention or
special programs suitable
with
their
conditions and potentials. The teacher
plays an important role to
accommodate the needs of slow
leaming children in the learning
pracess in the classroom contribute to
the development of early childhood
with special needs learning in
kindergarten?
B. RESEARCH METHODOLOGY
process.
1. Research Sample
The importance of learning in the
The research sample were
14
of behavior change for early
childhood with special needs,
having students with special needs in
especially in learning process which is
the Special Province of Yogyakarta and
target oriented has been recognized by
16 students with special needs, who
process
kindergarten teachers (TK), which is
435
were selected by
a
purposive
2. Approach
sampling, with consideration:
a.
The research is using descriptive
res€an
Has a final level of students with
analytic research, which attanpt to
approE
special needs.
explain the obtained data, analysis and
sftaia
rational considerations and
interpretation of results are conductd
servio
studer
That not all kindergarten (TK)
in the next step. The research is
conducted by using the casuistic
have students with
approach through observation
and
Meffi'
on
the
activit
2) That the student is near to subject based on the observed
completing the learning information, in accordance with the
outcu
b. With
facts:
l)
special
questionnaires techniques
needs,
that i
program at school, and not all
instruments guidelines that have been
resezr
kindergarten has children who
developed and tested. In this research-
obser
are categorized with
regarding
desigl
special
Samples
:
a. The factors associated with the
needs,
c.
obtait
of both tlpes
context, particularly at
the
condt
institutions are divided into two
involvement of school committees
conte
groups which are
assumed
in planning the learning program-
educa
heterogeneously based
on
of
the
b.
Associated
with input
which
specii
studentq
score
placement class, those are general
includes teachers,
and special class.
curriculum, and facilities,
evalu
Process, planning, activity of
schor
learning, and evaluation
needs
d. From
each groups were
c.
taken
based on the agreement which is
obtained between
d. About a product, that is
researchers,
school policy makers, and
classroom teacher, the students
development
which can be observed at the time
as well as academic and
of data collection is considered
academic.
as
with special
of teaching
needs
students
in kindergarten
a random existence.
3. Data collection
436
thc
non-
This research was
4. Analysis
descriptive
by using a case research
approach, is conducted especially to
obtain information on education
The collected data processed and
research,
analyzed
in:
a. Descriptive
analytic study based
teachers of
on the research object, in service
with special needs, which is
learning which includes, learning
obtained through interviewsMeanwhile the data on leaming
activities and student learning
plan, program implementation, and
outcomes acquired through observation
outcomes,
services provided
students
by
that is the observed subject bY the
in
product which formed
development
b.
with the
observation sheet that has been
researchers
Interpretation
of
as
the
students leaming
of data
was
conducted based on the descriptive
accordance
analysis results by using
quantitative and qualitative
designed previously.
The data collection was
conducted on the comPonents of
approach
context, input, process, and Product
education services for children with
C. RESULTS AND DTSCUSSION
special needs in kindergarten (TK). The
Planning Data
1.
scores acquired based on the service
evaluation criteria which gave by the
school
needs-
to the children with
special
Description of Program
Results
of
research
of
Planning
aspects includes, programming step,
suitability with the
curriculum,
individual needs, suitability with child
of
the
program. Furthermore, based
on
development, and sustainability
interview results and documentation
study on the subject, the
f,ve
components of the research results can
be described the results as follow:
437
Table 1: Description of Program Planning Data
Compo
nent
Number
Indicator
Learning Program Planning prepared
by School Team
Program prepared
2
in
accordance with
ldt
tr
Research Result
(n: 14)
o/o
a,
Yes
No
ta
4
29
l0
7t
tr
ol
t2
85
l5
2
tr
the curriculum, without modifi cations
Individualized leaming program is
made up specially for children with
J
d
2
t5
t2
85
ki
$
special needs
The program is made by
4
taking
l4
100
0
0
21
1l
79
attention to the child's development
Learning programs are
5
made
a
J
continuously,daily,weekly,monthly, etc.
From the existing data,
explained that most
teachers
it
kindergarten who have students
can be
of kindergarten
who have
special needs.
sfudents with
It is
wifi
shown only
I
teachers (15%) of the 14 teachers cfro
special needs (71%) did not involve the
are trying to create individual
team in preparing the learning progrilm
program. The2 people who have madc
at school. Whereas in the context of
these programs are supervisor teaches
inclusive education, in accordance with
in
existing guidelines, the
regarding to the continuity of plandnB
learning
lemiry
inclusive schools. Furthermuer
program for children with special needs
program, most teachers which
should be designed with the team.
subjects (79%) were also not carrid
Similarly,
in
terms
of
curriculum
out, generally the
usd
r
programs w€rc
adjustments, most teachers (85%) only
prepared as daily, weekly and montil5r
refer to the applicable curriculum, and
units, and the teacher who make rhc
there is no modification or curriculum
daily programs are very seldom. Brt
adjustment.
the interesting thing is that all teaches
Individual learning
program
(100%) have noticed the stages of
(PPI) was also not made by teachers in
438
chill
in designing
development
2. Description of Data
the
Implementation Program
programs-
It can be concluded
of
Results of research for aspects
that either
planning includes, the delivery of
partially or as a whole in the planning
of learning programs in an effort to individual learning programs,
provide educational services for dialogical interaction, learning through
children with special needs in play, learning model, the use of
kindergarten,
still does not meet
medium, and performed evaluation
techniques. Furthermore, based on
students' developmental needs.
interview results, and documentation
study on the subject, the
six
components of the research results can
be described the results as follow:
Table 2: Description of Program Implementation Data
Compo
nent
Number
I
Indicator
Individual learning
program
Research Result
(n: 14)
o/
o/o
Yes
No
/o
I
13
8
92
delivered in the classroom
2
Dialogical interaction conducted in
t2
85
2
t5
t4
100
0
0
10
7t
4
29
t4
100
0
0
t4
100
0
0
I
8
13
92
the leaming activities
J
Leaming is carried out through play
4
Learning program conducted
form
of
in
the
"circle time" through the
centers
5
Learning programs delivered using
various educational media
6
The evaluation study conducted in
the form of portfolio
n
Portfolio evaluation
conducted
regularly to see the development of
children with special needs individual
learning
439
The process of
Based on the data description in
learnir"g
Table 2 above, it can be explained, that
evaluation conducted regularly'
(l) nearly all teachers in kindergarten
(92%\ did not apply to individual
learning program, and only a small
schools
teachers
proportion of these teachers (8%) who
only a small proportion (8%) 1r'flr
apply for children with special needs in
building a portfolio evaluation on
t'
regular basis to see the development
:f
kindergarten, (2) Nevertheless, most
of
the teachers in kindergarten (85%) who
become subjects
in this
study
a learning activity in
a
dialogue, and only a small portion
(
conducting
for all
:tr
students. Portfc-r:
tr r-ir
evaluation process undertook b). a*
af,d
in schools (100%), hou'ei'r
at school.
Thus, based on the descriptiol ::'
the data result of these studies,
that
it can :c
implementatior-ri ..
concluded
activities in a dialogue.
learning program
for
children n:--r
special needs in kindergarten har e
:ctT
suggests
conducted in accordance u,ith the r*-*i
that all teachers in kindergarten (100%)
of general learning for early chii,ih:':,'
of learning model in school,
of
carried out the process
learning
but there are things that still
rx--,i
iLr
through play. In addition, major of the
accordance with the needs of chil,-:.r
subjects (71%) carried out learning
with special needs, those are ::ri
activities on the basis of "circle time"
implementations of individual lear:-::,g.
as "moving activities" through
program (PPI), and implementati,::
srnall
I
learning for children with special nea;*
15%) who did not show any learning
Regarding to the implementation
m01
centers developed at school, and only a
portfolio evaluation especiali,,
small proportion (29%) that did not
children with special needs.
tll
:,r
-.
"
r
t:
lr
l-
apply. Similarly, with respect to the use
of
media, indeed
all
teachers, which used as subject, were
using some variations
of
leaming process.
in the
r-
Outcomes
The research data especial,".
educational
learning media (APE) (100%)
I
3. Data Description Learning
kindergarten
aspects
of leaming are
in;-
::r
S]
-LL:c
academic development (lan,;..r-,1
numeracy), non-academic (dr:'.' ,- |
440
S;
ri
T'
motorist skill), and personality (social-
subject that conducted for two months,
emotional, learning
the three main components
motivation).
of
this
Furthermore, basd on the observation,
research results can be described as
and the documentation study on the
follow:
Table 3: Description of Program Planning Data
Research result
(n: L6)
,/"
No
Yes
Compo
nent
Indicator
Acade
There are positive developments in
mic
understanding the concept of numbers
There are positive developments in
v,
7
43
9
57
6
3t
l0
63
8
50
8
50
understanding the concept of language
Non-
There art appreciation development
academ
and artistic expression
ic
Motorist skill development occurred
10
63
6
37
Person
There are ernotional stability in social
6
37
10
63
ality
interaction with friends
5
31
t1
69
There was improvement
in
sfudents'
motivation to learn in school
(37%) of the 16 students who showed
Based on data in Table 3 above,
it
in
terms of
positive progress, meanwhile the other
academic learners with special needs
10 students (63%) did not indicate any
are still less optimally developed. From
significant changes.
can be explained that
Instead there
16 students, there were only 7 students
are
significant
(43%) indicating the existence of positive developments in non-academic
positive developments in understanding
terms, there were 10 students (63%)
the concept of numbers, and partly of
showed significant progress in motorist
subjects (57%) did not indicate any
skills,
significant changes.
showed no significant developments in
SimilarlY,
a_!d
only 6 students (37%) which
regarding to understanding the concept
terms
of motorist skills. The same
of language, there were only 6 students
result
is also shown students
441
in
appreciate
and expressing
modificai
D. DISCUSSION
art
(especially drawing), 8 students (50o/o)
1.
Generally the
showed significant progress, and the
need is ver
Planning Program
to reduces
teachers
rest did not show any significant
developed a program plan in provi
progress.
educational services
Furthermore, regarding
leaming result in
components indicate
to
special needs
the
personality
in
to
kindergarten- As
results showed, most
the lack of
children
of the sli
rather lool
developme
aspect did
teachers-
had been drafted a leaming
understrrrl
accordanc
growth in emotional stability, and the
but only a small fraction of
involves the development tem
school in drafting the
opposite things occur only in small part
programs.
lt is
of subject students.
the development of
accordance
with the
substantial progress. Most students
with special needs (63%) showed
(37%)
no
Related to
actually
developing program,
learning
less
guidelines
supervisfr!
2.
kr
Irytr
program or
which
motivation, only 5 students (31%) ot
involve the various compone$
16 students with special needs which
schools and experts.
wil
models yl
because
generally
childhood i
teachers
did not
shows the development
of
learning
motivation, meanwhile the other
11
students (69%) tended to be stagnant or
changes
in terms of
motivation-
It
general
of education for
learninglu
children
seen in the preliminary study,
the learning outcomes of were only 12
students
with special needs who
cr
thx
people (14%)
of
understand the educational serviocc
a. No significant change in the aspect
of cognitive and personality
is still tm
classical
r
individual
Then
individual
children with special needs.
Similarly,
I
children wi
kindergarten teachers who
become subjects in the study showed:
b.
and the
special needs. This condition
can be concluded, that in
developmo
have
understanding on the education
model
learning
teacher
in the preparatim
{
special no
from faihm
development,
learning"programs that almost
In opposite, there were significant
them were referred to the
learning pr
change in
but there are
modihcations at all. Curri
regular
development.
non-academic
442
curriculum,
e
developmo
modification for children rvith special
children with special needs. The
importanl the aim was not
teachers claimed "do not understand"
need is very
to reduce standards of competence, but
how to service children with
rather look for other alternatives in the
needs.
development
aspect
of
competenc€. This
E. CONCLUSIONS AND
did not applied by kindergarten
teachers. Besides
the lack of
understanding and skills,
accordance
special
SUGGESTIONS
it is also in
with "instructions" of
1. Conclusion
a. In partial or general,
the
the
kindergarten teachers has provided
supervisors in their respective schools.
education for children with special
needs based on the principles and
2. Program Implementation
Implementation
of the learning
learning models that appropriate to
program conducted by the kindergarten
early childhood, but still
teacher with the principles and learning
appropriate to the individual needs
models which
is
suitable
for
of children with special needs
early
b.
childhood in general as; based on child
of
various
There are two important things in
for
children
with special needs in
general
providing education
development, learning through play,
and the use
not
educative
learning media. But the implementation
education settings that not applied
is still too general, and tends to be
classical and has not related to
by the teachers in
individual learners, especially for
individual learning
children with special needs.
within
those are, the implementation of
There is incompatibility with the
individual needs
of
kindergarten
the
accommodated
(adapted),
children with
programs
context of
curriculum
and evaluation of
special needs which can be viewed
individual learning progress of
r$
from failure in applying the individual
individual students with
ii
leaming program implementation, and
needs.
ri
t
1:
t
'ii
rr
*:
regular evaluation to view the
development of individual learning of
t'
443
special
c. Model of
which provided bY a kindergarten
teacher
2. Suggestion
educational services
still not Provide
a.
a
of
academic
field of
in
Bla
special needs.
the
cognitive
in providing
education for early childhood r*tth
children with
special needs, esPeciallY
ArJ
kindergarten teachers
significant imPact on the learning
development
It will need a sPecial Program to
improve the comPetence of
b.
development and PersonalitY.
It will
Bn
need a wider and deePer
study about the Possihlc
development of educational
Cri
services for children with special
Es
needs in kindergarten.
C,
FII
ls
Jr
S
S
444
REFERENCES
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Thomson \\:adsu'orth ., 2006
Blalock, M, Jr .. Conceptualization and Measurement in the Social Sciences,
Beverly-Hills: Sage Publication ., 1982
Brewer, Jo Am, Introduction to Early Childhood Education: Preschool through
Primary Grades, Sixth Edition, New York: Pearson Education, Lnc,2007
crain, william
,
Teori Perkembangan, Konsep dan Aplikasi, terjemahan,
Yogyakarta: Pustaka pelajar, 2007,
Essa, Eva
L'
Introduction to Early childhood Education, clifton park Ny:
Thomson Learning, 2003.
Gay, L.R., Educational Research, competencies for Analysis and Application,
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Hill, winfred F .,
Teories of Learning, terjemahan, Bandung: penerbit Nusa
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Issac, Stephen,
william B Michael, Handbook in Research and
Et,altrution-
California: Edites Publisher, I 984
Johnsen,
BH
&
Skjorten, Miriam D, Pendidikan Kebutuhan Khusus, sebuah
Pengantar, terjemahan, Bandung: Program Pascasarjana UPI, 2003
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McGraw-Hill Companies, Inc. 1996
Santrok,
w. John.
Perkembangan Anak, terjemahan, edisi kesebelas, Jakarta:
Penerbit Erlangga, 2007
Stufflebeam,
D.L.,
&
Shinkfield, Antony J, systematic Evaluation,
A
setf-
International Guide to Theory and Practice, Michigan: Kluwer-Nijhoff
Publishing, 1986
Stufflebeam, D.L.,
&
Shinkfield, Antony J, The
clpp Model For
Evaluasion,
Portland, Oregon: Westem Michigan University, 2003
Vasta, Ross., Haith, MM., Miller, Scott
A, Child Psychology,
Science, Third Edition, New York: John Wiley
44s
&
The Modern
Son, Inc. 1999.
ffi
sErilao uruffi, E[uuEr€nmr
Accelerating Sebelas Maret Universitl.'
torvards World CIass University
PROCEtrDING
il\TERNATIONAL SEMINAR O}{ SPECIAL EDUCATION
Building Nation Character through Inclusive Education
in Global Perspective
Solo, March 19't'2A11
Editor :
Drs. Gunarhadi, MA, Ph.D
Drs. Sarwono, MS
Mohammad Anwar, S.Pd
Published :
---^-
,{..s'"''r-\\
1 i,- /^\ i \
/+" Ar4-
\?"x,/s/
v!rr'
\r-r1
SEBELAS I/ARET UNIVERSITY PRESS
21.
Sulisfyo Saputro, M. Masykuri And Sri
Yamtinah
400
Tittle :Implementation of Science, Environment, Technologt and
Society (Sets) Vision in a Learning Strategt
22.
Sumaryanti
409
Tittle :Implementation of Adapted Learning Modelfor Optimizing
Physical Brain Children Mental Retarded; Physical Therapy and
Neuroscience Reviews
a,f
"'
$a
suParno
Tittle :The Evaluaion of Mucaionol
Special Needs in
24. Tjutju
Tittle
Service Models
for
Chilfuen with
Kndergutensclool
Soendari
:
446
The Collaborative Guidance and Counseling
Model
to
Develop The Adaptive Behaviour of Mentally Retarded Children in
Elementary School
25.
Sri Winarni And Tri Ani Hastuti
47r
Tittle :Fine Motor Skills Level of Educable Mental Retardation of
Elementary Level Students
in
Sayidan
II
State Special School,
Yogtakarta
CONCLUSION
487
TIME TABLE
490
xI1
TIM EVALUATION OF EDUCATIONAL SERVICE MODELS FOR CHILDRL\
WTIH SPECIAL NEEDS IN KINDERGARTEN SCHOOL
By. Suparno
Lecturer at Special Education Department, Yogyakarta State Universitr
ABSTRACT
The objectives of this research are to find out (l) information
about kindergarten teachers educational service models for the
children with special needs in the classroom, (2) implementation o.l"
the special education process, (j) impact of education service
models to the children learning development. This study is an
evaluqtion research and using discrepancy model. The research is
using questionnaire and interview as instruments of data collection.
Populations of this research are kindergarten teachers
who have students with special needs in Yogyakarta Province. The
research samples were
14
kindergarten teachers
and
15
kindergarten students who were selected by purposive sampling. The
data were collected through questionnaire, interview, doatmentar-,
study, and analyzed by descriptive comparative.
The results of this research are: (l) special education sen'ices
in the kindergarten school, either partial or general perspectit'e is
not good (2) component of planning educational programs does nor
relevant with special educational needs, there is no indit,idual
educational program. (3) The finding in the education service
process deal with planning and implementation shows that the
classical approach. Thus, the student with special needs did not
shown optimum learning progress in the kindergarten classroom.
Keywords: Special education senice; Children with special needs in
kindergarten
to guide decision making, -sr+l
A. BACKGROUND
Evaluation according
Stufflebeam (2003)
is
to
accountability. disseminatc clT,-
"a process o.f practices, and increase
delineating, obtaining, reporting, and
of
applying descriptive and iudgntental
Meanwhile, Gay (1981) explains i:.
information about some obiect's merit,
"evoluation is the systematic proc€::
worth, probit, and signi./icant in orclcr
-13
0
the involved
understan-'..
phenorne
,'.--
collecting analyzing data
in order
to
Although there are some differences
between the models, but generally, it
make decisions."
From both explanations generally
can be understood that
evaluative
is a systematic process of
collecting and analyzing data or
information in order to increase
understanding an object in order to
research
has common goal of collecting data or
evaluated object information
as
a
consideration for policy makers. Isaac,
Stephen
& William B.
Michael
(1984:7) classify evaluation models
into six, those are:
determine the value or benefit from an
1. Goal
Oriented Evaluation
evaluated object. Evaluation research
In this model, an evaluator
focuses its activities on the explanation
continuously conducts monitoring on
of the impact of education and to find
those objectives. This is done to assess
solutions related
to
the achieved progress by the
instructional
pro_sram
participants and the effectiveness of the
strategies.
In the matter of the context of findings which reached by a program.
education for children with special One model that can represent this
needs, Johnsen (2003) explains that the
model rs discrepancy model, which is
evaluation is intended to draw attention
developed
to specific leaming
views more information on to the gap
possibilities
of
obstacles, various
environment, process,
by Pror..us. This
(Discrepancy), which exists
in
and the results and its
contextual
component, which
relationship. Nevertheless
the
and what has been achieved
evaluation
term
is often understood in
a
model
every
is what should
be
in real
terms.
different way between evaluation in the
of research and evaluation in
the context of learning, depending on
context
2. Decision Oriented Evaluation
In this model, evaluation should
be able to provide the accurate
the purpose of its activities.
In the context of research, there
and
objective information for policy makers
are some models that can be used in
to
conduct evaluating
programs.
pro_sram. CIPP evaluation model which
especially education
prt)ErJrr)S,
i-r dei eloped b1' Stufflebeam
+-'1
decide anl.thing related
to
is
the
one
example of this evaluation model. This
In this process, product er''-
model consists of 4
components appropriate with the model
provide information wheth.- mE
program will be continued, modii::
proca
name itself, which stands for Context,
even suspended
the ir
evaluation
r,
Input, Process and Product. The
context evaluation is the basis of an
evaluation that aims
to
-,itlu.rr.,m
consis
a.R
3. Transactional Evaluatio n
In this model, the e'r
provide the
B-
*.rl.,rrI
reasons (rationale) in the determination
attempted to describe the prtrce-is -:
of objective, therefore the efforts made
program and views about 1lg
by the
evaluators
in the context of
"''l
SI
,:
d
t:
the people involved in the pro-sr;r::
b.R
evaluation are to provide a description
4. Evaluation Research
and details on the environment, needs
and purposes (goals). The
C.
c.B
As mentioned above. elai:,.
inPut
its activities u:"
explanation of the education :r
and to find solutions reia,i+i
research focuses
evaluation is the evaluation that aims to
provide information to determine how
to use the availabie resources in
achieving the objectives of the
t,i
d.c
e'
instructional strategies
ti
program. The process evaluation is
5. Goal Free Evaluation
directed at the extent to which planned
activities have been done. When
The model which develop*; :
a
Michael Scriven
program has been approved and started,
then it
will
feedback
are responsible
in
for those who
implementing the
program.
While the product evaluation
is
the last paft of the CIPP model. This
evaluation aims
to
is the Goai -:". i
Evaluation Model which
need the evaluation process
in providing
e
is no: :.
,
educa
expla
attention on the program objecti'.es
orient
the goal-oriented
'i
evaluation ir.';;
in
The matter that must be considetret .:
CUITCI
how the process of prtr-=.:Jr
implementation, by identifl.ing :::
based
th.
conce
measure
and
events occurred during the execu:-: -
that
of
the
either positive or negative.
schoo
interpret the achievements
program. The product evaluation
lnana
shorved the changes occur in the input.
intere
4i)
according to their own initiative based
6. Adversary Evaluation
The model is based on
the
on the school aspirations in accordance
procedures used by legal institutions- In
with valid statutory Provisions.
the implementation, adversary model
Depdiknas (2001) exPlains, that
consists
a.
offour
autonomy has
phases those are:
several capabilities, as follows:
Reveals a broad range of issues by
surveying
the various
a. The ability to
groups,
which involved in a Program to
determine the trust as a relevant
decisions
taking the
and the ability
b.
to
Ability to mobilize resources
and
Reducing the number of issues that
the ability to choose the
best
can be measured
execution,
c. Build two opposite evaluation c. The ability to
d.
best
appreciate others,
issue.
b.
to be suPPorted bY
communicating
teams and give them a chance to
effectively and ability
argue.
school problems,
Conduct
a
d. The
formal hearing- The
evaluation team
is then Put
e. Ability to work together and
collaborate, and
evidence before making a decision.
f.
In the matter of the evaluation of
it should be
explained that in general, the
orientation of existing service models
needs.
Various comPonents
are
in efforts of improving
and
controlling quality of service, such
the community and
involvement. This component
Parental
is very
in the context of planning or learning
process "at school. The parent's school
school autonomY- The
school has the authority to re-zulate and
visits allow them to understand
manage a variety things related to the
support the achievement
interests
as
important to be involved actively, both
concept which has the main principles
to
Ability to meet their own
necessary
in the school (including kindergarten)
currently still oriented to the schoolbased management concept. That is a
that lead
adaptive and anticiPatory
ability,
forward their arguments and
education services,
in solving
of the school members
and
of learning
goals. Other co-mponents are related to
---
an input that is the student who has the
condition
c.
(1889-1959), children
individual
and
characteristics. Curriculum, programs,
age
resources, facilities and infrastructures
both soul and body,
which are also an input component in
children were not yet
the leaming processes.
their thoughts. All en€rgf
atmosphere, methods
and
The
in the
to produce a good
their inner life; in
learning process
life greatly affects the
birth. The inner sense is
Operationally,
in
effective way
kindergarten,
there are many models which
i
i
i
conducted
in providing education
services through the learning process
d.
in
I
i
l
Davit P. Weikart
High
/
(193
Scope Philosophy fo
on the belief that childrur
class. Among them are:
a. Kindergarten
to iryat
education.
I
I
o
is very i
strategy are important factors
quality education.
I
of 7 is still in
behavior
learning
I
i
According to Ki Hqiil
model (Frobel.l782-
active leamers who have thc
1852). He said that true education
from themselves to explac
is the education that takes between
environment and
the needs and the realm of
knowledge.
is the personality realization
through self development,
(objects that can be explored l5p
activities, and social cooperation,
maniprldir
by children, the choice for chilftu
about what to do, the chil&u
language, and support fion
children, the objects
by
doing".
b. Maria
Montessori (1870-1952),
Montessori education built based
on the belief in three things:
l)
adults).
e.
The Absorbent Mind,
hi$
High /
Curriculum has 5 elernerrts
support children active lr-'it
children. The purpose of education
with the motto "learning
find
Pamela
C. Phelps, with Beyod
Centers and Circle Time (BCC-fl
2) Sensitive Periods,
3) Normalization Process.
model
is an approach to
early
childhood development since 1973
434
at the Creative
Tallahassee,
pre-school,
many parties. But does any placement
or the
Florida, USA lead by
learning settings (schools)
Pamela C. Phelps. BCCT followed, will have the same impact on
developed by a team under the development of children with
supervision of The Creative Center
special needs as early childhood in
.fo,
Childhood Research and
Training, Inc. (CCCRT). The
general?
BCCT approach using play-based
needs influenced
curriculum aimed at children from
associated
And does the
achievement on children with special
by other factors
with the
their birth to kindergarten age,
both normal and special needs
dissertation research
children.
examine
teachers
The process of leaming for early
but overall
change with respect
activities,
the
is an auem:pt to
relationship between
on their
and the
learning achievement of early
childhood with special needs,
behavioral
to its
in learning? The focus of this
pedagogical competence
to improve the individual's
competence,
background of
teacher performance based
childhood with special need is not just
intended
learning
presenting key issues:
Does the model o.f services
In this learning process, the child with provided by teachers in the learning
including their language development.
special needs requiring attention or
special programs suitable
with
their
conditions and potentials. The teacher
plays an important role to
accommodate the needs of slow
leaming children in the learning
pracess in the classroom contribute to
the development of early childhood
with special needs learning in
kindergarten?
B. RESEARCH METHODOLOGY
process.
1. Research Sample
The importance of learning in the
The research sample were
14
of behavior change for early
childhood with special needs,
having students with special needs in
especially in learning process which is
the Special Province of Yogyakarta and
target oriented has been recognized by
16 students with special needs, who
process
kindergarten teachers (TK), which is
435
were selected by
a
purposive
2. Approach
sampling, with consideration:
a.
The research is using descriptive
res€an
Has a final level of students with
analytic research, which attanpt to
approE
special needs.
explain the obtained data, analysis and
sftaia
rational considerations and
interpretation of results are conductd
servio
studer
That not all kindergarten (TK)
in the next step. The research is
conducted by using the casuistic
have students with
approach through observation
and
Meffi'
on
the
activit
2) That the student is near to subject based on the observed
completing the learning information, in accordance with the
outcu
b. With
facts:
l)
special
questionnaires techniques
needs,
that i
program at school, and not all
instruments guidelines that have been
resezr
kindergarten has children who
developed and tested. In this research-
obser
are categorized with
regarding
desigl
special
Samples
:
a. The factors associated with the
needs,
c.
obtait
of both tlpes
context, particularly at
the
condt
institutions are divided into two
involvement of school committees
conte
groups which are
assumed
in planning the learning program-
educa
heterogeneously based
on
of
the
b.
Associated
with input
which
specii
studentq
score
placement class, those are general
includes teachers,
and special class.
curriculum, and facilities,
evalu
Process, planning, activity of
schor
learning, and evaluation
needs
d. From
each groups were
c.
taken
based on the agreement which is
obtained between
d. About a product, that is
researchers,
school policy makers, and
classroom teacher, the students
development
which can be observed at the time
as well as academic and
of data collection is considered
academic.
as
with special
of teaching
needs
students
in kindergarten
a random existence.
3. Data collection
436
thc
non-
This research was
4. Analysis
descriptive
by using a case research
approach, is conducted especially to
obtain information on education
The collected data processed and
research,
analyzed
in:
a. Descriptive
analytic study based
teachers of
on the research object, in service
with special needs, which is
learning which includes, learning
obtained through interviewsMeanwhile the data on leaming
activities and student learning
plan, program implementation, and
outcomes acquired through observation
outcomes,
services provided
students
by
that is the observed subject bY the
in
product which formed
development
b.
with the
observation sheet that has been
researchers
Interpretation
of
as
the
students leaming
of data
was
conducted based on the descriptive
accordance
analysis results by using
quantitative and qualitative
designed previously.
The data collection was
conducted on the comPonents of
approach
context, input, process, and Product
education services for children with
C. RESULTS AND DTSCUSSION
special needs in kindergarten (TK). The
Planning Data
1.
scores acquired based on the service
evaluation criteria which gave by the
school
needs-
to the children with
special
Description of Program
Results
of
research
of
Planning
aspects includes, programming step,
suitability with the
curriculum,
individual needs, suitability with child
of
the
program. Furthermore, based
on
development, and sustainability
interview results and documentation
study on the subject, the
f,ve
components of the research results can
be described the results as follow:
437
Table 1: Description of Program Planning Data
Compo
nent
Number
Indicator
Learning Program Planning prepared
by School Team
Program prepared
2
in
accordance with
ldt
tr
Research Result
(n: 14)
o/o
a,
Yes
No
ta
4
29
l0
7t
tr
ol
t2
85
l5
2
tr
the curriculum, without modifi cations
Individualized leaming program is
made up specially for children with
J
d
2
t5
t2
85
ki
$
special needs
The program is made by
4
taking
l4
100
0
0
21
1l
79
attention to the child's development
Learning programs are
5
made
a
J
continuously,daily,weekly,monthly, etc.
From the existing data,
explained that most
teachers
it
kindergarten who have students
can be
of kindergarten
who have
special needs.
sfudents with
It is
wifi
shown only
I
teachers (15%) of the 14 teachers cfro
special needs (71%) did not involve the
are trying to create individual
team in preparing the learning progrilm
program. The2 people who have madc
at school. Whereas in the context of
these programs are supervisor teaches
inclusive education, in accordance with
in
existing guidelines, the
regarding to the continuity of plandnB
learning
lemiry
inclusive schools. Furthermuer
program for children with special needs
program, most teachers which
should be designed with the team.
subjects (79%) were also not carrid
Similarly,
in
terms
of
curriculum
out, generally the
usd
r
programs w€rc
adjustments, most teachers (85%) only
prepared as daily, weekly and montil5r
refer to the applicable curriculum, and
units, and the teacher who make rhc
there is no modification or curriculum
daily programs are very seldom. Brt
adjustment.
the interesting thing is that all teaches
Individual learning
program
(100%) have noticed the stages of
(PPI) was also not made by teachers in
438
chill
in designing
development
2. Description of Data
the
Implementation Program
programs-
It can be concluded
of
Results of research for aspects
that either
planning includes, the delivery of
partially or as a whole in the planning
of learning programs in an effort to individual learning programs,
provide educational services for dialogical interaction, learning through
children with special needs in play, learning model, the use of
kindergarten,
still does not meet
medium, and performed evaluation
techniques. Furthermore, based on
students' developmental needs.
interview results, and documentation
study on the subject, the
six
components of the research results can
be described the results as follow:
Table 2: Description of Program Implementation Data
Compo
nent
Number
I
Indicator
Individual learning
program
Research Result
(n: 14)
o/
o/o
Yes
No
/o
I
13
8
92
delivered in the classroom
2
Dialogical interaction conducted in
t2
85
2
t5
t4
100
0
0
10
7t
4
29
t4
100
0
0
t4
100
0
0
I
8
13
92
the leaming activities
J
Leaming is carried out through play
4
Learning program conducted
form
of
in
the
"circle time" through the
centers
5
Learning programs delivered using
various educational media
6
The evaluation study conducted in
the form of portfolio
n
Portfolio evaluation
conducted
regularly to see the development of
children with special needs individual
learning
439
The process of
Based on the data description in
learnir"g
Table 2 above, it can be explained, that
evaluation conducted regularly'
(l) nearly all teachers in kindergarten
(92%\ did not apply to individual
learning program, and only a small
schools
teachers
proportion of these teachers (8%) who
only a small proportion (8%) 1r'flr
apply for children with special needs in
building a portfolio evaluation on
t'
regular basis to see the development
:f
kindergarten, (2) Nevertheless, most
of
the teachers in kindergarten (85%) who
become subjects
in this
study
a learning activity in
a
dialogue, and only a small portion
(
conducting
for all
:tr
students. Portfc-r:
tr r-ir
evaluation process undertook b). a*
af,d
in schools (100%), hou'ei'r
at school.
Thus, based on the descriptiol ::'
the data result of these studies,
that
it can :c
implementatior-ri ..
concluded
activities in a dialogue.
learning program
for
children n:--r
special needs in kindergarten har e
:ctT
suggests
conducted in accordance u,ith the r*-*i
that all teachers in kindergarten (100%)
of general learning for early chii,ih:':,'
of learning model in school,
of
carried out the process
learning
but there are things that still
rx--,i
iLr
through play. In addition, major of the
accordance with the needs of chil,-:.r
subjects (71%) carried out learning
with special needs, those are ::ri
activities on the basis of "circle time"
implementations of individual lear:-::,g.
as "moving activities" through
program (PPI), and implementati,::
srnall
I
learning for children with special nea;*
15%) who did not show any learning
Regarding to the implementation
m01
centers developed at school, and only a
portfolio evaluation especiali,,
small proportion (29%) that did not
children with special needs.
tll
:,r
-.
"
r
t:
lr
l-
apply. Similarly, with respect to the use
of
media, indeed
all
teachers, which used as subject, were
using some variations
of
leaming process.
in the
r-
Outcomes
The research data especial,".
educational
learning media (APE) (100%)
I
3. Data Description Learning
kindergarten
aspects
of leaming are
in;-
::r
S]
-LL:c
academic development (lan,;..r-,1
numeracy), non-academic (dr:'.' ,- |
440
S;
ri
T'
motorist skill), and personality (social-
subject that conducted for two months,
emotional, learning
the three main components
motivation).
of
this
Furthermore, basd on the observation,
research results can be described as
and the documentation study on the
follow:
Table 3: Description of Program Planning Data
Research result
(n: L6)
,/"
No
Yes
Compo
nent
Indicator
Acade
There are positive developments in
mic
understanding the concept of numbers
There are positive developments in
v,
7
43
9
57
6
3t
l0
63
8
50
8
50
understanding the concept of language
Non-
There art appreciation development
academ
and artistic expression
ic
Motorist skill development occurred
10
63
6
37
Person
There are ernotional stability in social
6
37
10
63
ality
interaction with friends
5
31
t1
69
There was improvement
in
sfudents'
motivation to learn in school
(37%) of the 16 students who showed
Based on data in Table 3 above,
it
in
terms of
positive progress, meanwhile the other
academic learners with special needs
10 students (63%) did not indicate any
are still less optimally developed. From
significant changes.
can be explained that
Instead there
16 students, there were only 7 students
are
significant
(43%) indicating the existence of positive developments in non-academic
positive developments in understanding
terms, there were 10 students (63%)
the concept of numbers, and partly of
showed significant progress in motorist
subjects (57%) did not indicate any
skills,
significant changes.
showed no significant developments in
SimilarlY,
a_!d
only 6 students (37%) which
regarding to understanding the concept
terms
of motorist skills. The same
of language, there were only 6 students
result
is also shown students
441
in
appreciate
and expressing
modificai
D. DISCUSSION
art
(especially drawing), 8 students (50o/o)
1.
Generally the
showed significant progress, and the
need is ver
Planning Program
to reduces
teachers
rest did not show any significant
developed a program plan in provi
progress.
educational services
Furthermore, regarding
leaming result in
components indicate
to
special needs
the
personality
in
to
kindergarten- As
results showed, most
the lack of
children
of the sli
rather lool
developme
aspect did
teachers-
had been drafted a leaming
understrrrl
accordanc
growth in emotional stability, and the
but only a small fraction of
involves the development tem
school in drafting the
opposite things occur only in small part
programs.
lt is
of subject students.
the development of
accordance
with the
substantial progress. Most students
with special needs (63%) showed
(37%)
no
Related to
actually
developing program,
learning
less
guidelines
supervisfr!
2.
kr
Irytr
program or
which
motivation, only 5 students (31%) ot
involve the various compone$
16 students with special needs which
schools and experts.
wil
models yl
because
generally
childhood i
teachers
did not
shows the development
of
learning
motivation, meanwhile the other
11
students (69%) tended to be stagnant or
changes
in terms of
motivation-
It
general
of education for
learninglu
children
seen in the preliminary study,
the learning outcomes of were only 12
students
with special needs who
cr
thx
people (14%)
of
understand the educational serviocc
a. No significant change in the aspect
of cognitive and personality
is still tm
classical
r
individual
Then
individual
children with special needs.
Similarly,
I
children wi
kindergarten teachers who
become subjects in the study showed:
b.
and the
special needs. This condition
can be concluded, that in
developmo
have
understanding on the education
model
learning
teacher
in the preparatim
{
special no
from faihm
development,
learning"programs that almost
In opposite, there were significant
them were referred to the
learning pr
change in
but there are
modihcations at all. Curri
regular
development.
non-academic
442
curriculum,
e
developmo
modification for children rvith special
children with special needs. The
importanl the aim was not
teachers claimed "do not understand"
need is very
to reduce standards of competence, but
how to service children with
rather look for other alternatives in the
needs.
development
aspect
of
competenc€. This
E. CONCLUSIONS AND
did not applied by kindergarten
teachers. Besides
the lack of
understanding and skills,
accordance
special
SUGGESTIONS
it is also in
with "instructions" of
1. Conclusion
a. In partial or general,
the
the
kindergarten teachers has provided
supervisors in their respective schools.
education for children with special
needs based on the principles and
2. Program Implementation
Implementation
of the learning
learning models that appropriate to
program conducted by the kindergarten
early childhood, but still
teacher with the principles and learning
appropriate to the individual needs
models which
is
suitable
for
of children with special needs
early
b.
childhood in general as; based on child
of
various
There are two important things in
for
children
with special needs in
general
providing education
development, learning through play,
and the use
not
educative
learning media. But the implementation
education settings that not applied
is still too general, and tends to be
classical and has not related to
by the teachers in
individual learners, especially for
individual learning
children with special needs.
within
those are, the implementation of
There is incompatibility with the
individual needs
of
kindergarten
the
accommodated
(adapted),
children with
programs
context of
curriculum
and evaluation of
special needs which can be viewed
individual learning progress of
r$
from failure in applying the individual
individual students with
ii
leaming program implementation, and
needs.
ri
t
1:
t
'ii
rr
*:
regular evaluation to view the
development of individual learning of
t'
443
special
c. Model of
which provided bY a kindergarten
teacher
2. Suggestion
educational services
still not Provide
a.
a
of
academic
field of
in
Bla
special needs.
the
cognitive
in providing
education for early childhood r*tth
children with
special needs, esPeciallY
ArJ
kindergarten teachers
significant imPact on the learning
development
It will need a sPecial Program to
improve the comPetence of
b.
development and PersonalitY.
It will
Bn
need a wider and deePer
study about the Possihlc
development of educational
Cri
services for children with special
Es
needs in kindergarten.
C,
FII
ls
Jr
S
S
444
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