Archipelago Educators Meeting XIII
Functional academics are everyday skills, learning rich in experience and life skills. Independent living skills and emphasizes communication and social skills. A real activity that is integrated into academics. Learning is certainly not the same as regular schools in general. functional academic differentiated learning helps teachers to create child-centered learning spaces.
"DIFFERENTIATION LEARNING BASED ON FUNCTIONAL ACADEMICS"
With : Fais Zathur Rosida, S.Pd
SLB Matahati Banyuwangi
Background
National Education Goals according to Law no 20 Year 2003 about the National Education System, in the article 3 states that "National education functions to develop abilities and shape the character and civilization of a dignified nation in order to make the nation's life more intelligent, aims to develop the potential of students to become human beings who believe and are devoted to God Almighty, virtuous, Healthy, knowledgeable, say, creative, independent, and become democratic and responsible citizens".
Special education is education intended for students who experience physical obstacles, mental and social emotions, is an integral part of the national education system, has the same goal as education in general, namely building awareness of oneself as a human being and one's environment.
According to statistical data, children with special needs in Indonesia age 5-19 year is 3,3% while the number of residents at that age is 66,6 million people. Thus the number of children with special needs is age 5 – 19 year on 2021 range 2.197.833 soul.
Children with special needs have different stages of development. Every child has abilities and also difficulties in other areas. All areas of development must be considered simultaneously to get a complete picture so that abilities can be improved and help children overcome their difficulties. The development areas in question include:: Physical Development, Sensory and Motor, development of Cognition and Communication, Social and Emotional development and Play development. In this way, it is hoped that the educational services provided can direct and prepare students to enter social life.
Preparing students to be able to live in a community environment requires adaptive competence to function aspects of academic knowledge with a functional academic paradigm so that meaningful learning can be built.
Therefore, I want to share the good practices of functional academic learning that we have carried out at SLB Matahati which uses child-centered principles, functional, mean, natural, consistent and fun.
Learning using functional academics for children with special needs is very important because every activity carried out or studied is expected to prepare children to be able to live independently according to their abilities.. With child-centered principles, understanding students is the first step so that we can provide educational services according to the needs of each child individually and as a group, which is in line with the spirit of independent learning, namely differentiated education..
It becomes easier for children to understand learning because it is functional and meaningful for them, understand the concept practically. Apart from that, it can also build good habits and internalize values without coercion because children understand their use in life and do it in a fun way.
The roles and responsibilities of educators in this good practice include::
Providing educational services that build and involve students in the process. Guiding students in learning starting from exploring potential and providing learning experiences that suit children's needs
As a link between normative expectations and student needs so that development occurs within students. As a link between the expected competencies and the conditions and abilities of students.
Educators position themselves as parents' partners in providing educational services, starting from the assessment process, learning program planning to learning evaluation.
Challenge
The challenges of providing functional academic-based education services include::
Even though Indonesia has promoted inclusiveness, we are still continuing to strive to make this culture of inclusion commonplace. One of them is the accessibility section for children with special needs, not just infrastructure but rather the assumption that children with special needs are capable of doing things in different ways. Often what becomes an obstacle is not the child's condition but an environment that does not support and provide access for them. As one example, physically for wheelchairs is still an issue that needs to be resolved together.
Understanding regarding how to view children with special needs. There are still many who think that the obstacles faced by children with special needs will be "cured" or think that children with special needs are not capable of doing things like other people., Children with special needs will continue to be served. This kind of mindset is a challenge for us as educators. The process of understanding that children with special needs need to be given the opportunity to be independent according to their abilities, they have potential that needs to be supported and so on.
Who is involved in implementing this good practice?
Students are of course the central point in educational services because they are the subjects and objects of this education.
My fellow teachers are important for me to be able to build a supportive ecosystem together to provide functional academic-based learning lessons.
With the policy given by the principal on teaching independence for teachers at SLB Matahati, each of us as educators is free to learn and determine educational services for children that can be useful in developing students as well as ourselves personally as educators..
The school residents here are educational staff, Mr. Gardener and Mrs. Kitchen are part of the learning team because in practice, functional academic-based education services require the cooperation of everyone in the school so that services can be provided consistently..
Parents are a very important point in learning for children with special needs. With functional academic-based learning, we emphasize success, one of which is consistency and linear habits between school and home.
Children will eventually return to society, therefore we involve the community around the school and home as a miniature of the wider community in accepting and supporting children's growth and development..
The related community is part of the people involved in building education, not just for children with special needs. In this good practice, we involve several communities that can support it, including the Indonesian Literacy House, Bca Home Network and so on.
A school is an institution under the auspices of the government. The government's involvement with its policies through the independent curriculum really helps us in implementing these good practices. Because according to policy we are protected from developing innovation and creativity as educators.
Action
One of the curricula developed at my school is the functional curriculum. Functional curriculum is everyday skills, a curriculum rich in experiences and life skills. Independent living skills and emphasizes communication and social skills. A curriculum that is integrated into academics. The curriculum is certainly not the same as regular schools in general. Functional curriculum helps teachers to create child-centered learning spaces. The steps that need to be considered when using the functional curriculum are: (1) Identification (2) Assessment (3) Make a Learning Plan (4) Evaluation and Reflection
Identification is the initial process that we will carry out to recognize the various learning styles of the children we meet. The process that we can carry out is through observation and interviews. Observation includes two things, namely physical and behavioral observations. Physical observation, we can see from the differences in the shape of the body parts or face, or incompleteness of body parts. Meanwhile, behavioral observations, We can observe this through exceptions to a general behavior when an individual is doing something. We can note any differences in observations that we encounter for deeper checking by competent experts through assessments..
It is a process of collecting information about children's abilities and needs in a comprehensive manner including social emotional skills, self-cultivation skills, communication skills, academic abilities, as well as motor and sensory functional abilities. In this case the teacher will make direct observations, parent interview, as well as the results of existing medical diagnoses. Everything is done naturally and is done periodically.
The results of identification and assessment are reference material for creating learning plans. The functional academic-based learning design is more about daily activities/skills. The teacher will choose a theme that is close/related to the moon, day, or an event. The theme will help to determine what media will be used to achieve the goal, implementation or realization of the learning process and daily activities.
This becomes important, because evaluation is a benchmark for whether or not a learning system/program implemented by each teacher is effective or not. And reflection is an improvement that will continue to be made, not only to students, but every teacher will continue to learn to improve their quality as an educator.
Strengthen the practice of building learning concepts with children with special needs, The responsibility for the learning process is not only centered on the school. Family environment (most importantly) and the community continue to complement and strengthen each other in building a children's learning ecosystem.
What resources and materials are required?
Children learn from various sources that suit their needs and stages of development. All learning resources can provide children with various knowledge and experiences that shape children's development according to their nature. One of the functional academic-based differentiated learning activities that we carry out with the theme "I'm Healthy" is making Guava Juice.. Starting from preparing learning media, gardening (harvest fruit) at school, shop for ingredients needed for juice, and process juice independently.
Children learn a lot from various sources.
Reflection
Functional academic-based differentiated learning activities are very effectively practiced with children with special needs because the children's needs are served.
One indicator of the success of the functional academic learning process is how children can understand what they learn at school, also done at home and in daily activities. Two-way communication with parents is an effort to connect children's development.
A good response from the child's family is important for the continuity of every learning process at school.
Functional academics are everyday skills, learning rich in experience and life skills. Independent living skills and emphasizes communication and social skills. A real activity that is integrated into academics. Learning is certainly not the same as regular schools in general. functional academic differentiated learning helps teachers to create child-centered learning spaces.
"DIFFERENTIATION LEARNING BASED ON FUNCTIONAL ACADEMICS"
With : Fais Zathur Rosida, S.Pd
SLB Matahati Banyuwangi
Background
National Education Goals according to Law no 20 Year 2003 about the National Education System, in the article 3 states that "National education functions to develop abilities and shape the character and civilization of a dignified nation in order to make the nation's life more intelligent, aims to develop the potential of students to become human beings who believe and are devoted to God Almighty, virtuous, Healthy, knowledgeable, say, creative, independent, and become democratic and responsible citizens".
Special education is education intended for students who experience physical obstacles, mental and social emotions, is an integral part of the national education system, has the same goal as education in general, namely building awareness of oneself as a human being and one's environment.
According to statistical data, children with special needs in Indonesia age 5-19 year is 3,3% while the number of residents at that age is 66,6 million people. Thus the number of children with special needs is age 5 – 19 year on 2021 range 2.197.833 soul.
Children with special needs have different stages of development. Every child has abilities and also difficulties in other areas. All areas of development must be considered simultaneously to get a complete picture so that abilities can be improved and help children overcome their difficulties. The development areas in question include:: Physical Development, Sensory and Motor, development of Cognition and Communication, Social and Emotional development and Play development. In this way, it is hoped that the educational services provided can direct and prepare students to enter social life.
Preparing students to be able to live in a community environment requires adaptive competence to function aspects of academic knowledge with a functional academic paradigm so that meaningful learning can be built.
Therefore, I want to share the good practices of functional academic learning that we have carried out at SLB Matahati which uses child-centered principles, functional, mean, natural, consistent and fun.
Learning using functional academics for children with special needs is very important because every activity carried out or studied is expected to prepare children to be able to live independently according to their abilities.. With child-centered principles, understanding students is the first step so that we can provide educational services according to the needs of each child individually and as a group, which is in line with the spirit of independent learning, namely differentiated education..
It becomes easier for children to understand learning because it is functional and meaningful for them, understand the concept practically. Apart from that, it can also build good habits and internalize values without coercion because children understand their use in life and do it in a fun way.
The roles and responsibilities of educators in this good practice include::
Providing educational services that build and involve students in the process. Guiding students in learning starting from exploring potential and providing learning experiences that suit children's needs
As a link between normative expectations and student needs so that development occurs within students. As a link between the expected competencies and the conditions and abilities of students.
Educators position themselves as parents' partners in providing educational services, starting from the assessment process, learning program planning to learning evaluation.
Challenge
The challenges of providing functional academic-based education services include::
Even though Indonesia has promoted inclusiveness, we are still continuing to strive to make this culture of inclusion commonplace. One of them is the accessibility section for children with special needs, not just infrastructure but rather the assumption that children with special needs are capable of doing things in different ways. Often what becomes an obstacle is not the child's condition but an environment that does not support and provide access for them. As one example, physically for wheelchairs is still an issue that needs to be resolved together.
Understanding regarding how to view children with special needs. There are still many who think that the obstacles faced by children with special needs will be "cured" or think that children with special needs are not capable of doing things like other people., Children with special needs will continue to be served. This kind of mindset is a challenge for us as educators. The process of understanding that children with special needs need to be given the opportunity to be independent according to their abilities, they have potential that needs to be supported and so on.
Who is involved in implementing this good practice?
Students are of course the central point in educational services because they are the subjects and objects of this education.
My fellow teachers are important for me to be able to build a supportive ecosystem together to provide functional academic-based learning lessons.
With the policy given by the principal on teaching independence for teachers at SLB Matahati, each of us as educators is free to learn and determine educational services for children that can be useful in developing students as well as ourselves personally as educators..
The school residents here are educational staff, Mr. Gardener and Mrs. Kitchen are part of the learning team because in practice, functional academic-based education services require the cooperation of everyone in the school so that services can be provided consistently..
Parents are a very important point in learning for children with special needs. With functional academic-based learning, we emphasize success, one of which is consistency and linear habits between school and home.
Children will eventually return to society, therefore we involve the community around the school and home as a miniature of the wider community in accepting and supporting children's growth and development..
The related community is part of the people involved in building education, not just for children with special needs. In this good practice, we involve several communities that can support it, including the Indonesian Literacy House, Bca Home Network and so on.
A school is an institution under the auspices of the government. The government's involvement with its policies through the independent curriculum really helps us in implementing these good practices. Because according to policy we are protected from developing innovation and creativity as educators.
Action
One of the curricula developed at my school is the functional curriculum. Functional curriculum is everyday skills, a curriculum rich in experiences and life skills. Independent living skills and emphasizes communication and social skills. A curriculum that is integrated into academics. The curriculum is certainly not the same as regular schools in general. Functional curriculum helps teachers to create child-centered learning spaces. The steps that need to be considered when using the functional curriculum are: (1) Identification (2) Assessment (3) Make a Learning Plan (4) Evaluation and Reflection
Identification is the initial process that we will carry out to recognize the various learning styles of the children we meet. The process that we can carry out is through observation and interviews. Observation includes two things, namely physical and behavioral observations. Physical observation, we can see from the differences in the shape of the body parts or face, or incompleteness of body parts. Meanwhile, behavioral observations, We can observe this through exceptions to a general behavior when an individual is doing something. We can note any differences in observations that we encounter for deeper checking by competent experts through assessments..
It is a process of collecting information about children's abilities and needs in a comprehensive manner including social emotional skills, self-cultivation skills, communication skills, academic abilities, as well as motor and sensory functional abilities. In this case the teacher will make direct observations, parent interview, as well as the results of existing medical diagnoses. Everything is done naturally and is done periodically.
The results of identification and assessment are reference material for creating learning plans. The functional academic-based learning design is more about daily activities/skills. The teacher will choose a theme that is close/related to the moon, day, or an event. The theme will help to determine what media will be used to achieve the goal, implementation or realization of the learning process and daily activities.
This becomes important, because evaluation is a benchmark for whether or not a learning system/program implemented by each teacher is effective or not. And reflection is an improvement that will continue to be made, not only to students, but every teacher will continue to learn to improve their quality as an educator.
Strengthen the practice of building learning concepts with children with special needs, The responsibility for the learning process is not only centered on the school. Family environment (most importantly) and the community continue to complement and strengthen each other in building a children's learning ecosystem.
What resources and materials are required?
Children learn from various sources that suit their needs and stages of development. All learning resources can provide children with various knowledge and experiences that shape children's development according to their nature. One of the functional academic-based differentiated learning activities that we carry out with the theme "I'm Healthy" is making Guava Juice.. Starting from preparing learning media, gardening (harvest fruit) at school, shop for ingredients needed for juice, and process juice independently.
Children learn a lot from various sources.
Reflection
Functional academic-based differentiated learning activities are very effectively practiced with children with special needs because the children's needs are served.
One indicator of the success of the functional academic learning process is how children can understand what they learn at school, also done at home and in daily activities. Two-way communication with parents is an effort to connect children's development.
A good response from the child's family is important for the continuity of every learning process at school.
Good practice before revised
Good practice elaboration
"DIFFERENTIATION LEARNING BASED ON FUNCTIONAL ACADEMICS"
With : Fais Zathur Rosida, S.Pd
SLB Matahati Banyuwangi
Background
National Education Goals according to Law no 20 Year 2003 about the National Education System, in the article 3 states that "National education functions to develop abilities and shape the character and civilization of a dignified nation in order to make the nation's life more intelligent, aims to develop the potential of students to become human beings who believe and are devoted to God Almighty, virtuous, Healthy, knowledgeable, say, creative, independent, and become democratic and responsible citizens".
Special education is education intended for students who experience physical obstacles, mental and social emotions, is an integral part of the national education system, has the same goal as education in general, namely building awareness of oneself as a human being and one's environment.
According to statistical data, children with special needs in Indonesia age 5-19 year is 3,3% while the number of residents at that age is 66,6 million people. Thus the number of children with special needs is age 5 – 19 year on 2021 range 2.197.833 soul.
Children with special needs have different stages of development. Every child has abilities and also difficulties in other areas. All areas of development must be considered simultaneously to get a complete picture so that abilities can be improved and help children overcome their difficulties. The development areas in question include:: Physical Development, Sensory and Motor, development of Cognition and Communication, Social and Emotional development and Play development. In this way, it is hoped that the educational services provided can direct and prepare students to enter social life.
Preparing students to be able to live in a community environment requires adaptive competence to function aspects of academic knowledge with a functional academic paradigm so that meaningful learning can be built.
Therefore, I want to share the good practices of functional academic learning that we have carried out at SLB Matahati which uses child-centered principles, functional, mean, natural, consistent and fun.
Learning using functional academics for children with special needs is very important because every activity carried out or studied is expected to prepare children to be able to live independently according to their abilities.. With child-centered principles, understanding students is the first step so that we can provide educational services according to the needs of each child individually and as a group, which is in line with the spirit of independent learning, namely differentiated education..
It becomes easier for children to understand learning because it is functional and meaningful for them, understand the concept practically. Apart from that, it can also build good habits and internalize values without coercion because children understand their use in life and do it in a fun way.
The roles and responsibilities of educators in this good practice include::
Providing educational services that build and involve students in the process. Guiding students in learning starting from exploring potential and providing learning experiences that suit children's needs
As a link between normative expectations and student needs so that development occurs within students. As a link between the expected competencies and the conditions and abilities of students.
Educators position themselves as parents' partners in providing educational services, starting from the assessment process, learning program planning to learning evaluation.
Challenge
The challenges of providing functional academic-based education services include::
Even though Indonesia has promoted inclusiveness, we are still continuing to strive to make this culture of inclusion commonplace. One of them is the accessibility section for children with special needs, not just infrastructure but rather the assumption that children with special needs are capable of doing things in different ways. Often what becomes an obstacle is not the child's condition but an environment that does not support and provide access for them. As one example, physically for wheelchairs is still an issue that needs to be resolved together.
Understanding regarding how to view children with special needs. There are still many who think that the obstacles faced by children with special needs will be "cured" or think that children with special needs are not capable of doing things like other people., Children with special needs will continue to be served. This kind of mindset is a challenge for us as educators. The process of understanding that children with special needs need to be given the opportunity to be independent according to their abilities, they have potential that needs to be supported and so on.
Who is involved in implementing this good practice?
Students are of course the central point in educational services because they are the subjects and objects of this education.
My fellow teachers are important for me to be able to build a supportive ecosystem together to provide functional academic-based learning lessons.
With the policy given by the principal on teaching independence for teachers at SLB Matahati, each of us as educators is free to learn and determine educational services for children that can be useful in developing students as well as ourselves personally as educators..
The school residents here are educational staff, Mr. Gardener and Mrs. Kitchen are part of the learning team because in practice, functional academic-based education services require the cooperation of everyone in the school so that services can be provided consistently..
Parents are a very important point in learning for children with special needs. With functional academic-based learning, we emphasize success, one of which is consistency and linear habits between school and home.
Children will eventually return to society, therefore we involve the community around the school and home as a miniature of the wider community in accepting and supporting children's growth and development..
The related community is part of the people involved in building education, not just for children with special needs. In this good practice, we involve several communities that can support it, including the Indonesian Literacy House, Bca Home Network and so on.
A school is an institution under the auspices of the government. The government's involvement with its policies through the independent curriculum really helps us in implementing these good practices. Because according to policy we are protected from developing innovation and creativity as educators.
Action
One of the curricula developed at my school is the functional curriculum. Functional curriculum is everyday skills, a curriculum rich in experiences and life skills. Independent living skills and emphasizes communication and social skills. A curriculum that is integrated into academics. The curriculum is certainly not the same as regular schools in general. Functional curriculum helps teachers to create child-centered learning spaces. The steps that need to be considered when using the functional curriculum are: (1) Identification (2) Assessment (3) Make a Learning Plan (4) Evaluation and Reflection
Identification is the initial process that we will carry out to recognize the various learning styles of the children we meet. The process that we can carry out is through observation and interviews. Observation includes two things, namely physical and behavioral observations. Physical observation, we can see from the differences in the shape of the body parts or face, or incompleteness of body parts. Meanwhile, behavioral observations, We can observe this through exceptions to a general behavior when an individual is doing something. We can note any differences in observations that we encounter for deeper checking by competent experts through assessments..
It is a process of collecting information about children's abilities and needs in a comprehensive manner including social emotional skills, self-cultivation skills, communication skills, academic abilities, as well as motor and sensory functional abilities. In this case the teacher will make direct observations, parent interview, as well as the results of existing medical diagnoses. Everything is done naturally and is done periodically.
The results of identification and assessment are reference material for creating learning plans. The functional academic-based learning design is more about daily activities/skills. The teacher will choose a theme that is close/related to the moon, day, or an event. The theme will help to determine what media will be used to achieve the goal, implementation or realization of the learning process and daily activities.
This becomes important, because evaluation is a benchmark for whether or not a learning system/program implemented by each teacher is effective or not. And reflection is an improvement that will continue to be made, not only to students, but every teacher will continue to learn to improve their quality as an educator.
Strengthen the practice of building learning concepts with children with special needs, The responsibility for the learning process is not only centered on the school. Family environment (most importantly) and the community continue to complement and strengthen each other in building a children's learning ecosystem.
What resources and materials are required?
Children learn from various sources that suit their needs and stages of development. All learning resources can provide children with various knowledge and experiences that shape children's development according to their nature. One of the functional academic-based differentiated learning activities that we carry out with the theme "I'm Healthy" is making Guava Juice.. Starting from preparing learning media, gardening (harvest fruit) at school, shop for ingredients needed for juice, and process juice independently.
Children learn a lot from various sources.
Reflection
Functional academic-based differentiated learning activities are very effectively practiced with children with special needs because the children's needs are served.
One indicator of the success of the functional academic learning process is how children can understand what they learn at school, also done at home and in daily activities. Two-way communication with parents is an effort to connect children's development.
A good response from the child's family is important for the continuity of every learning process at school.
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