Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Kebutuhan Khusus LITERAL: Disability Studies Journal
Annisa Annisa
Universitas PGRI Yogyakarta
Humanities Education Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Praktik intervensi kolaboratif bagi anak berkebutuhan khusus: Studi multikasus dalam layanan pendidikan inklusif di Yogyakarta Riski Aningrum; Annisa Annisa; Dody Bakhtiar Al-Anshori; Zykra Zakiah
Literal: Disability Studies Journal Vol. 4 No. 01 (2026): April 2026
Publisher : Piramida Akademi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62385/literal.v4i01.261

Abstract

This study aims to analyze collaborative intervention practices in inclusive education services for children with special needs in Yogyakarta. The study employed a qualitative approach using a multi-case study design based on case reports obtained from the Disability Service Unit of Yogyakarta during the January–March 2026 period. The research data consisted of case report documents describing intervention practices, school and family support, and the developmental progress of children with diverse characteristics, including cognitive disabilities, behavioral and communication difficulties, and visual impairments. Data were analyzed thematically through data reduction, data display, and conclusion drawing. The findings indicate that intervention practices in inclusive education were implemented through individualized instruction, behavioral reinforcement, self-care habituation, and coordinated support between schools and families. The forms of intervention and children’s developmental progress varied across cases depending on the characteristics of the children’s needs and the consistency of intervention practices. In several cases, the sustainability of interventions was influenced by the intensity of family involvement, particularly in implementing learning and self-care programs at home. The study also shows that collaborative practices in inclusive education are not solely related to administrative involvement among stakeholders, but are also shaped by family support capacity and the continuity of coordination between school and home environments. This study provides a contextual description of collaborative intervention practices in inclusive education based on disability service case documentation. The findings highlight the importance of strengthening service coordination, family support, and flexible interventions tailored to the individual needs of children in supporting inclusive education practices.
Dinamika Kolaborasi Guru Reguler dan Guru Pembimbing Khusus dalam Pendidikan Inklusi: Studi Kualitatif di SMP Kota Yogyakarta Annisa Annisa; Dwi Putri Fatmawati; Luqman Hidayat; Rizki Aningrum
Jurnal Pendidikan Kebutuhan Khusus Vol. 10 No. 1 (2026): JPKK
Publisher : Jurusan Pendidikan Luar Biasa Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jpkk.v10i1.1374

Abstract

Although inclusive education in Indonesia continues to progress, studies on the dynamics of collaboration between general education teachers and special education teachers (GPK) remain limited, particularly at the secondary level. This study explores interaction patterns, role distribution, and challenges in teacher collaboration within inclusive junior high schools in Yogyakarta City. Using a descriptive qualitative approach through observation, interviews, and document analysis, the findings reveal that collaboration is still at an early stage, characterized by limited communication, minimal joint planning, and the absence of school policies regulating collaborative roles. Key barriers include time constraints, lack of training, and weak institutional support. The findings highlight the need to strengthen structural and cultural foundations of collaboration in inclusive schools. Theoretically, this study expands understanding of the social dimensions of teacher collaboration, while practically recommending integrated training and the development of school-based collaborative policies.
Co-Authors Dody Bakhtiar Al-Anshori Dwi Putri Fatmawati Luqman Hidayat Riski Aningrum Rizki Aningrum Zykra Zakiah