PROSES BELAJAR MENGAJAR SISWA TUNANETRA PROGRAM INKLUSI (Studi Kasus di SMA Muhammadiyah 4 Yogyaka

UMMU SA’ADAH, S.Pd.,

2006 | Tesis |

Inclusion program is regulated by the goverment in the legislation of Indonesia number 20 on 2003 which is about national education system and it is described in section 15 of special education. It has been said that “special education is an education program conducted for disorder students or students with extraordinary intelligence which is conducted inclusively or a unit of special education conducted in the level of elementary and secondary school.” The purpose of this research is to find out; 1) learning process of the blind students who take inclusion program in Muhammadiyah 4 high school of Yogyakarta and 2) factors that support and inhibit the learning process of the blind students in attending inclusion program in Muhammadiyah 4 high school of Yogyakarta. This research uses explorative descriptive qualitative approach, involves some respondents as the subjects and informants. The subjects are four blind students, while the informants include their teachers, head master, schoolmates, and parents as well. The researcher finds data from the respondents through interview, observation and documentation. After collected the data, the researcher analyzed the data and conducted the last step, reporting the analyzed data. The supporting factors of teaching and learning process with inclusion program in Muhammadiyah 4 high school of Yogyakarta include the students, curriculum, the teachers, facilities, fund, school management, and school environment. While, factors that support the blind students in attending this program is strong motivation, which is called intrinsic motivation, and interest of each student, motivation and supports from their family, teachers, school mates, and special adviser teacher (GPK). Factors that inhibit blind students in attending inclusion program are the lack of school facilities, the lack of teacher’s skill and knowledge to handle the exceptional students, and the difficulty of the special adviser teacher (GPK) in reading and transferring the lessons into Braille letters because of his poor understanding of the transferred lessons. The management of this program has not set the regulation of inclusion program in school and the lack of fund. Key Words: Inclusion Program, Blind, Teaching and Learning Process.

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