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All Journal Cakrawala Pendidikan Journal of ICSAR
Rosyidi, Rizky Amalia
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Education

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Inclusive School Policies: A Literature Study of Implementation Dilemmas Rosyidi, Rizky Amalia
Journal of ICSAR Vol 7, No 2 (2023): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v7i22023p205

Abstract

This paper aims to examine the dilemma of implementing inclusive school policies. The method used is literature study. The inclusive school policy is a noble vision based on social justice. Even though many obstacles were found in its implementation, it is only fitting that stakeholders, in this case the government, take on a complex role in order to achieve optimal service in policy implementation. The government in this case takes the most important part in increasing the competence of teaching teachers in inclusive schools. Apart from considering competence, it is appropriate to consider support for teachers, both teaching and emotional support in order to optimize the implementation of inclusive education policies in schools, so that teachers can be confident and carry out broader exploration of teaching practices in inclusive classes. In the end, justice in access to education for all Indonesian people can be realized optimally.
Recalling the language skills of children with childhood disintegrative disorder (CDD) Rosyidi, Rizky Amalia; Efendi, Mohammad; Sunandar, Asep
Jurnal Cakrawala Pendidikan Vol. 44 No. 2 (2025): Cakrawala Pendidikan (June 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i2.78989

Abstract

This study aimed to examine the effectiveness of Discrete Trial Training (DTT) intervention in restoring expressive language abilities in a child diagnosed with Childhood Disintegrative Disorder (CDD), a rare neurodevelopmental condition. Recalling language behavior in children with CDD is essential to understanding regression and potential recovery mechanisms. A single-subject experimental method using an A1-B-A2 design was applied, involving three phases: initial baseline (A1), intervention (B), and follow-up baseline (A2). The subject was a 5-year-old child who experienced severe language and behavioral regression. Language skills were assessed through observation sessions and analyzed descriptively using intra- and inter-condition comparisons. The intervention phase consisted of ten DTT sessions focusing on attention, matching, identification, imitation, and labeling skills. The findings demonstrated positive, consistent improvements in expressive language behavior, with trends showing increased scores and stable performance across phases. Notably, the overlap in data between conditions was 0%, indicating a high level of intervention effectiveness. The results also showed behavioral generalization post-intervention, with increased engagement and adaptive functioning. This study concludes that DTT is an effective intervention for recalling expressive language skills in children with CDD. The improvement was marked not only by the return of verbal abilities but also by gains in behavioral regulation and social interaction. Further research involving larger populations and long-term monitoring is recommended to generalize findings and enhance intervention strategies for CDD.
Co-Authors Asep Sunandar Mohammad Efendi