REVIEW JURNAL INTERNASIONAL

REVIEW JURNAL
SORANATAS INTERNASIONAL
CINCINADI
K7617082
SORANATAS CINCINADI
K7617082
STUDENTS WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES
HAVE BEEN CENTRAL TO THE INCLUSION DEBATE SINCE THAT TIME
(DOWNING & PECKHAM-HARDIN, 2007; SMITH, 2010).

Molfenter, N., & Maxwell, C. H. 2017. Ethics Of Inclusion For Secondary Students
With Intellectual And Developmental Disabilities In The United States. International
Journal Perspectives On Inclusive Education. Volume 9, Pp. 79 -117. (Page 80)
 Hampir 90% siswa dengan I / DD
menghabiskan sebagian besar hari
sekolah di ruang kelas dan ruang yang
terpisah. Data menunjukkan lebih dari
50% siswa dengan I/ DD menghabiskan
sedikit atau tidak ada waktu di kelas
pendidikan umum atau dengan teman
sebaya yang tidak memiliki cacat
teridentifikasi

Molfenter, N., & Maxwell, C. H. 2017. Ethics Of Inclusion For Secondary Students With
Intellectual And Developmental Disabilities In The United States. International Journal
Perspectives On Inclusive Education. Volume 9, Pp. 79 -117. (Page 86-87)
 Dari segi pendidik, pendidik harus memiliki kemampuan yang khusus agar
dapat memahami perilaku dan respons pelajar, dan menilai kebutuhan anak
ABK, menyesuaikan lingkungan pengajaran dan pembelajaran, dan
menggunakan pendekatan dan intervensi yang tepat untuk memenuhi
kebutuhan mereka. Ini yang membuat proses belajar nanti agak terhambat
karena anak berkebutuhan khusus mempunyai waktu yang lebih lama dalam
memahami sebuah materi.

Molfenter, N., & Maxwell, C. H. 2017. Ethics of Inclusion for Secondary Students
with Intellectual and Developmental Disabilities in the United States.
International Journal Perspectives on Inclusive Education. Volume 9, pp. 79 -
117. (Page 89)
Teaching Idioms To Children On The Spectrum, As Opposed To
Other Learners In The Classroom, Therefore Requires A
Heightened Sensitivity To Their Very Different Conceptual Style
And Underlying Constellation Of Difficulties. Hence The
Importance, For Teachers, Of An Understanding Of Autism And
The Unique Way In Which They Think. The Problem, Widely
Recognised In The Research, Is That Many Teachers Do Not
Have This Understanding (HMIE 2006; Jones Et Al. 2008).

Ravet, J. 2011. Inclusive/ Exclusive? Contradictory Perspectives On Autism And Inclusion: The Case For
An Integrative Position. International Journal Of Inclusive Education. Vol. 15, Pp. 667–682.
(Page 676)
Burns, E. & Bell, S. 2010. Voices Of Teachers With Dyslexia In Finnish And English Further And Higher Educational
Settings. Teachers And Teaching: Theory And Practice. Vol. 16, No. 5, Pp. 529–543.
(Pages 540)
SEKOLAH INKLUSI BELUM COCOK DITERAPKAN KARENA:
 KEMAMPUAN MENANGKAP MATERI ANAK ABK DAN ANAK NORMAL BERBEDA, SEHINGGA
TERJADI KETIDAK EFEKTIFAN DALAM PEMBELAJARAN
 ADANYA RASA MINDER DAN TIDAK BISA BERSAING DENGAN ANAK NORMAL
 KUALIFIKASI PENDIDIK MASIH BELUM MEMADAI, BELUM MEMPUNYAI STRATEGI YANG COCOK
UNTUK MEMBANTU ANAK ABK MEMAHAMI MATERI SEPERTI ANAK NORMAL DAN MEMBANTU
ANAK ABK BERSAING DENGAN ANAK NORMAL
Molfenter, N., & Maxwell, C. H. 2017. Ethics Of Inclusion For Secondary Students With
Intellectual And Developmental Disabilities In The United States. International Journal
Perspectives On Inclusive Education. Volume 9, pp. 79 -117.
Ravet, J. 2011. Inclusive/ Exclusive? Contradictory Perspectives On Autism And Inclusion: The
Case For An Integrative Position. International Journal Of Inclusive Education. Vol. 15,
pp. 667–682.
Burns, E. & Bell, S. 2010. Voices Of Teachers With Dyslexia In Finnish And English Further And
Higher Educational Settings. Teachers And Teaching: Theory And Practice. Vol. 16, No. 5,
pp. 529–543.