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‪Khofidotur Rofiah
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khofidoturrofiah@unesa.ac.id
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jurnalpendidikaninklusi@unesa.ac.id
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Gedung O6 Jurusan Pendidikan Luar Biasa, Fakultas Ilmu Pendidikan Universitas Negeri Surabaya Kampus Lidah Wetan Jl. Lidah Wetan, Kec. Lakar Santri - Surabaya
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Kota surabaya,
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INDONESIA
JPI (Jurnal Pendidikan Inklusi)
Published by Universitas Negeri Surabaya
ISSN : -     EISSN : 25809806     DOI : http://dx.doi.org/10.26740/inklusi.v2n1
Core Subject : Education,
Education
Jurnal Pendidikan Inklusi is a scientific publication that publishes scientific articles of research, study and development in the field of inclusive education.This scientific journal contains research articles related to the study of education, special need children, and inclusive education. The scope of the field of study is as follows: Best practice of inclusive education Education for children with visual impairment Education for children with hearing impairment Education for children with physical impairment Education for children with mental retardation Education for children with autism
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 154 Documents
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Model Manajemen Pendidikan Islam Berbasis Nilai untuk Pendidikan Inklusi: Studi Kasus di Hayat School Nurhasanah, Siti; Izzah, Ikfina Nurul; Ilahiya, Nabila Fadlla; Aminuddin, Muhammad
JPI (Jurnal Pendidikan Inklusi) Vol. 9 No. 1 (2025)
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v9n1.p22-41

Abstract

This study evaluates the inclusive education practices for children with special needs (CSN) at Hayat School, focusing on the integration of Islamic values in educational management. The main objective of this study is to create a fair and inclusive learning environment that accommodates all students without discrimination. A qualitative approach was used in this research, involving interviews, observations, and document analysis to gain an in-depth understanding of the implementation of inclusive education. The findings indicate that challenges in managing inclusive classrooms include the need to stabilize the emotions of students with diverse needs. Teachers face difficulties in maintaining student engagement due to the unstable mood changes of CSN students. Therefore, adopting teaching methods and maintaining a continuous focus are crucial for fostering an inclusive atmosphere. In the student assessment system, Hayat School implements tailored examination methods for CSN, supporting inclusivity in the evaluation process. In conclusion, inclusive educational management requires ongoing professional development for educators, with teaching strategies that enhance empathy and understanding among regular students toward their peers with special needs. These efforts are essential to ensure that CSN develop academically and socially alongside their peers in an inclusive environment.
THE ROLE OF QUALITATIVE APPROACHES IN DESIGNING INDIVIDUALIZED CURRICULUM PLANS FOR CHILDREN WITH SPECIAL NEEDS El-sabagh, Mennatallah; Susetyo, Budi; Rochyadi, Endang; Tarsidi, Iding
JPI (Jurnal Pendidikan Inklusi) Vol. 9 No. 1 (2025)
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v9n1.p51-69

Abstract

This paper examines the role of qualitative approaches—such as observation, interviews, and case studies—in designing individualized curriculum plans for children with special needs. Using a conceptual and literature-based method, the study aims to highlight how qualitative data help educators understand learners’ unique sensory, cognitive, and emotional profiles. The findings show that these approaches support the development of flexible and adaptive instructional strategies, enhancing student engagement and academic progress. Although the paper does not include empirical research, it provides practical insights for integrating qualitative tools into individualized education programs (IEPs). This contributes to promoting inclusion and educational equity by ensuring curriculum plans are responsive to diverse learner needs.
IMPLEMENTASI MANAJEMEN PENDIDIKAN INKLUSI UNTUK ANAK BERKEBUTUHAN KHUSUS DI SD IT ANNIDA SOKARAJA Cholish, Cholish Nur Fauzi; Hanif, Muhammad Hanif
JPI (Jurnal Pendidikan Inklusi) Vol. 9 No. 1 (2025)
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v9n1.p94-109

Abstract

This study aims to describe the implementation of the inclusive education program at SD IT Annida Sokaraja through the stages of preparation, organization, implementation, supervision, and identifying things about the advantages and disadvantages as a form of support and obstacles in its implementation. This study uses a qualitative approach with several methods used, namely data collection techniques in the form of observation, interviews, and documentation. The subjects of this study were all components involved in the implementation of inclusive education at SD IT Annida Sokaraja, namely the Principal, Deputy Curriculum, Inclusion Coordinator and Special Guidance Teacher. The results of this study indicate that planning is carried out by identifying children who are classified as children with special needs and preparing special guidance teachers. In the organizing stage, guidance teachers are distributed according to the category and needs of the child. The implementation of learning is carried out conditionally, adjusting to the characteristics of individual children. Evaluation of student achievement and development is carried out periodically through daily report books and Individualized Education Programs (IEP) which are discussed with parents. Supporting factors in the implementation of the inclusion program include the availability of special guidance teachers and a form of appreciation from the Social Service. Meanwhile, the obstacles faced include the lack of understanding and competence of teachers in dealing with the emotional conditions of ABK. This finding emphasizes the importance of strengthening teacher capacity and a collaborative evaluation system in realizing inclusive and equitable education.
THE ROLE OF SUPINE SLEEPING AS A FAMILY-BASED EARLY INTERVENTION FOR SPASTICITY IN CEREBRAL PALSY Suryani, Ajeng; Susetyo, Budi; Rochyadi, Endang; Tarsidi, Iding; Hasan, Herlina; Qurrotul Uyun, Hana
JPI (Jurnal Pendidikan Inklusi) Vol. 9 No. 1 (2025)
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v9n1.p42-50

Abstract

This study aims to explore the application of the supine sleeping position as a form of family-based early intervention to reduce spasticity in children with severe cerebral palsy (CP). The research was driven by limited access to professional therapy services, especially among low-income families. A qualitative approach with a case study design was used. Data were collected through in-depth interviews with parents, observation of sleeping position practices, and family documentation over two months of intervention. The findings show that the family consistently implemented the supine sleeping position using simple household materials. Parents reported improvements in the child's sleep comfort, reduced morning muscle stiffness, and easier daily care routines. Despite challenges such as shifting sleep positions, uncomfortable room temperature, and caregiver fatigue, the family demonstrated adaptive and reflective capabilities. This study concludes that home-based simple interventions like the supine sleeping position have the potential to strengthen the family’s role in supporting independent care for children with severe CP.

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