Last Updated: 2 years ago
The Service Team of the PGSD Study Program, Faculty of Islamic Religion and Teacher Education (FAIPG) Universitas Djuanda (UNIDA), continues the program of mentoring Inclusive Elementary Schools with the University-School Collaborative Partnership (USCP) Approach in Surabaya, collaborating with the PGSD Study Program of PGRI Adibuana University (UNIPA) Surabaya, East Java.
This activity will be carried out on August 11, 2023, at SDN Sumber Welut 1 and SDN Welut 3, Surabaya City, as elementary schools are targeted for assistance.
As previously reported, the PGSD FAIPG UNIDA Service Team has also carried out mentoring for Inclusive Elementary Schools in Bali in collaboration with PGSD Universitas Pendidikan Ganesha (UNDIKSHA) on August 9, 2023
Dr. Rasmitadila, M.Pd, as the Head of the Community Service Team, said that the obligation to organize inclusive education is not only the government's responsibility. But also universities that produce inclusive teacher candidates who contribute to the success of implementing inclusive education in elementary schools. The collaboration and relationship between the University and schools is a continuation of the inclusive teacher candidate development program so that they have quality competencies through quality training programs.
Many elementary schools still need to become inclusive schools but accept students with special needs and an inclusive school model, and it is challenging to implement inclusive education through government policies.
Dr. Rasmitadila, M.Pd said the results of preliminary studies and previous research showed there are several problems regarding the implementation of inclusive education in elementary schools, namely not getting assistance from the government in implementing inclusive education programs, teachers rarely getting training that can improve competence as inclusive teachers even though the background of teachers from teacher education universities.
Then, the school does not collaborate with other parties, either with universities, NGOs, or psychologists, in supporting the implementation of inclusive education, so; the school feels that all obligations of inclusive education are only imposed on the school itself, then there is also a gap between theory and practice obtained by prospective inclusive teachers at universities when they have to teach in inclusive elementary schools, schools do not have facilities and infrastructure, as well as the availability of units that can assist teachers in solving problems in inclusive classrooms, both related to curriculum, student behaviour and assessment.
In its implementation, the activity was opened by remarks by representatives from UNIPA Surabaya, namely Dr. Reza Rachmadtullah, M.Pd, who explained the importance of inclusive education in elementary schools and collaboration between universities and inclusive elementary schools.
Furthermore, remarks from the Principal of SDN Sumber Welut 3 explained the importance of awareness from every teacher in understanding inclusive classroom learning so that teachers must and need to participate in mentoring. Then, the provision of material by Muhammad Nurrohman Jauhari, M.Pd from UNIPA Surabaya, explained the characteristics of students with special needs (ABK) and the handling of ABK students with their criteria in the classroom.
The following core material was given by the Head of the PGSD Service Team of FAIPG UNIDA, Dr. Rasmitadila, M.Pd, in the form of identification of students with special needs using the identification format and explanation of each identification instrument that teachers must understand to identify students who tend to have special needs (ABK). The description is also related to how to make an identification report after placing and filling in all the criteria for students who are indicated as ABK students
After giving the material, the event continued with discussion and question and answer with the teachers. Teachers ask a lot about handling students, student behaviour that must be taken properly and the relationship between students and family parenting that influences children's mental and behaviour.
Then the activity continued with the introduction and use of props in the form of game cards for Dyslexic students so that teachers can practice it in class and understand how to deal with dyslexic students. The game activities are fun and meaningful so that teachers understand how to deal with Dyslexic students. The action was closed with a conclusion by the Moderator, who took pictures with all participants with members of the Implementation Team.
"With assistance to Inclusive Elementary School teachers, it is hoped that they can implement the material that has been provided so that they can handle students with special needs, and design learning according to student characteristics. In addition, this assistance can continue to be carried out by the two universities in the future to inclusive elementary schools so that the quality of inclusive elementary schools can continue to be improved," said Dr. Rasmitadila, M.Pd.