Analysis and Implementation of the Effectiveness of Independent Curriculum at the Kupompong Child Growth and Development Clinic Inclusive Education Institution in Surabaya

Dinda Bestari, Dety Mulyanti
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Abstract

The study aims to evaluate the effectiveness of the Independent Inclusion Curriculum in enhancing learning outcomes for students with learning difficulties, such as slow learners, and those with emotional, behavioral, and intellectual barriers, as well as ADHD. It also examines differences in curriculum implementation across various educational institutions, including therapy centers for children with special needs. This qualitative phenomenological study involved observations, interviews, and documentation at the Kupompong Surabaya Child Growth and Development Clinic. Researchers collected data from seven participants, including five psychologists and two class facilitators, who supported children aged 16-18 using the inclusive Independent Curriculum. Utilizing Nvivo software for data analysis facilitated efficient management and interpretation of qualitative data. The study found that the Independent Curriculum significantly enhanced engagement and learning outcomes for students with various disabilities. Key improvements included better social skills, increased participation in classroom activities, and higher academic achievement. The curriculum's flexible and individualized approach, incorporating adaptive teaching methods and therapeutic interventions, effectively addressed each student's unique needs. The Independent Curriculum's inclusive design successfully supports students with diverse learning difficulties by providing personalized learning plans and employing adaptive teaching methods. This research aligns with the global trend in inclusive education by promoting tolerance, respect for diversity, and integration of students with special needs into mainstream education settings. This approach benefits students with disabilities and enriches the learning experience for all students by fostering a more diverse and inclusive environment.
泗水 Kupompong 儿童成长与发展诊所全纳教育机构独立课程的有效性分析与实施
本研究旨在评估自主融合课程在提高学习困难学生(如学习缓慢者、有情绪、行为和智力障碍以及多动症的学生)的学习成果方面的有效性。研究还探讨了不同教育机构(包括特殊需要儿童治疗中心)在课程实施方面的差异。这项定性现象学研究包括在 Kupompong Surabaya 儿童成长与发展诊所进行的观察、访谈和记录。研究人员收集了七名参与者的数据,其中包括五名心理学家和两名班级主持人,他们使用包容性独立课程为 16-18 岁的儿童提供支持。使用 Nvivo 软件进行数据分析有助于有效管理和解释定性数据。研究发现,独立课程大大提高了不同残疾学生的参与度和学习效果。主要的改进包括社交技能的提高、课堂活动参与度的增加以及学业成绩的提高。该课程采用灵活的个性化方法,结合适应性教学方法和治疗干预措施,有效地满足了每个学生的独特需求。独立课程的全纳设计通过提供个性化的学习计划和采用适应性教学方法,成功地为有不同学习困难的学生提供了支持。这项研究符合全球全纳教育的发展趋势,提倡宽容、尊重多样性,让有特殊需要的学生融入主流教育环境。这种方法有利于残疾学生,并通过营造更加多元化和全纳的环境,丰富所有学生的学习体验。
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