TEKNOLOGI ASISTIF DALAM PENDIDIKAN INKLUSIF

Authors

  • Tita Rosita IKIP Siliwangi
  • Endang Rochyadi Universitas Pendidikan Indonesia
  • Sunardi Sunardi Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.22460/c.v3i6.6246

Keywords:

Teknologi Asistif, Pendidikan Inklusif

Abstract

Penelitian ini bertujuan untuk menganalisis peran teknologi asistif dalam pendidikan inklusif. Teknologi memiliki potensi besar dalam menyediakan akses bagi semua peserta didik, dan kemampuan untuk mengakses kurikulum pendidikan umum. Sehingga membantu peserta didik berpartisipasi dalam pembelajaran dan tugas yang terkait, mengurangi hambatan dan mempromosikan aksesibilitas dengan mudah dan efisien. Metode penelitian yang digunakan yaitu penelitian kualitatif yang bersifat studi pustaka. Berdasarkan hasil studi pustaka diperoleh gambaran bahwa penggunaan teknologi asistif dalam pendidikan inklusif berfokus pada penggunaan teknologi untuk berlatih, dan untuk membantu dalam proses pembelajara. Teknologi asistif juga memberikan aksesibilitas kepada peserta didik dengan berbagai cara untuk menyelesaikan tugas-tugas mereka dengan lebih mudah dan mandiri yang sebelumnya tidak dapat mereka selesaikan

References

Artiles, A. J., Harris-Murri, N., & Rostenberg, D. (2006). Inclusion as social justice: Critical notes on discourses, assumptions, and the road ahead. Theory into practice, 45(3), 260-268.

Artiles, A. J., Kozleski, E. B., & Waitoller, F. R. (2011). Inclusive Education: Examining Equity on Five Continents. Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138.

Charema, J. (2007). From Special Schools to Inclusive Education: The Way Forward for Developing Countries South of the Sahara. Journal of the International Association of Special Education, 8(1).

Chitiyo, M., & Chitiyo, G. (2007). Special Education in Southern Africa: Current Challenges and Future Threats. Journal of the International Association of Special Education, 8(1).

Cochran-Smith, M. (2005). Studying teacher education: What we know and need to know.

Dyson, A. (1999). Inclusion and inclusions: Theories and discourses in inclusive education. World yearbook of education 1999: Inclusive education, 36-51.

Florian, L. (2008). Inclusion: special or inclusive education: future trends. British Journal of Special Education, 35(4), 202-208.

Indriawati, P. (2013). Implementasi Kebijakan Tugas Guru Pembimbing Khusus pada Pendidikan Inklusif di SD Negeri se-Kecamatan Junrejo Batu. Jurnal Kebijakan dan Pengembangan Pendidikan, 1(1).

Norwich, B. (2008). Special schools: What future for special schools and inclusion? Conceptual and professional perspectives. British Journal of Special Education, 35(3), 136-143.

Pandit, P. (2017). Effect of Gender, Academic Stream and Print Media Use on Educational Preferences of Senior Secondary School Students.

Reed, P., & Bowser, G. (2005). Assistive technologies and the IEP. Handbook of Special Education Technology Research and Practice. Knowledge by Design Inc., Whitefish bay.

Salend, S. J., & Duhaney, G. (2011). Chapter 1 Historical and philosophical changes in the education of students with exceptionalities. History of special education, 21, 1-20.

Singal, N. (2006). Inclusive education in India: International concept, national interpretation. International journal of disability, development and education, 53(3), 351-369.

Singal, N., & Muthukrishna, N. (2014). Education, childhood and disability in countries of the South–Re-positioning the debates.

Stainback, W., & Stainback, S. (1981). A review of research on interactions between severely handicapped and nonhandicapped students. Journal of the Association for the Severely Handicapped, 6(3), 23-29.

World Health Organization. (2009). WHO vaccine-preventable diseases: monitoring system: 2009 global summary (No. WHO/IVB/2009). World Health Organization.

Downloads

Additional Files

Published

2020-11-30

Issue

Vol. 3 No. 6 (2020)

Section

Articles