Jakarta, Kartunet.com – Al-Firdaus School Solo, recipient of the 2012 Inclusive Education Award from the Ministry of Education and Culture, has also been designated a national model for inclusive schools. It is only fitting that the education system applied to students with special needs be emulated by other schools. Through the Al-Firdaus Center for Special Needs Children Services (Puspa), they have developed a system aimed at accommodating the diverse needs and potential of their students. This system encompasses student analysis, curriculum, educators, and assessment methods.
First, students with physical, intellectual, emotional, social, or behavioral limitations (special needs) will be identified to provide appropriate educational services. The purpose of this identification is for screening/learning planning, monitoring learning outcomes, and subsequent classification. From all of this, an assessment, or collection of student information, is created as data for developing an Individualized Education Program (IEP) for the student.
Second, the curriculum used fundamentally refers to the regular school curriculum, but in practice, it needs to be aligned with student needs. This curriculum development process is carried out collaboratively by the school principal, subject teachers, special guidance teachers (GPK), and experts.
Furthermore, there are three types of curricula that can be used. For students with special needs (ABK) who do not require extra treatment, the regular curriculum can be used, with them learning alongside non-ABK peers in the same class. The service focuses on learning guidance, motivation, and perseverance. For ABK who require curriculum alignment, a modified regular curriculum model is applied. Teachers make modifications to learning strategies, assessment types, and additional programs based on the ABK's needs. Meanwhile, for ABK for whom the regular curriculum is not feasible, an Individualized Education Program (IEP) is implemented according to the student's specific needs.
Third, the educational team works collaboratively, comprising subject teachers and special guidance teachers (GPK). Subject teachers primarily function as classroom facilitators, from creating learning programs for students and conducting assessments to the evaluation process. GPK, on the other hand, provides input to subject teachers, offers guidance, and maintains records of the ABK's learning progress.
Finally, the inclusive system for assessment and certification implemented is also quite unique. Assessment in an inclusive setting refers to the curriculum development model. For the full regular curriculum model, assessment uses the regular school system without alignment. In the modified regular curriculum model, assessment uses the modified regular system. As for the IEP Curriculum Model, assessment is individualized and based on fundamental abilities.
For the class promotion system, Al-Firdaus also applies tailored methods for each ABK. For those who can follow the regular curriculum, class promotion is determined using the general regular method. For those using the modified regular curriculum system, the parameters used can be the regular system or based on chronological age. Meanwhile, for ABK with an IEP curriculum, assessment is based on chronological age.
In the learning outcome report cards, a special system is also used. Students using the full Regular Curriculum receive report cards in the general regular format. For students using the Modified Regular Curriculum, the report card model is a regular report card supplemented with a description (narrative) of their learning progress quality. Furthermore, for students using the IEP Curriculum, the report card model is quantitative, supplemented with a description (narrative). The determination of quantitative values is based on the child's baseline abilities.
The inclusive education method implemented by Al-Firdaus School Solo has proven capable of accommodating students with special needs (ABK) including those with hearing impairment, intellectual disability, autism, slow learning, emotional/behavioral disorders, learning disabilities, and CIBI (exceptionally intelligent with special talents).(DPM)