INDIVIDUALIZED EDUCATION PROGRAM

INDIVIDUALIZED EDUCATION

PROGRAM

CHAPTER I INTRODUCTION

In the Magetan Regency area, there are 60 inclusion

schools, of which there are 42 inclusion elementary schools.

Inclusive education is an organized learning model by

implementing inclusive policies and practices in schools

(Galevska, N. A., & Pesic, M. I., 2018). The goal of inclusive

education is to ensure that all children with special needs

effectively access special and public facilities from early

childhood to secondary school, to participate fully in society

while they are educated in their schools (Hornby, G., 2015).

During the Covid-19 pandemic, early reading learning

for inclusive elementary school students experienced various

obstacles, one of which was because learning was carried out

online with an asynchronous technique so that it was difficult for

teachers to instill initial reading skills in students, especially

students with special needs.

Initial reading skills are very important to instill in

students because the abilities obtained through initial reading

affect the ability to read further. The purpose of starting reading

is so that students can read simple words and sentences fluently

and accurately. Initial reading learning is adapted to

students' psychological abilities and development. Therefore,

learning must be development-oriented that emphasizes several

things, one of which is an individualized educational program

(Wiyani, N.A., & Barnawi, 2014).

An Individualized Education Program (IEP) is a

plan/program that is prepared for each child with special needs

based on the results of the assessment and adjusted to the

condition, ability, and needs of the child concerned. IEPs can be

short-term or long-term programs, and cover various aspects of

education, not only the curriculum but also include placement and

referral with relevant institutions for children with special needs.

There are still many found in inclusion elementary

schools that have not developed and managed IEPs for students

with special needs, especially in learning to read at the beginning.

Therefore, it is necessary to find a solution that includes 2 things

at once, namely being able to improve the quality of learning

during the pandemic and improving the quality of initial reading

learning in inclusion elementary schools, especially for students

with special needs. The solution taken is to develop an IEP with

a blended learning model in early reading learning for students

with special needs. Staker, B.H., & Horn, M.B. (2012) defines

blended learning as learning that combines online learning with

conventional (face-to-face) learning. Students are facilitated to be

able to learn and repeat the material independently for one part of

the session using online learning materials and resources and the

other part of the session is carried out face-to-face in the

classroom. Blended learning is not only about integrating

technology in classroom learning, but also focuses more on

facilitating students to explore teaching materials and gain

independent learning experiences. The type of blended learning

model chosen is the Enriched-Virtual Model. In this classroom

model, the learning program is divided into two sessions, namely

face-to-face learning and online learning.

The product of this development research is an IEP with

a blended learning model in early reading learning for students

with special needs. The stages of IEP development include

assessment, collaboration, writing, introducing, monitoring,

reviewing, reporting (Ministry of Education, 2009). The IEP

prepared in early reading learning covers all disorders of students

with special needs in inclusion elementary schools, consisting of

children who are blind, deaf, visually impaired, handicapped,

disabled, gifted, have specific learning difficulties, autistic, and

children with other deviations/behavioral disorders.

CHAPTER II

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

A. Individualized Education Program

1. Basic Concepts of Individualized Education Program (IEP)

Inclusive education is an educational service system

for children with special needs in regular schools. In

inclusive schools, there is a great need for an educational

service system for children with special needs in regular

schools, namely a curriculum that is prepared to realize

educational goals. Inclusion schools require the

implementation of an Individualized Education Program

(IEP) for students who have disabilities and require

special education because they apply the curriculum in

accordance with the student's disability or dysfunction.

Until now, there are still many inclusive schools that have

not developed and managed an Individualized Education

Program (IEP) for students with special needs so that they

participate in education in general regardless of the

conditions and needs of each student with special needs.

Therefore, in providing education in general, the

Individualized Education Program

/IEP) for children with special needs that is appropriately

designed and written as a document describing

educational programs for children with special needs to

help them make progress.

An Individualized Education Program (IEP) is a

document written to meet the individual learning needs of

students with special needs. The Individualized Education

Program (IEP) is in the form of a written record that

provides an individualized learning plan based on the

strengths and weaknesses of students with special needs.

The Individualized Education Program (IEP) serves as a

document to determine cooperation and collaboration

between schools, parents, students, and if necessary, the

local education office, and parties from other institutions

or support services. The Individualized Education

Program (IEP) must be prepared by a special education

teacher (GPK) for every student with special needs.

Added by Vuspapatih (2011) Individualized Education

Program (IEP) is a plan or program that is prepared for

each child with special needs based on the results of an

assessment of the handicap owned by each child with

special needs. This IEP program can be in the form of a

short-term program or a long-term program,

which includes educational aspects, psycho-socio-

emotional aspects, and referrals with related institutions

for children with special needs. The information that

needs to be in the Individualized Education Program

(IEP) includes basic information, the child's strengths and

difficulties, areas that need to be developed, specific

targets for the child, and the assistance that must be

provided so that the child can achieve the target (Dukes &

Smith, 2009).

According to Tim Loreman, et al. (2005) the

implementation of IEP considers the limitations and

inability to cope with the disorders or obstacles that

students with special needs have. In its implementation,

the Individualized Education Program (IEP) focuses more

on what students learn from a specific period of time. The

Individualized Education Program (IEP) explains how

students with special needs learn, how they exemplify

what they have learned and what teachers and service

providers will do to help students with special needs learn

more effectively (Rahman, 2014).

The individualized education program for students

with special needs aims to assist teachers in ensuring that

students with special needs are able to participate in

learning at school along with regular students. On the

other hand, Individualized Education

Programs (IEPs) can also help the structure and learning

programs can be carried out systematically so that they

have progress in the learning process at school. The use of

the Individualized Education Program (IEP) implemented

by teachers for students with special needs makes the

teaching and learning process more orderly, systematic,

and helps teachers keep up with the development of

students with special needs. The use of Individualized

Education Program (IEP) helps teachers to plan lessons in

daily life in the classroom, helps students receive good

quality learning, has a positive impact on the academic

development of students with special needs, and can help

students with special needs to achieve learning progress in

accordance with the general curriculum in the education

system (Ahmed, 2015; Nasir in Ismail & Majid, 2010;

Dempsey, 2012; Sahin, 2012; Timothy &

Agbenyega, 2018).

The preparation of the Individualized Education

Program (IEP) considers the results of the assessment of

children with special needs. The results of the assessment

are related to the limitations and limitations of each child

with special needs that will be considered in terms of

access to the general curriculum, goals and objectives, and

selection of placement in an environment with minimal

limitations (Loreman et al., 2005).

According to Snell (in Vusparatih, 2011), the basic

assumptions of the development of an Individualized

Education Program (IEP) for children with special needs,

especially those who experience moderate and severe

violence, are as follows.

a. The learning process of children with special needs is

slow, the level of disorder is getting worse, and the

process is slow. This condition requires confidence that

children with special needs, regardless of the type of

disorder, will still be able to learn even though it takes

a long time.

b. Schools are responsible for teaching functional skills

necessary to optimize students' independence, at least

teaching independence in carrying out activities in their

daily lives.

c. To produce an optimal learning impact on students,

teachers need to communicate with students' parents in

order to convey the successes or obstacles experienced

by students.

d. The principles of behavior modification can be applied

in general to children with special needs who

experience severe disabilities or disabilities.

e. There is no standardized norm reference or assessment

tool so that informal and individual assessments are

more expected from students with special needs.

f. There needs to be socialization to the community about

the validation of teaching objectives, procedures and

impacts so that teachers can give confidence to the

community that the goals and materials taught are quite

simple according to the level of cognitive development,

the teaching procedures are quite humane and effective

so that it is hoped that students with special needs can

bring about meaningful behavioral changes.

2. Objectives of the Preparation of the Individualized Education

Program

(IEP)

The preparation of the Individualized Education

Program aims to: (1) students can participate in learning in

public schools with various activities and various variations

in conditions from students with special needs and regular

students; (2) students are expected to follow an assessment

system that is in accordance with school standards; and (3)

students can interact and socialize with other regular

(normal) students.

Based on these three goals, the priority of the goal is

students with special needs who are able to

interact and socialize with regular students. As social beings,

parents have hopes for their children to be able to live

independently in society. Meanwhile, for children with

special needs, independence in carrying out daily tasks in

their lives is a scourge because most children with special

needs still need help from parents or families in every line of

their daily activities. Therefore, for many cases, children with

special needs who attend public schools have the ultimate

goal, namely students are able to live independently in

society, be able to interact and socialize with normal

individuals.

The Individualized Education Program (IEP) is

designed so that students with special needs can receive

education in public schools with all the limitations that the

student has and all the consequences that exist. When

receiving education in public schools, students with special

needs are expected to meet the target of the inclusive

education curriculum, grade standards, and be able to interact

with normal students. However, to achieve this goal is very

difficult for students with special needs to achieve, especially

if the students with special needs have severe disabilities.

Therefore, the purpose of preparing the Individualized

Education Program (IEP) is to find out the records and

conditions for cognitive, as well as psychological,

The socio-emotional of each child with special needs so that

it can adjust to the target of academic achievement is

reviewed by the target time and test which will later become

a standard benchmark in measuring student understanding. In

certain cases in students with special needs, students need

longer time to understand the material and learn to socialize

with their class teachers and other friends.

3. Individual Education Program (IEP) Preparation Process

The Individualized Education Program (IEP) is

prepared with the aim that students with special needs are

expected to be able to participate in all school activities

together with other regular/normal students. Therefore, the

IEP drafting team must understand the process in compiling

the Individualized Education Program (IEP) because the IEP

is the main curriculum for students with special needs. The

difference in the determination of the time to achieve the

target and the standard of grades makes students will

experience different teaching and learning activities from

regular students. The percentage difference in learning

activities between students with special needs and regular

students is highly dependent on the severity of each student

with special needs (Vusparatih, 2011).

Furthermore, Vusparatih (2011) explained that in

compiling the Individualized Education Program (IEP)

Several considerations are needed such as achievement

targets, achievement times, and program expiration deadlines

that are adjusted to the duration of the school year according

to the student's academic calendar. This is done so that the

percentage difference in activities of students with special

needs and regular students is not too large. The longer

students do activities together with normal students, the

better it is for the development of their ability to interact and

socialize. The flow of preparing an Individualized Education

Program (IEP) should ideally be arranged as follows.

Figure 2.1 Flow of Individualized Education Program (IEP)

Preparation

Determine the way of assessment and deadlines

Determine strategies and resources to achieve goals

Long-term goals

Set priorities

Short-term goals

Based on this flow, it can be explained that the

priority scale and the determination of how to assess and the

deadline are the most effective strategies in starting the

preparation of the Individualized Education Program (IEP).

In compiling IEPs for students with special needs, first

determine the top priority. For students with special needs,

numbers that show grades in a subject are not the main

importance and not the main priority, but the main priority is

more at the beginning of entering school where students with

special needs know the school environment, know the

classroom teacher, get to know some of their classmates, get

to know the school cleaner, school security officer, and get to

know the classroom environment which includes the

teacher's desk, lockers put bags, where the seats where

students sit.

The long-term goals of a student with special needs

need to be formulated carefully. For example, a student with

special needs may only be "able to communicate in a

reprimanded manner of no more than 3 sentences without the

help and stimulus of his accompanying teacher to his 5

classmates". This long-term goal can be given a target time

of 1 semester. This target is inversely proportional for regular

students. In 1 semester, regular students in grade 1 of

elementary school must achieve certain curriculum targets

such as calculating addition and

reduction, being able to make complete sentences in

Indonesian, but for students with special needs this will be

difficult to do optimally. Therefore, the Individualized

Education Program (IEP) plays a very important role. On the

one hand, students with special needs must try to adapt to the

environment, but on the other hand, they must also follow the

school curriculum targets. The Individualized Education

Program (IEP) will accommodate the needs of achieving the

school's curriculum targets but must also be adjusted to the

conditions of each student with special needs.

4. Development and Management of Individual Educational

Programs (IEPs)

According to Rudiyati (2010), the process of

developing an Individualized Education Program (IEP)

should ideally involve various parties related to the education

of children with special needs. In the development of the

Individualized Education Program (IEP), the following steps

need to be taken:

a. Formation of Committees/Teams, which are tasked with

compiling and monitoring the implementation of the

Individualized Education Program (IEP) consisting of,

among others:

1) Teachers (including special teachers) and Principals

2) Parents/guardians of students

3) Child (if possible)

4) Other parties at the request of the Principal, Teacher

or Parent/guardian of the student.

b. Meeting of committee members or drafters of the

Individualized Education Program (IEP).

c. Identify the student's abilities and limitations (need-

assessment), as the basis for preparing the curriculum for

the student.

d. The preparation of the curriculum is based on the

conditions, limitations, needs and environment of the

students with disabilities concerned.

e. A placement decision that determines whether the student

will be placed in a public/inclusion school, a special

school or in another institution.

f. The process of developing an individual curriculum whose

description is outlined in the IEP which includes the

following activities:

1) Describe in detail the student's current abilities in

various fields.

2) Set annual goals and specific goals that students will

achieve. In setting goals it must be remembered that:

(1) Goals should include functional skills that are

practical and necessary for students, both for the

present and the future.

(2) The goal includes four domains, namely the

domestic realm, leisure, community and

vocational.

(3) Goals must be in accordance with the

chronological age/development of the student.

(4) Goals must be realistic, meaning they can be

achieved by students.

(5) Determine the measuring tools and recorders of the

progress that students with special needs have

achieved.

(6) Determine the area of the curriculum that is under

pressure.

(7) Establishing a strategy in teaching skills in

accordance with the realm of the curriculum that is

under pressure begins with conducting a task

analysis, which is analyzing a complex task into

small steps that are simple and easy for students to

do. Task analysis can be done by observing

students when performing the task in question and

recording steps that students can and cannot take

or need help; carefully.

The management of the Individualized Education

Program (IEP) can be done by periodically evaluating the

Individualized Education Program (IEP) carried out by the

committee or the team that prepares the IEP to find out

whether it is

The program is right for children with special needs. In the

end, the Individualized Education Program (IEP) must be

reviewed and monitored for its implementation. This is

important because the Individualized Education Program

(IEP) needs to receive attention at all times as a working

document, by changing or modifying what is done by the

Committee/Team as a necessity. What things need to be

replaced and modified so that goals and objectives can be

achieved successfully in student achievement. For example,

whether the goals and objectives in the Individualized

Education Program (IEP) need to be eliminated and choose

more achievable targets. If only passing on unmodified goals

and objectives, then students are not making progress from a

significant amount of time. This is not only meaningless, but

often unproductive (Rudiyati, 2010). Continuing to work in

one particular field but not showing progress will become

boring and damage the potential of students' self-esteem

(Loreman, et al: 2005).

5. Key Components of an Individual Educational Program (IEP)

In compiling an Individualized Education Program

(IEP), it is necessary to pay attention to the main components

that must be present in the IEP. The loss of one component can

be interpreted as the Individualized Education Program (IEP)

is not

will run optimally. The main components according to Taylor

et al. (2009) are:

1) Identification and assessment

The identification process in the creation of an

Individualized Education Program (IEP) is the first step

is to identify the strengths and needs of students. The

components of identification and assessment are equally

important because when identifying, the Individualized

Education Program (IEP) drafting team will look at the

results of previous student assessments with the aim of

evaluating previous strategies and what still needs to be

continued.

2) Planning

Planning includes designing long-term, short-term goals,

and determining achievement strategies. The

achievement strategy in question is the support and

implementation program. The Individualized Education

Program (IEP) drafting team will determine the

programs that will be carried out to achieve short-term

and long-term goals. The support program here is a

program that is only specifically applied to students with

special needs.

3) Evaluation

The evaluation component contains how the team that

prepares the Individualized n Program (IEP), especially

the class and accompanying teachers, will evaluate

whether the program has succeeded in making students

achieve the targets that have been determined in the

short-term component. This evaluation method is to

determine the assessment method as well as reflection

from the members of the drafting team about the running

of the Individualized Education Program (IEP) program

and the successes or failures that occur after the deadline

that has been set in the Individualized Education

Program (IEP).

4) Report

After the Individualized Education Program (IEP)

runs and reaches the predetermined deadline, the

Individualized Education Program (IEP) drafting team

must immediately make a report on the results of the

IEP. This component is significant enough to be part of

the next IEP. The success or failure achieved will

provide positive input to design a new Individualized

Education Program (IEP). This is where the

identification process will begin again.

Based on this description, it can be concluded that

the components in the Individualized Education

Program (IEP) are likened to a cycle that continues to

rotate and continue with each other.

As a complement to the Individualized Education

Program (IEP), some important information outlined in

the Individualized Education Program (IEP) (Ministry

of Education Ontario, 2004) are:

1) Strengths and needs related to students' learning needs. If

students are identified as children with special needs

through appropriate assessments, then the Individualized

Education Program (IEP) must contain the strengths and

needs identified in the form of a statement.

2) Relevant assessment data that supports the identification

of factors that are considered for the need for special

education programs or services.

3) Special health support services needed by students with

special needs that allow the student to participate in

activities at school.

4) List of subjects where students with special needs need

modifications in their learning process.

5) Accommodation data needed by students to help learn in

the learning process.

6) The level of achievement of students in each subject.

7) Annual program objectives and learning targets for each

subject.

8) The assessment method that will be used to assess

student achievement.

9) Indications of student progress written in the report that

will be submitted to parents.

10) Documentation of the results of consultation with

parents and students during the development of the

Individualized Education Program (IEP).

6. Stages of Individualized Education Program (IEP)

Development

The stages in the development of the Individualized

Education Program (Ministry of Education British

Columbia, in Rovik, 2017) are described as follows.

a. Assessment

Assessment can be carried out in several ways,

namely through observation, looking at student

development data owned by the school, interviews with

subject teachers and special assistant teachers (GPK), as

well as formal and informal tests that include quizzes,

ability checks and diagnoses, reference standard tests,

norm standard tests, and alternative tests such as oral tests,

descriptions, handwriting, and using electronic devices.

b. Collaboration

Collaboration is a process where people work

together to solve a common problem or a problem that is

of concern at the time. Collaboration is needed to create

clear communication and a person's willingness to work

together to achieve a predetermined goal. Planning from

an IEP can be done with the knowledge and expertise of

several people, depending on the needs of the students.

c. Writing

The Individualized Education Program (IEP) must

contain the identity of the student, the IEP development

and implementation team, the assessments that have been

carried out, the obstacles and strengths, the needs and

treatments, the supporting and inhibiting factors, the

treatment plan, and others. The IEP that has been

developed can be used as a reference in developing

learning tools, such as syllabus, annual programs,

semester programs, RPP/RPK, and so on.

d. Introducing

An IEP developed will be useful when it has been

introduced and practiced well. Introducing new strategies

in the IEP must begin with a discussion with students

because they are the

who play the most role in determining the success rate of

the program for them. Practices can increase choice,

provide wider access to the general curriculum, increase

student commitment, use varied learning materials and

reduce stigma against children with special needs.

e. Monitoring

Supervision is a process where educators collect and

assess data on student responses about students' strategies

and developments towards the goals/objectives to be

achieved in the IEP. Monitoring provides the feedback

needed to identify possible adjustments to the objectives,

strategies, and interventions of various parties that have

been implemented.

f. Reviewing

The purpose of an IEP review is to determine the

feasibility and effectiveness of the IEP being developed,

share information about learner progress, and help

identify effective strategies for the preparation of the

transition process. The

implemented IEP needs to be reviewed at least once a

year.

g. Reporting

A progress report contains a description of the

student's progress towards the goals to be achieved,

including subjects, courses, or grade levels. Reports

should be objective, concise, and not use a specific accent.

Reports need to be made by classroom teachers, subject

teachers, special assistant teachers, and related agencies.

B. Reading the Beginning

1. The Fact of Reading Beginnings

Formally, reading activities are language skills

taught in grades 1 and 2 of elementary school. Seefeldt

and Wasik (2008) stated that one of the most important

elements for developing reading skills is the

development of language skills. Human language skills

consist of listening, speaking, reading, and writing skills.

These four language skills are used stimulantly,

integrated, and not separate. One example of its

realization is that speaking implies the need for listening

activities, as well as writing activities, implying the need

for reading activities (Brown, 2002). Likewise, reading

skills are two skills that are integrated with

in other languages. Barton & Hamilton (2003) stated that

skills in reading are not limited to kinesthetic activities

but also cognitive activities that cannot be separated.

The essence of reading, according to Finn (1985),

is the activity of arranging symbols and language sounds

so that people who see these symbols can say words or

sentences. Therefore, learning to read requires skills

related to hearing (auditory skills) and visual skills

(visual skills). In order to be able to combine language

sounds and symbols, the ability to distinguish characters

and language sounds from one another is required.

In line with Finn's understanding, Owens (1992)

defines reading as an activity to understand complex

meanings and is a continuous cognitive activity in the

form of the ability to understand words and interpret

their meanings (decoding) thoroughly and integrated.

Blass (2002) stated that this complexity makes reading

an important skill for children's success as well as a very

fun activity for children.

Along with the times, reading has become a tool to

achieve success and experience

a satisfying life (Blass, 2002). Therefore, learning to

read must be done from an early age. Reading taught at

the beginner level is called introductory reading.

According to Tarigan (in Dalman, 2008), initial reading

is a process carried out and used by readers to obtain the

message that the writer wants to convey through the

medium of words or written language. In this case,

reading is an effort to trace the meaning in the writing.

According to Steinberg (Susanto, 2011), early reading is

reading that is taught programmatically to preschoolers.

According to Leonhardt (in Dhieni 2015) early

reading is very important for children to have. Children

who love to read will have a higher sense of freedom.

The love of reading must be developed from an early

age. The ability to read is one of the highest human

functions and is the difference between humans and

other creatures (Sutan, 2004). Reading a lot can make a

person have broad knowledge, be wise, and have more

values than people who do not read at all, read little, or

only read non-quality reading. Read or read

get Interpreted as Activities browsing,

understanding, and exploring various symbols. Symbols

can be in the form of a series of letters, in a writing or

reading, even a picture (Sutan, 2004). Activities read

Initial be reading activities for 1st and

2nd grade elementary school students. At the beginning

reading stage, children need to pay attention to 2 things,

namely the regularity of the shape and the combined

pattern of letters. A child as a first-time reader

understands the concept of printed letters and the concept

of a book if (1) understands that a book is to be read, (2)

understands that printed letters and not pictures carry a

message, (3) understands that you are reading letter

print, (4) understand that You read the printed

letters from left to right, (5) can identify the title, author,

and illustration (Seefeldt, C. & Wasik, B. A., 2008). Street,

B.V & Leftsein (2007). Add that reader beginner

Understanding About concept about read

with How to understand printed letters and concepts

about a book. The initial reading mastery of elementary

school students has not been maximized. This occurs due

to various things, namely differences in the form of training

due to teacher factors, social environment, background, and

the unavailability of learning facilities that students are

interested in (Andayani, 2010).

The development of early reading begins with awareness

and exploration of the environment carried out by

children to build the foundation of learning to read. This

stage can be interpreted that children can develop their

reading skills from an early age because they already

have awareness of literacy (Magnifico, A. M., Woodard,

R., & McMCarthey, S., 2019).

There are 6 factors that need to be known to start the

initial stages of teaching beginner reading, namely

physical, perceptual, conceptual, linguistic, and

environmental (Shapiro, L. R., Carool, J. M. & Solity, J.

E., 2013) adding 5 important areas in beginner reading

activities, namely awareness, phonetics, phonetics,

vocabulary, and comprehension. These five areas have

been focused on early reading learning across the

country and the results have improved for all readers.

Clementson, T. (2010) stated that early reading learning

should be packaged specifically to make students

confident and happy to do reading activities. Topics, text

types, and practice types are selected to encourage

students' desire to read, as well as relevant to the

student's age. According to Daniels, E., Hamby,

J. and Chen, R-J. (2015), teachers must provide various

teaching methods, one of which is the reading method

writing commencement (MMP). This method is very

optimal in elementary school elementary grades, which

includes aspects of receptive and productive abilities.

The emphasis on this method is on students' ability to

read aloud and write words.

Early reading is a stage that changes humans

from not being able to read to being able to read

(Dardjowidjojo, 2005). At the beginning reading stage,

children need to pay attention to two rights, namely the

regularity of the shape and the combination pattern of

letters. A child as a beginner reader understands the

concept of printed letters and the concept of a book if (1)

understands that a book is to be read, (2) understands

that printed letters or not pictures carry a message, (3)

understands that you read printed letters, (4) understands

that you read printed letters from left to right, (5) can

identify titles, author and illustration, (6) characterize

the back and front of a book (Seefeldt and Wasik, 2008).

Street (2007) adds that beginner readers understand

the concept of reading by understanding printed letters

and the concept of a book. A reading book is a book to

read, consisting of printed letters and not pictures

carrying a message, it can be

reading printed letters, understanding that reading

printed letters from left to right, can identify titles,

authors and illustrations, and characterize the back and

front of a book (Seefeldt and Wasik, 2008)

Reading and writing skills are functional

prerequisites for a child to learn about the environment.

These two skills are the basis for any learning, and the

success of reading and writing will be the key to

scholastic achievement, namely the potential to learn

higher knowledge (Cunningham and Stovanich, 1997).

This is also stated by Berninger & Abbot (2002), whose

research resulted in the finding that good vocabulary is

associated with reading comprehension. Reading and

writing skills are interrelated.

Brewer (1992) said that the purpose of learning

(instruction) of reading in young children is to develop

oral language skills, learn about the function of the

alphabet, learn about the structure of the story, learn

about what the person is reading, apply reading

strategies, and become independent readers. The

learning objectives conveyed by Brewer are herarkhis,

and their application must be adjusted to the level of

child development. Therefore, the first stage that

developed is to develop oral language skills. Oral

language skills are important for children's literacy

development. Script is basically a symbol of spoken

language, so the higher the level of oral language a child,

the easier it is for him to learn to read.

Based on the study of the essence of reading and

writing the beginning, it can be synthesized that MMP is

the activity of converting letter symbols into meaningful

sounds and then writing them starting from the shape of

letters, words, to simple sentences using lowercase

letters. This MMP activity can be carried out starting

from the method of plagiarizing letters to produce

meaningful structures, the implementation is in grades I

and II.

2. Stages of Beginner Reading Writing

The initial stage of reading and writing according to

Cox (1999) is with the introduction of reading and writing

that appears continuously. The introduction to written

printing begins at home and continues to preschool and

early elementary school. Experiences related to the printed

environment and experiences with storybooks brought at

home and preschool are significant factors in the beginning,

print-rich environment,

Experience with storybooks through reading stories will

make children imitate adult activities. Likewise, learning to

read and write is taught with games (Goodman & Myres,

2004).

The development of reading and writing skills

develops gradually from the age of 6. This is formulated

from Fitzgerald & Shanahan (2000) who stated that reading

skills are the foundation for writing competence for all

students. In line with that, Ahmed (2014) also stated that

the relationship between reading and writing is very

intensive in learning. The relationship can be observed in

the learning of words, sentences, and types of texts. The

model used to teach can be reading to write or writing to

reading. The implementation of this learning has stages that

are carried out at each level.

Chall (1983) stated that there are five stages of

reading as follows. Stage 1 is getting to know reading and

messaging (6-7 years), stage 2 is reading fluently (7-8

years), stage 3 is reading to learn new things (9-13 years),

stage 4 is reading with various types of reading (15-17

years), and reading by associating various sciences and

building a new knowledge (18 years and above).

Reinforced by Bryant's (2002) statement that

Beginner readers and writers will be more proficient in

reading if taught in a fun way. The literacy stage (reading

and writing) begins with learning the sounds of

pronunciation and phonemes. In addition to pronunciation

and phonemes, reading also learns rhymes and rhythms.

The reading stage is then compared with writing which

begins with writing letters.

Magnifico, et al. (2019) stated that the development

of early reading and writing (MMP) begins with awareness

and exploration of the environment carried out by children

to build a foundation for learning to read and write. This

stage can be interpreted that children can develop their

reading and writing skills from an early age because they

have an awareness of literacy which is shown in the form of

listening to them, discussing storybooks, understanding that

writing contains messages, identifying symbols in their

environment, participating in rhythmic games, until they

begin to recognize letters and match their sounds, and using

letters or symbols to create messages.

According to Shapiro, Carroll & Solity (2013) six

factors that need to be known to start the initial stages of

teaching reading are (1) physical readiness,

(2) perceptual, (3) conceptual, (4) linguistic, (5) effective, and

(6) environmental or experiential. Physical readiness is the

need for a healthy condition in children to learn to read and

write, including not experiencing obstacles in hearing,

vision, speech, and other physical problems that affect

children's attention when learning to read and write.

Perceptual readiness means that children know the

relationship between written language and speech. Children

understand the difference between letters and sounds.

Cognitive readiness is the cognitive and intellectual abilities

possessed by children, such as the ability to solve problems

and provide reasons. The linguistic readiness emphasized in

this type of readiness is that the child is given the

opportunity to speak and listen. Affective readiness is an

activity that prepares children to face the task of reading in

front of school and themselves. Finally, environmental

readiness/experiential means that children need experience

connecting their concepts and their environment. Children

who get experience from the environment directly, are

usually ready and have a clear concept from their

experience.

Combs (1996: 15) divides the initial reading stage

into three stages, namely preparation, development, and

transition. At the preparation stage, students begin to realize

the function of printed goods (books, magazines,

and newspapers), the concept of how printed goods work,

the concept of letters, and words. At the stage of

development, students have understood the language

patterns contained in printed goods. Students begin to learn

to pair one word with another. In the transition stage,

students begin to change the habit of reading aloud to

reading silently. In the transition stage, students begin to be

able to do reading activities casually.

Five areas are important in early reading activities:

phonemic awareness, phonics, fluency, vocabulary, and

comprehension (Mariotti & Homan, 2005). These five areas

have been focused on learning to read in schools across the

country and the results have been improved for all readers.

The stages of initial writing development are

described in detail by Kucer (2009) by providing forms of

children's writing. The development of the forms in

question includes: making signs (scribbling), drawing,

making nonphonetic letters, writing spelling findings, and

writing conventionally. To arrive at conventional writing

skills, children try to understand and master the principles

of writing (Cox, 1999). In other words, children discover

concepts about writing that are marked by the following

principles:

(1) the principle of signs and messages, (2) the principle of

flexibility, (3)

the principle of loop, (4) the principle of compression, (5)

the principle of contrast, and (6) the principle of direction,

space, and page.

The development of the way children write produces

spelling through five stages, namely: the storage stage, the

prephonetic stage, the phonetic stage, the transitional stage,

and the correct stage. First, the storage stage means that

children realize that speech can be recorded with graphic

symbols. This stage takes place at preschool age. Second,

the praphonetic stage, where children can spell words but

do not yet understand the concept of words. This stage

takes place from kindergarten to the beginning of grade 1 of

elementary school (5-6 years old). Third, the phonetic level

is that children can spell out all the sounds in the word they

hear and write down as they hear. This stage takes place

between grades 1-3 elementary school (6-8 years old).

Fourth, the transitional stage is that children use vowels in

all syllables and use familiar patterns. This stage takes place

from the end of grade 1 to the beginning of grade 2 of

elementary school (7-8 years). Fifth, the correct stage,

namely children produce writing with words with correct

spelling. This stage takes place between grades 2-4

elementary school (7-9 years) (Westwood, 2008).

Kuta (2008) stated that there are three main things

that teachers need to pay attention to in learning MMP,

namely (1) the development of children's social aspects,

namely

Ability to work together, self-confidence, self-control,

stability emotion and taste bear answer (2)

physical development, namely motor movement regulation,

eye movement coordination, and (3) cognitive development,

namely distinguishing letter sounds, connecting words and

meanings. Clementson (2010) stated that reading and writing

learning for elementary school students should be packaged

specifically to make students confident and happy to do these

two activities. Topics, text types, and practice types are

selected to encourage students' desire to read and write, and

are relevant to students' ages. Some of the criteria for learning

to read include learning read Adapt from

textwhich tells about real conditions in life, such

as from newspapers, labels, recipes, magazine articles, and

stories. Learning write related with book text. This learning

is to build a number of different skills to complete students' writing assignments.

These skills include getting to know different types of texts,

checking pronunciation, and writing assignments.

The synthesis results of the above opinions about the

initial stages of reading and writing can be carried out early

from home and continue to school. The stages of reading

are divided into preparation, development, and transition.

The writing stage begins with

imitating forms of writing, knowing the principles of written

language, then writing to produce spelling.

3. Beginner Writing Reading Method

The method of teaching MMP must be mastered by

teachers because it greatly affects the success of learning as

researched by Daniels, Hamby, and Chen (2015) who stated

that it is important to provide various teaching methods

such as demonstrating will make students clearer. The

method used to master MMP skills is called the MMP

method according to the learning objectives. The MMP

method is very optimal in elementary school lower grades.

This method involves aspects of receptive and productive

ability. The emphasis on this method is on students' ability

to read aloud and write words.

Clemenston (2010) has compiled a book to teach

reading and writing for elementary school students with

various activities. The activities that must be carried out by

students are divided into reading learning activities and

writing activities. Reading activities bring students closer to

reading materials around students, such as magazines,

newspapers, recipes, labels, and information brochures.

Writing activities are carried out by reading

various texts, understanding letters, completing forms or

words that are sloppy, and writing about personal data.

Anstey & Bull (2010) designed a number of steps that

can be used to develop students' comprehension in order to

have reading skills. Some things that can support the speed

of early reading in children are as follows. First, prepare

children to read. The two main components that need to be

considered to prepare children for early reading efforts are

helping children to distinguish between sentences and

words. Second, in relation to the material of the initial

reading skills program, it must start from the level of

mastery of simple words or sentences to more complex

words. Third, give a pre-test to the child to determine the

readiness of the child to start learning the initial reading

skills.

The initial reading and writing method has been

initiated by many linguists and modified by many

researchers to create a new MMP method. One of the most

well-known MMP methods is the multisensory method

developed by Fernald & Gillingham. This method is

divided into two types, namely the Gillingham-Stillman

Method is a method that is structured and oriented towards

the relationship between sounds and letters, in

where each letter is learned in a multisensory manner. This

method is used for a higher level and is synthetic, where a

word is broken down into smaller units to be studied, then

combined back into a whole word (Myers, 1976). The steps

to implement this method are as follows: (1) The card is

shown to the child, teacher say letter deep

cards The child repeats it many times. If the child is considered to be able to

remember, teacher menyebutkan letter and The

child repeats it. (2) Teacher say sound while asking

what letters were sounded. (3) Showing the letter card

slowly, the teacher writes and explains the letter shape, the

child traces with his finger and copies it. (4) The teacher asks

the child to write down the letters that have been learned.

The second multisensory method is called the Grace Fernald

Method. Fernald divides his program into 4 levels over a

long period of time, with continuous evaluation with the aim

of improving children's reading skills to a level that is at the

same level as the desired intellectual level and education

level. (1) At this level one, students are allowed to choose

one word that they want to learn, the length of the word is

not considered. The teacher writes the word on paper with

crayons, then the child traces it with his fingers (tactile-

kinesthetic). When browsing, the child

seeing and saying words aloud (visual- auditory). This

process is repeated until the child is able to write the word

without looking at the copy. (2) Level two students still

have to write words while voicing them. (3) Level three is

carried out with students learning directly from the rich

words they write. The child sees the word, and is able to

write it without spelling or looking at the copy.

(4) Level four begins when students are able to generalize

and discover new words based on similarities with familiar

words (Myers, 1976).

The next method that has been known is the

Structural Synthetic Analysis (SAS) method. This method

is based on the Gestalt (whole) theory of psychiatry. In this

method, the child first interprets everything as a whole. The

whole has more meaning when compared to the elements.

The position of each element, only means if it has a

functional position in a whole. For example, the element "a"

only means if this "a" is functional in a word or sentence,

for example "apple", "chicken" or "apple is red", "chicken

is five" (Rathvon, 2004). This SAS method, according to

Baso's (2017) research, can improve initial reading skills in

Tadulako.

The SAS method introduces early reading to children

starting by introducing "words" or "simple sentences".

Words are not analyzed into parts, but are studied as whole

units as part of the whole text. Reading is taught by

maintaining the integrity of the language or not being

divided. Learning to understand words occurs through an

induction process (Seefeldt and Wasik, 2008:340). If the

child has understood about the word or sentence, then the

word or sentence is broken down into its parts. The learning

sequence of this SAS model is generally that the teacher

introduces words written on the board without or

accompanied by pictures. Then the teacher explained that

the word can be decomposed into syllables and syllables

decomposed into letters. The letters are combined into

syllables, and syllables are combined into words, then

words are combined into sentences. Karimkhanlooei (2015)

added with his research that with the sound method and

SAS ability, reading and writing for early childhood

increases compared to traditional methods.

Another method that can improve MMP ability is the

Phonics-Based Sentences Method (PSBM) or known as the

sound or alphabet method according to research by Kayiran

(2012) can improve reading and writing skills. The sound

method with the alphabetical method has

The similarity lies in the way the letters are spelled or

pronounced. With this method, students learn to read and

write starting from the phoneme. After the phoneme then

the alphabet, the word, the sentence, and the text.

The global (whole-word) method according to Ingram

(2002) is also an MMP method that can improve reading

and writing skills for beginner learning. The MMP method

has the following steps. Students read sentences placed

under pictures, read sentences without the help of pictures,

decompose sentences that have been mastered into words,

decipher words into syllables, and decipher syllables into

letters.

Richgels (2013) in his research stated that with the

Talk, Write, and Read (TWR) method, students can read,

write, and speak at the same time. TWR is a method

consistent with the interactive social outlook on emerging

literacy. TWR shows the steps of storytelling, writing a

story, and reading a story. Usually TWR is carried out by

students with teacher guidance. Students will easily read,

write, and speak because the TWR method is easy to

implement.

Another method of teaching reading and writing as

conveyed in Gunawan's (1996) research is using makiriana

for learning

Read the beginning with the following steps. (1) in the

learning and application section, the teaching materials are

presented with the principle of 'snowball' (the more time

there are), (2) the teaching materials are presented by

paying attention to the order of difficulty, (3) before

teaching, the teaching materials are grouped based on the

type of graphic symbols, (4) the types of teaching materials

that are presented include vowels, consonants, syllables,

words, simple sentences and punctuation. This model has

the main characteristics of considering elements of play,

thinking (analysis-synthesis), services, teachers and

educational units.

The learning method used to teach MMP is strongly

supported by techniques, media, and of course the learning

approach used by teachers. Techniques that can be applied

by teachers during learning as the following studies have a

great influence on the success of MMP learning. As

research by Keer and Vanderlinde (2013) shows that peer

tutorial techniques can improve cooperation, task

completion time, provide specific direct feedback, and can

directly correct errors. Reading activities are strongly

emphasized by reading together.

Research by Daniels, Hamby, and Chen (2015) states

that it is important to provide a variety of

Teaching methods such as demonstrating will make

students clearer. In learning to read and write, students are

involved in the process will produce good academics.

Teachers who include more reading and writing activities

will find higher student abilities in terms of comprehension.

Learning media also affects the success of delivering

MMP teaching materials. As Sukartiningsih's (2004)

research on improving the quality of MMP learning in

grade 1 of elementary school through the media of picture

words also results in the fact that picture card media is used

as an alternative media in MMP learning in elementary

school. This medium has certain characteristics that are

very early, but also advanced. The weakness of this media

is not durable, therefore it is necessary to develop other

media that are more durable. Similarly, a study in Turkey

stated that students chose textbooks rather than tablet

computers to improve reading skills (Dockrell, Earle &

Galvin, 2010).

Scarparolo (2018) research shows that the learning

approach also affects the success of teachers in delivering

MMP material. The influence of using a direct learning

approach with reading skills for early age students is very

large. Align with

Researcher Andayani (2010) also confirmed that the

application of the MMP teaching material model with an

attractive approach in elementary schools in poor areas of

Surakarta City can effectively improve students' MMP

ability. This research aims to compile an initial product in

the form of MMP teaching materials with the right

attractive approach to be applied in elementary schools in

poor areas of Surakarta City. Based on the results of the

effectiveness test, it was found that teaching materials with

an attractive approach can be used to improve the

competence of MMPs effectively and acceptably. The

attractive learning approach that is carried out begins with

(1) reading and writing to recognize vowels/sounds and

letters, (2) reading and writing words and syllables, (3)

reading and writing the names of objects and living things,

(4) reading and writing the properties of objects, (5) reading

and writing number symbols, (6) reading and writing

antonyms, (7) reading and writing time and place, and (8)

reading and writing simple sentences. The results of the

MMP learning acceptance test with an attractive approach

showed a positive response from the teachers at the school.

Based on some of the above statements, it can be

synthesized that the MMP method is divided into the

beginning reading and writing beginning methods.

Although it is divided into two upgraded abilities,

The two abilities are so closely related that the method used

can accommodate both abilities. This MMP method

includes the SAS method, the alphabet method, the sound

method, the global method, and Talk, Write, and Read

(TWR). At the time of learning, the MMP method urgently

requires techniques, approaches, and learning media.

Techniques that can be applied to teach MMP are direct

techniques, demonstrations, and peer teaching. Word card

media and teaching materials implemented with an

attractive approach also affect the improvement of students'

MMP abilities.

C. Children with Special Needs

1. Definition of Children with Special Needs

Children with special needs are children who

experience obstacles to physical, mental, social-emotional,

and communication development, making children

different from children in general and need help (Sulthon,

2020). Meanwhile, according to Sawitri (2020), children

with special needs experience significant obstacles to

achieving their goals, needs, and potential to the

maximum because their physical, cognitive, and

emotional functions are different from children in general.

2. Characteristics of Children with Special Needs

According to Husna et al., (2021) the

characteristics of children with special needs include:

a. Blind

A blind child is a child who has a problem with

vision function or a blind child is also called a child

who is blind. Classification of blind children includes

color blindness, functional blindness and low vision.

b. Deaf

Deaf children are commonly referred to as hearing

loss. The deaf are divided into 2 categories. The first is

deafness, which is the loss of hearing function in the

ear. The second is hearing loss, which is a person who

has damage to the hearing organ but can still hear even

though using a hearing device.

c. Tuna Grahita

Visually impaired children are children who have

obstacles and problems with intelligence. The

classification of tuna grahita is:

1) Children with normal intelligence classifications

have IQ scores between 90-110

2) Children with mild intelligence classifications have

IQ scores between 65-80

3) Children with a moderate intelligence classification

have an IQ score between 50-65

4) Children with severe intelligence classifications

have IQ scores between 35-50

d. Tuna Daksa

Blind children are children who have motor

disorders or have movement disorders. Children with

disabilities experience disorders in their limbs, but in

general, children with disabilities do not experience

problems with intelligence ability. In general, children

with disabilities experience normal development like

children in general. However, more than that, we need

to pay more attention to children with disabilities in

terms of social-emotional development. Children with

disabilities grow up with problematic body conditions,

of course this will more or less affect social-emotional

development.

b. Tuna Laras

Deaf children are behavioral disorders that show

continuous resistance to society, self-destruction, and

failure in the learning process at school. In the context

of special education in Indonesia, it is said that deaf

children experience behavioral problems,

social, and emotional. Based on these problems, deaf

children can experience a huge impact if they do not

get special services. Deaf children need counseling and

rehabilitation services to implement special exercises

so that they can behave in accordance with social

norms and rules in society.

c. Intelligent Children and Special Talents

Gifted children are children who have abilities or

talents above the average child in general. Similar to

children with special intelligence who have intelligence

above the average IQ of children in general. However,

there are other opinions about the term gifted and

special intelligent children, namely those who have

abilities or IQ above average and can excel because of

these abilities. Children with special intelligence and

talent do experience rapid development in certain

aspects, but that does not mean that it does not pose a

negative threat to their social-emotional aspects.

Children with special intelligence and talent will get

more achievements and a higher success rate than other

children. But certainly get Result

fatal if they have failed, the things that

can happen are

Closing yourself, high stress, and even suicide can

occur in children with special intelligence and talents

who experience failure.

3. Classification of Children with Special Needs

According to Abdullah (2013) children with special

needs can be grouped into 3 categories, namely physical

disorders, mental disorders and social characteristic

disorders.

a. Physical Disorders

A physical disorder is experiencing an

obstacle in one of the organs that results in its function

not functioning optimally. It does not function properly

because it has abnormalities in the sensory organs. For

example, there are problems with the sense of hearing

(deaf), abnormalities in the sense of vision (Visually

impaired), speech disorders (speech impairment),

abnormalities in the brain nerves that result in motor

function (Cerebral Palsy), and abnormalities in the

body's motor organs (Deafness).

b. Mental Disorders

Mental disorders are those who experience

obstacles in the ability to think critically, logically in

responding to the surrounding environment. Children

with mental disorders consist of 2, namely children

with

with the meaning of superior/more and children with

mental disorders in the sense of less (Tuna Grahita).

Children with superior mental disorders consist of:

a) Children are able to learn quickly (rapid learner),

which means they have intelligence in the range of

110-120.

b) Gifted children have intelligence in the range of

120-140.

c) Genius Child (Extremely Gifted) is having

intelligence in the range above 140.

Children with mental disorders in the sense of

lack (Tuna grahita) are children who have a level of

intelligence below normal so that they need help in

living their daily lives through special guidance and

services. Children with disabilities can be classified as

follows:

a) Visually impaired children who have the ability to

be educated have an intelligence score range

between 50 - 75.

b) Visually impaired children who have the ability to

be trained have an intelligence score range

between 25 - 50.

c) Visually impaired children who have the ability to

be treated have an intelligence score range below

c. Social Characteristic Disorder (Social Behavior)

Social behavior disorders or commonly called

irregularities, namely those who experience obstacles

in the social environment find it difficult to comply

with social rules, norms and others. The classification

of children with social behavior disorders based on the

source of the disorder is:

1) Emotional deafness, which is those who experience

extreme social behavior deviations as a form of

emotional disorder

2) Social impairment is experiencing deviations in

social behavior as a form of disorder in social

adjustment.

According to Zaitun (2017) children with special needs

are divided into two, namely:

1) CIBI Potential; Special intelligence and special talents are

entitled to special education.

a) Smart special

Physical : (probably) none

Behavior: quick thinking, creative, independent,

responsible for tasks, impressive

achievements, or having outstanding

talents.

Complaints: Often feeling dissatisfied

b) Gifted (CIBI) is a person called special and/or special

talent if after being measured by

using standard intelligence tests resulted in IQ scores

above 110 (superior, gifted, talented), creativity and

task commitment above average. A person is said to

have a special talent in certain areas of academics,

sports, arts and/or leadership that exceeds the level of

age development of peers.

2) Disorders: a) physical, b) mental-intellectual, c)

emotional and social-entitled to special education.

CHAPTER III

IMPLEMENTATION OF INDIVIDUALIZED EDUCATION

PROGRAM

(IEP) FOR CHILDREN WITH SPECIAL NEEDS

The preparation of the Individualized Education Program

(IEP) for students with special needs is based on an empirical

foundation, namely a study of the exploration/exploration of the

conditions of early reading learning in students with special needs

and the teacher's need for the Individualized Education Program

(IEP) for students with special needs at Inclusion Elementary

School in Magetan Regency.

Data collection at the exploration/preliminary stage was

carried out for 3 months, starting from April 2021 to July 2021.

In Magetan Regency, there are 43 Inclusion Elementary Schools

with 374 students with special needs. In this study, 12 Inclusion

Elementary Schools were purposively selected as samples. The

determination of the sample is based on regional considerations,

namely Inclusion Elementary School in urban areas as many as 4

schools, sub-district city areas as many as 4 schools, and

rural/mountainous areas as many as 4 schools.

The data of schools used as research samples can be seen

in Table 2.1 below.

Table 2.1 List of Inclusion Elementary Schools in Magetan

Regency as a Research Sample

It School Name District Jml

Stude

nts

Jml

ABK

Teac

her

Jml

GPK*)

1 SDN

Sukowinangun 2

Magetan 95 20 10 2

2 Tulung 1

Elementary

School

Coaching 47 1 6 1

3 WEE TS Ngariboyo 89 3 11 1

4 SDN Kerik 1 Takeran 63 2 7 2

5 SDN Belotan 1 Bendo 73 5 10 2

6 SDN Bangsri 2 Ngariboyo 109 3 8 2

7 SDN Sumber

Dukun

Ngariboyo 69 1 9 2

8 SDN Plaosan 1 Plaosan 359 6 20 2

9Bulu

Gunung

Elementar

y School

Poncol 121 1 11 2

10 SDN Turi 1 Panecan 90 4 8 1

11 SDN

Sukowinangun 1

Magetan 307 29 9 2

12 SDN Maospati 1 Maospati 123 2 9 2

Sum 1575 77 118 21

*) Special Accompanying Teacher

In the exploration stage, an in-depth study was carried

out on the condition of Inclusion Elementary School in Magetan

Regency and the implementation of initial reading learning. The

purpose of this activity is to obtain a comprehensive description

of the conditions of early reading learning and the needs of

students and teachers for the Individualized Education Program

(IEP) for early reading learning in the selected research setting.

Through this study, it will be known the conditions for the

implementation of initial reading learning carried out by teachers,

as well as the needs of teachers and students will be

Individualized Education Program (IEP) in learning to read at the

beginning.

Data collection was carried out through interviews with

teachers, observations at school, and document studies on the

syllabus, Learning Implementation Plan (RPP), and other

documents related to initial reading learning. The data that has

been collected is then analyzed with an interactive analysis

model, which is carried out in two stages, namely during or

during data collection and after data collection.

A. Profile of Students and Teachers of Inclusion Elementary

School in Magetan Regency In the front, it was explained

that the number of Inclusion Elementary School students in

Magetan Regency is 3274 students spread across 43 Inclusion

Elementary School. Of the 43 schools, 12 were selected

school as a research sample with 77 students with special

needs. The determination of sample members was carried out

by purposive technique.

According to the teachers and based on data contained in

the Magetan Regency Education and Sports Office, an

assessment of the type of disorder has been carried out for all

students with special needs at the Inclusion Elementary School

in Magetan Regency, which is carried out by a psychology

institution. Based on the results of interviews with teachers

and documents at school, the types of disorders experienced by

students of the research subjects can be mapped as follows.

Table 2.2 Types of Disorders of Students with Special Needs

in Inclusion Elementary School in Magetan

Regency

No Types of Disorders Sum Percentage

1 Slow Learning 55 71,43%

2 Learning Difficulties 2 2,59%

3 Autis 2 2,59%

4 Medium tuna grahita 5 6,49%

5 dyslexia 1 1,30%

6 ADHD 5 6,49%

7 Down syndrome 2 2,59%

8 Mild deaf 1 1,30%

9 Motor disorders 1 1,30%

10 Deaf 1 1,30%

11 Speech Delay 1 1,30%

12 Cerebral Palsy 1 1,30%

Sum 77

Based on the data in Table 4.2, it is known that of the 77

students with special needs who were used as the subject of the

study, the most common type of disorder was learning delay

(LB), which was 71.43%, learning difficulties as much,

autism, down syndrome as much as 2.59% each, moderate

impairment and ADHD as much as 6.49% each, dyslexia

impaired with impaired people, motor impairment, deafness,

speech delay, cerebral palsy 1.30% each. The percentage of the

percentage of disorders of students with special needs in the

table above can be seen in Figure 4.1 below.

Figure 2.2 Percentage Proportion of Disorders

Type

Students with Special Needs at

Inclusion Elementary School in

Magetan Regency

Based on the data obtained at the research site, the

number of teachers who specifically accompany students with

special needs is 15 people. The ratio of teachers : students is

classified as good, namely the ratio is 1 : 4.9. Of the 15

teachers, only 1 person has an extraordinary education

background (Special Education), while the

14 came from graduates in various fields of study. To improve

the professionalism of the Special Assistance Teachers, the

Magetan Regency Education and Sports Office has held

education and training several times to equip the teachers with

materials on inclusion education and assistance for students

with special needs.

Tuna grahita

keep

Dyslexia

71,43%

2,59%

6,49%

Difficulty

Learn

Autis

1,30% 1,30% 1,30%

6,49%2,59%

1,30%

1 Slow Learning

Mageta

Types of Disorders for Students with

Special Needs in Inclusion Elementary

Schools in the District

1,30%

The data of special assistant teachers in the inclusion schools

studied can be seen in the following Table 2.3.

Table 2.3 Data on Special Accompanying Teachers in

Inclusion Schools in Magetan Regency

It Teacher's Name School Educational

Background*)

1 Fiki Kusuma

Permatasari, S.Pd.

SDN Sukowinangun 2

Magetan

Outer Education

Usual

2 Amelilin Vivilia Tulung 1 Elementary

School

Coaching

Education

Biology

3 Anggoro Hadi

Prasetyo

SDN Kerik 1 Takeran Education

Mathematics

4 Katemi SDN Kerik 1 Takeran Education

English

5 Erna SDN Nguntoronadi,

Nguntoronadi

Assoc. Prof.

6 Ernawati's Soup SDN Belotan 1 Bendo Assoc. Prof.

7 Eni Muryati SDN Bangsri 2

Ngariboyo

Assoc. Prof.

8Fitri Dwi

Mahargiani

The SDN is the Assoc. Prof.

9Request

Copy

SDN Plaosan 1

Plaosan

Assoc. Prof.

10 Shanti

Mariana

SDN Plaosan 1

Plaosan

PGSD

11 Taryono SDN Bulu Gunung 1

Poncol

Penjakes

12 Retno Sulistyorini SDN Turi 1 Panekan PGSD

13 Sutanto SDN Sukowinangun 1 English

14 Kusuman's clash

remembers

SDN Maospati 1 Assoc. Prof.

15 Shella Longina S SDN Maospati 1 Assoc. Prof.

*) All special assistant teachers have participated in the inclusion school training

Based on the results of interviews, document studies,

and observations, it can be concluded that the special assistant

teachers at the Inclusion Elementary School in the research site

have

good and feasible competencies to provide assistance to

students with special needs at the school where the research is

conducted. From interviews conducted with several teacher

informants, the informant stated that special assistant teachers

should ideally not only have good academic competence but

also have good interest, patience, and attention to the learning

development of students with special needs. It was further

stated that special assistant teachers must be diligent in

following the development of inclusive school problems, have

the ability to choose teaching methods that are appropriate to

the type of disorder experienced by students.

To improve the quality of special assistant teachers, the

Magetan Regency Education and Sports Office encourages and

facilitates teachers to develop themselves as special assistant

teachers for students with special needs, for example through

inclusive school education and training activities. At this time,

all special assistant teachers at 43 Inclusion Elementary

Schools in Magetan Regency have certificates as special

assistant teachers.

B. Early Reading Learning Conditions for Students with

Special Needs

Initial reading learning is a reading activity carried out

in elementary school elementary grades (grades I and II). The

learning objectives at this stage are more

emphasis is placed on the ability to read techniques that are

limited to the fairness of pronunciation and intonation. The

initial reading ability obtained by students in grades I and II

will be the basis for learning to read in the following classes.

Learning to read at the beginning should be done using simple

learning techniques and materials, using the student's own

words The reading ability obtained at the beginning reading

will greatly affect the ability to read further.

As the ability that underlies the next ability, the ability

to read at the beginning really requires the teacher's attention.

If the foundation is not strong, at the advanced reading stage

students will have difficulty to be able to have adequate

reading skills. Therefore, however, teachers of grades I and II

must be able to teach early reading in the right way so that

they can provide an adequate basis for reading skills to their

students.

According to the teacher informant, the implementation

of initial reading at SD Inklusi in Magetan Regency before the

pandemic was carried out in two periods, namely the period of

reading without books and reading using books. Reading

without books is done by teaching using media or teaching

aids other than books, while reading with books is a reading

activity using books.

In the interview, the informant stated that actually the

beginning reading was given to students in grades 1 and II,

along with writing and arithmetic. However, for students with

special needs, initial reading lessons can also be done until

they are in high grades. Early reading learning before the

pandemic was done with drils, continuous practice. In

addition, it also uses letter cards and picture cards. Pembel;

The teaching of initial reading for students with special needs

is carried out in one class with other normal students. This

condition is an obstacle for students with special needs

because their competencies are different from normal students.

Based on the observation results, most of the Inclusion

Elementary Schools in Magetan Regency have good enough

infrastructure to organize inclusion schools. The classrooms,

playground and library are well maintained. The teachers have

a good spirit to serve, full of enthusiasm in teaching.

The informant understands that the beginning reading

in grades I and II of SD Inclusion is intended to train students

to master reading techniques, practice singing skills or

pronounce writing well. The success of students in early

reading allows students to have (1) basic knowledge that can

be used as a basis for listening to Indonesian, (2) basic

knowledge that

can be used as a basis for speaking Indonesian, (3) basic

knowledge is used as a basis for reading Indonesian, and (4)

basic knowledge can be used as a basis for writing in

Indonesian. However, the reality is that all these goals have

not been achieved properly. For this reason, in some schools,

teachers provide additional lessons so that these students with

special needs have a good starting reading foundation and are

not too far behind their classmates. For example, in SD

Sukowinangun 2, out of 20 students with special needs, only

about a quarter are somewhat fluent in reading, the rest still

need to improve their reading skills.

The teacher stated that there are many obstacles in the

AM carries out initial reading learning for students with

special needs. Each student with special needs has different

obstacles, while teachers who understand these obstacles are

few. For example, at school they are given material with drils,

at home it is not applied. His parents did not care, had no

contribution to his children's studies. These parents mostly

come from underprivileged people with low education. To

teach early reading skills, a variety of media is needed, while

the media available in this school is very limited.

We lack the media to teach beginning reading, even though

this beginning reading ability is very important for children.

This obstacle is increasingly faced by teachers during

the covid 19 pandemic. The Covid-19 pandemic is an

anomaly, creating disorder and uncertainty. The uncertain

situation due to the Covid-19 pandemic has made it impossible

for people to distinguish between holidays and going to work.

Since there is an encouragement to work from home, study

from home, and work at home, the boundaries between work,

holidays, weekdays, and holidays have become blurred.

Initially, the Covid-19 pandemic was a health crisis, but now

almost all sectors are affected, including the education sector.

In Indonesia, the impact on the education sector due to

the Covid-19 outbreak is felt by all levels of schools, starting

from the elementary school/madrasah ibtidaiyah, junior high

school/tsanawiyah madrasah, and high school/madrasah

aliyah, and universities. All levels of education from

elementary schools/ibtidaiyah to universities (universities)

both under the Ministry of Education and Culture of the

Republic of Indonesia and those under the Ministry of

Religion of the Republic of Indonesia have all been negatively

impacted because students are forced to learn from home

online, because face-to-face learning is eliminated for

prevent the transmission of Covid-19. This is also a challenge

for teachers at Inclusion Elementary School in Magetan

Regency.

In the interview, the informant stated that he could not

learn to read early online due to equipment constraints. Not all

students can use cellphones, and there are some who do not

have cellphones. The socio-economic condition of parents of

students with special needs at SD Inclusion in Magetan

Regency comes from underprivileged families on average.

During the pandemic, initial reading learning was carried out

face-to-face through home visits. In addition, teachers also

routinely give assignments to students, with parental

assistance, but this has not been able to run well. If the

pandemic conditions are in the red zone, then all learning will

stop, including teachers cannot carry out home visits.

The informant stated that the impact of online learning

activities from home, namely students feel forced to learn

remotely without adequate facilities and infrastructure,

students do not have a distance learning culture because so far

the learning system has been carried out face-to-face, because

school is closed for too long, students feel bored. Online

learning also has an impact on parents, namely the increase in

the cost of purchasing internet quota and parents have to spend

more time accompanying their children while learning from

home

For teachers who are not proficient in using internet

technology or social media as a means of learning, this will be

a serious obstacle. Many teachers of SD Inklusi are not able to

use online learning tools and need assistance and training first.

This situation also occurs in early reading learning at

school. In learning early reading online, educators must

evaluate the effectiveness and adjust to the learning needs of

students. This is important to continue to meet learning aspects

such as knowledge, skills, and skills.

According to the informant, ideally in learning to read

at the beginning, teachers should not burden students with

various burdensome tasks. In learning to read at the beginning,

teachers should not be oriented towards the completeness of

curriculum achievements, but must be able to provide

meaningful learning experiences. Learning from home is

focused on life skills education, while learning activities and

tasks can be adjusted to the conditions of each school, by

providing qualitative feedback, without having to be

quantitative. The process of learning at home does not change

the way of learning in the classroom. That is, even though

students are at home, teachers continue to teach, there is still

interaction with students. This condition is difficult to achieve

by most Inclusion Elementary Schools in

Magetan Regency, especially schools that are located in rural areas

and mountain slopes.

C. The Needs of Teachers and Students for Individualized

Education Programs (IEPs) in Early Reading Learning

The implementation of inclusive education in Indonesia

is currently not running as it should. The implementation of

learning is only based on normal children without paying

attention to the abilities and needs of children with special

needs in the school, so it can be said that children with special

needs do not get

appropriate services. This kind of learning practice

is not the soul of

inclusive education, but integrated education,

where children with special needs must adapt to learning, and

not learning that is adjusted to the uniqueness of their learning

needs.

This inappropriate service can cause students to fail to

meet the learning objectives that have been determined. The

remedial exam is also not helpful enough because the remedial

program is not carried out as it should, namely the difficulties

experienced by students are identified and then the appropriate

remedial program is planned and implemented. In schools,

remedial is only carried out in the form of a retest to get a

score according to the KKM. If students experience failure in

achieving learning goals, then students will stay in class.

Students are considered stupid students because they are

unable to follow

Learning. The worst impact is students who drop out of

school.

Learning that is in accordance with the child's abilities

and needs is believed to be able to develop the potential that

children have. One way that can be done to help students with

special needs is by

developing an Individualized Education Program

(IEP) or

Individual Learning Program (PPI). An Individualized

Education Program

(IEP) or Individualized Learning Program

(PPI) or also called an Individualized Education Plan is a plan

written for each child who needs additional needs, to help

them make progress. The information that needs to be in the

IEP includes basic information, children's strengths and

difficulties, areas that need to be developed, specific targets for

children, and assistance that must be provided so that children

can achieve their targets.

Until now, there are still many inclusion schools that

have not developed and managed IEPs for students with

disabilities, so they must follow educational programs in

general regardless of their conditions and needs. Therefore, it

is important to develop and manage IEPs for students with

disabilities in inclusive schools.

Based on the results of interviews with 12 teachers at

12 Inclusion Elementary Schools in Magetan Regency, there is

only 1 teacher who has

used the Individualized Education Program

(IEP), namely at SD Sukowinangun 2, while the rest do not

understand the Individualized Education Program (IEP). The teacher

stated

that he only has a special IEP for autistic children,

ADHD, and slow learners, while for other obstacles he has not

yet

have. All of this is due to the limitation of teachers who have

extraordinary educational backgrounds (PLB). Ideally, in the

inclusion school, there are at least teachers with extraordinary

educational backgrounds.

According to all the teachers interviewed, the

Individualized Education Program (IEP) is urgently needed.

Early reading learning with an Individualized Education

Program (IEP) for each obstacle for students with special

needs will greatly help the success of initial reading learning.

In the front, various obstacles in carrying out initial

reading learning have been explained, especially during the

covid 19 pandemic. Face-to-face learning at school is

impossible, especially if Magetan Regency is in the covid 19

red zone. Teachers have conducted online learning but the

success rate is very low. According to teachers, there are many

obstacles to online learning. Teachers have used video calls for

half an hour, even students are busy themselves, some are

sleeping, some are angry. Extra high patience is required to

guide students with special needs. To overcome these

obstacles, teachers are offered a blended learning model.

In interviews with 12 teacher informants, none of them

have been familiar with the blended learning model. All

teachers stated that they needed a blended learning model in

learning to read at the beginning. In the interview, it was

explained to the teacher informant that the application of the

blended learning model

able to facilitate the speed and learning needs of diverse

students.

Through a combination of the role of teachers as

facilitators along with the use of technology, students can

adjust their learning process to their abilities and needs. In

addition, the blended learning model allows teachers to be

able to help students with special needs who encounter

problems in learning, both individually and in groups.

The online learning system used in the blended

learning model also allows students to explore more learning

materials so that there is a variety of learning activities. This is

in line with efforts to improve the quality of learning in

accordance with the demands of education in the XXI century.

Teachers realize that to be able to implement the

blended learning model, teachers must have knowledge of

various things such as how to compile the content of learning

materials, select and implement learning strategies, and

knowledge of how to integrate technology in learning

activities. The concrete form of the application of this blended

learning model must be reflected in the lesson plan, learning

activities, and initial reading learning assessment.

CHAPTER IV

INDIVIDUALIZED EDUCATION PROGRAM

I. IDENTITY

Student's Full Name

(initials)

Male Gender Date of Birth

February 17

2014

Class

School

SDN Sukowinangun

1 Magetan

Academic

Year

2021/2022

Parent/Guardian Name Students live with:

(v) Parents ( )

Guardians:

………………..

Program Builder: IEP Development Team

1. Researchers

2. Principal

3. Indonesian Teacher

4. Guidance and Counseling Teacher

5. Special Accompanying Teacher

Program Implementers:

1. Researchers

2. Indonesian Teacher

3. Special Accompanying Teacher

Class teacher: Dwi Pujiastuti Accompanying teacher: Sutanto

Assessments that have been

conducted:

Test IQ

Assessment results:

Slow Learner

Special needs of

students: (V) Slow to

learn

( ) Dyslexia

( ) Learning

Difficulties ( )

ADHD

( ) Tuna Grahita

( ) Autis

( ) Tuna Daksa

(v) Others: Slow learning

Specially needed equipment:

Special services students have participated in:

( ) Speech therapy, duration...................... ( )

Occupation, the duration of ...........................

( ) Others: .................. Ever...................

Specific services that students are participating in

( ) Speech therapy, duration...................... ( )

Occupation, the duration of ...........................

( ) Others: .................. Ever...................

II. STRENGTHS AND RESISTANCE

Obstacles Strength

Cognitive

a. Unable to solve

complex problems

(abstract)

b. Unable to convey

assignments that

have been learned

c. Difficult to master

academic skills

such as counting

and spelling

d. Does not have a

jangariataiang

destination

e. Slow in completing

tasks

f. Difficulty

mastering

academic skills

such as spelling

g. Unable to generalize

skills, knowledge

and

strategy

a. Able to understand the

teacher's instructions

b. Able to understand,

apply/apply the

understanding learned

c. Able to analyze the

information provided by the

teacher

Emotion

a. Have a poor self-

concept and have

emotional and

behavioral problems

b. Unable to express

emotions well

c. Easily give up when

facing difficulties

d. Don't dare

to express

an opinion

e. Unable to

control oneself

f. Unable to afford

expressing feelings

a. Able to express emotions

according to circumstances

b. Able to feel emotional

changes around them/others

Social

a. Difficulty in

establishing

relationships with

others

b. Not happy when

mingling with his

friends

c. Don't have

close friends

d. Being indifferent to

the surrounding

environment

e. Withdraw from

the environment

f. Not willing to share

things with

His

a. Play with different friends

b. Willing to help a friend

c. Able to communicate

well

d. Able to establish good

friendships

e. It is not easy to quarrel

with his friends

f. Enjoys playing with

friends his age

Motor

a. Unable to pay

attention for a long

period of time

b. Experiencing

difficulties in

following gradual

instruction

c. Do not have more

skills in the fields of

mechanics

(machinery), arts, and

sports

a. Able to respond to responses

given by others

b. Able to perform tasks in

accordance with the given

procedures

c. Responding to the teacher's

instructions is no slower than

a normal child

Behaviour

a. Unable to

perform tasks

according to

procedures

b. Not obeying the

agreed class rules

c. Often late

d. Not doing

assignments

a. Self-sufficient

b. Don't like ordering friends to

do what they want

Others

a. Parents do not know

that their child is a

slow learner

III. NEEDS ANALYSIS

Necessity Treatment

Cognitive

Improving capabilities in

solving complex

problems

(abstract).

Give assignments with problems

that have a level of complexity

gradual

(medium-complex)

Improving capabilities

deep

remember and

convey the hearingalone

(no get

Deliver tasks

that have been learned)

Teaching how to make good

notes, so that the material

received is easy to remember

(write down the important points

of a learning material) in the

form of mind maps and concept

maps and write down important

points

from the subject matter on the

board.

Improving capabilities

mastering academic skills

such

as counting and spelling.

Conducting remedial teaching

(repeating lessons outside of

learning hours)

Providing exercises in the form

of solving problems with gradual

difficulty levels (simple-

complex)

Dst.

Create long-term goals. Determine the goals of the pillars

to be achieved and the strategies

that will be used to achieve the

goals that have been

Set

Completing tasks on

time (slow in completing

tasks).

Ask his classmates to petrify in

completing assignments. (Peer

tutoring).

Improving capabilities in

generalizing skills,

knowledge and

strategy.

Give Training in the

form of generalizing skills,

knowledge, and strategies with

gradual difficulty levels (simple-

complex)

Increase

Academic grades

Involve children in tutoring

(private tutoring) and do remedial

teaching.

Improving capabilities in

managing time due to

limited recall data

and ConcentrationThe

Bad

Improving capabilities in

mastering a concept.

Teaching how to determine the

important points of a learning

material can be done by teaching

how to make a good concept or

mind map.

Conducting remedial teaching

(repeating lessons outside of

learning hours)

Take note of the main points of

the learning material on the

board.

Exercise memory

sharpness (when the

teacher reminds the last

material studied, the child

does not seem to

remember anything).

Taking notes in the form of a

mind map or concept map

Presenting material with

images, illustrations, videos, and

Activities learning using

interesting (cooperative and

competitive) methods, such as

games, practicums,

demonstrations, and others.

It looks like they can't

understand what the

teacher is saying.

Using language

which is simple

and easy to understand.

Improving capabilities

deep

remember lessons

that ever

Delivered.

Take notes in the form of a mind

map or concept map.

Improving capabilities

deep

remember lessons

that ever

Delivered.

Ask students to increase reading

references or teachers provide

Interesting reading

recommendations.

Increase the value of the

lesson to be equal even

above his friends.

Conducting remedial teaching

(repeating lessons outside of

school hours)

The presentation of learning

materials is fun, so that the

material received is easy to

remember, such as by holding

group games and using videos.

Involve children in tutoring

(subject tutoring)

Increase motivation to

learn (not struggle hard

to get grades)

Providing motivation to regular

students in general and students

with special needs in particular

before, during, or after learning

activities.

Create a

cooperative learning environment

and

competitive by choosing the right

learning method.

Socioemotional

Have a poor self-concept

and have emotional and

behavioral problems.

Improve the attitudes and

abilities of people who relate

to students (parents and school

residents)

Parents and teachers as good role

models

Unable to channel his

emotions

well

Trained on how to express

their emotions

well

It's easy to give up when

Facing difficulties

Provides motivation and

help

Train and increase the

level of confidence

and courage in

expressing their

opinions and feelings

Do not express their

opinions and feelings

Unable to express his

feelings

Unable to recognize

own feelings

Train and increase confidence

through improving cognitive

abilities and habituating students

to public speaking Habituating

students to express what they feel

to subject teachers, classroom

teachers, GPK, BK teachers,

parents, or friends.

Difficult to establish

relationships with others

Creating an environment that

accepts the presence of students

with special needs around them

Subject teachers, classroom

teachers, GPK, BK teachers,

parents, or friends invite them to

talk The school requires all

students to participate in

extracurricular activities

Getting students used to helping

each other

Not happy when mingling

with his friends

Don't have close friends

Being indifferent to the

surrounding environment

Withdrawing from the

environment

Not willing to share

things with

His

Doesn't like to help

Not friendly with others

Not protecting his friends,

especially those who

younger age

Motor

Increased concentration

(inability to pay attention

for a long period of time)

Using varied and interesting

learning methods.

Improve the ability to

follow gradual

instructions

Provide simple instructions using

easy-to-understand language and

repeat instructions

Does not have the ability

to go deeper

Mechanical (mechanical),

arts, and sports fields

Seeking out the talents and

interests of students and then

developing them

Practicing improves

delirium and doing

everything regularly (not

meticulous and

disorganized)

Suggest having an activity

notebook that contains daily

activities that have been and will

be carried out.

Re-check the work that has

been done

Increased confidence

level (inability to tell

about yourself with

confidence)

Training and increasing the level

of confidence, one of the things

that can be done is to motivate

and convince that the student has

advantages that others may not

have

in public speaking

Train and improve the

ability to conduct teacher

instruction properly and

appropriately

Provide instructions using

easy-to-understand language

Give instructions using easy-

to-understand language Use

instructions with clear

pronunciation

Give instructions in a loud

voice Repeat instructions

Behaviour

Unable to perform tasks

according to procedures

Creating an environment that

accepts the presence of students

with special needs around them

and asking their close friends to

invite participants to sit and

mingle with other

friends/communities.

Friends and teachers often talk to

each other, both in person

or indirectly through messages on

mobile phones

Not complying with

agreed class rules

Sanctioning apabula for violating

regulations and providing rewards

for complying with regulations

Practice discipline

(often late)

Sanctions if they violate the rules

(late).

Complete tasks on

time

Ask fellow students to help

participants with special needs

complete their assignments

Focus during class hours The use of learning methods

that are varied, interesting, and

fun.

Obey class or school rules Sanctioning if violating the rules

and providing rewards for obeying

regulation.

Be polite Setting a good example,

reprimands in a good way and at

the right time.

Choosing duam when you

don't want to obey orders

Repeating commands,

reminding/reprimanding in a

good way

Likes to order friends to

do what they want

Asking students to do their

tasks independently

Tends to be lazy Provides motivation

Others

Parents need to The school invites parents

knowing that and said that

his son is a slow His son is a slow

learner learner (requires service

special according to ability, talent,

and his interests)

IV. SUPPORTING AND INHIBITING FACTORS

Supporting Factors Inhibiting Factors

At School

a. There is a positive

attitude and belief

from school residents

towards the ability of

students with special

needs and students

will succeed

b. Sufficient

personnel

available

c. There are special

assistant teachers

(GPK) who are

ready to help

students with

special needs and

teachers

Regular

a. Schools do not take part in the

placement of student seats

b. The use of monotonous

learning methods

c. Learning that is not based

on students' interests,

needs, and abilities

Home

- -

Other Places

- -

INDIVIDUALIZED EDUCATION PROGRAM

I. IDENTITY

Student's Full Name

(initials)

Male Gender Date of Birth

May 23, 2013

Grad

e 3

School

SDN Sukowinangun 1

Magetan

Academic

Year

2021/2022

Parent/Guardian Name

Dodik Istianto

Students live with:

(v) Parents ( )

Guardians:

………………..

Program Builder: IEP Development Team

1. Researchers

2. Principal

3. Indonesian Teacher

4. Guidance and Counseling Teacher

5. Special Accompanying Teacher

Program Implementers:

1. Researchers

2. Indonesian Teacher

3. Special Accompanying Teacher

Class teacher: Anas Anwar Accompanying teacher: Sutanto

Assessments that have

been conducted:

Test IQ

Assessment results:

Slow Learner

Special needs of

students: (V) Slow to

learn

( ) Dyslexia

( ) Learning

Difficulties ( )

ADHD

( ) Tuna Grahita

( ) Autis

( ) Tuna Daksa

(v) Others: Slow learning

Specially needed equipment:

Special services that students have

participated in: ( ) Speech therapy,

duration......................

( ) Occupation, the duration of ...........................

( ) Others: .................. Ever...................

Specific services that students are participating in

( ) Speech therapy, duration...................... ( )

Occupation, the duration of ...........................

( ) Others: .................. Ever...................

II. STRENGTHS AND OBSTACLES

Obstacles Strength

Cognitive

a. Unable to solve

complex problems

(abstract)

b. Unable to convey

assignments that

have been learned

c. Difficulty

mastering

academic skills

such as counting

and spelling

d. Does not have a

jangariataiang

destination

e. Slow in completing

tasks

f. Difficulty

mastering

academic skills

such as spelling

g. Unable to generalize

skills, knowledge

and

strategy

a. Able to understand the

teacher's instructions

b. Able to understand,

apply/apply the

understanding learned

c. Able to analyze the

information provided by

the teacher

Emotion

a. Have a poor self-

concept and have

emotional and

behavioral problems

b. Unable to express

emotions well

c. Easily give up when

facing difficulties

d. Don't dare to express

an opinion

e. Unable to

control oneself

f. Unable to

express

feeling

a. Able to express emotions

according to circumstances

b. Able to feel emotional

changes around them/others

Social

a. Difficulty in

establishing

relationships with

others

b. Not happy when

mingling with his

friends

c. Don't have close

friends

d. Being indifferent to

the surrounding

environment

e. Withdraw from

the environment

f. Not willing to share

the things they have

with their friends

a. Play with different friends

b. Willing to help a friend

c. Able to communicate

well

d. Able to establish good

friendships

e. It is not easy to quarrel

with his friends

f. Enjoys playing with friends

his age

Motor

a. Unable to pay

attention for a long

period of time

b. Experiencing

difficulties in

following gradual

instruction

c. Do not have more

skills in the fields of

mechanics

(machinery), arts, and

sports

a. Able to respond to responses

given by others

b. Able to perform tasks in

accordance with the given

procedures

c. Responding to the teacher's

instructions is no slower than

a normal child

Behaviour

a. Unable to

perform tasks

according to

procedures

b. Not obeying the

agreed class rules

c. Often late

d. Not doing

assignments

a. Self-sufficient

b. Don't like ordering friends to

do what they want

Others

a. Parents do not know

that their child is a

slow learner

II. NEEDS ANALYSIS

Necessity Treatment

Cognitive

Improving the ability to

Solving

complex problems

(abstract).

Give assignments with

problems that have a level of

complexity Gradual

(simple-complex)

Improve the ability to

remember and convey one's

own hearings (unable to

convey tasks that have been

learned)

Teaching how to take good

notes, so that the material

received is easy to remember

(write down the important

points of a learning material)

in the form of mind maps and

concept maps and write down

key points from the subject

matter on the board.

Increase Capabilities

in control

Skills academic

like counting and spelling.

Conducting remedial teaching

(repeating lessons outside of

learning hours) Providing

exercise in the

form of completing

problems with a

high level of difficulty

Gradual (simple-

complex) etc.

Make purpose long-

term.

Memntukan

Objectives of Jangariatiang to

be achieved and strategic to be

used to achieve the goals that

have been

Set

Completing tasks on time

(slow in completing tasks).

Ask his classmates to petrify

in completing assignments.

(Peer

tutoring).

Improve the ability to

generalize skills, knowledge,

and strategies.

Providing training in the form

of generalizing skills,

knowledge,

and strategies with the level of

gradual difficulty (simple-

complex)

Increase

Academic grades

Include child to

tutoring (private lessons)

and do remedial

teaching.

Improve your time

management skills because

data

remember

limited and poor

concentration

Improving the ability to

master a concept.

Teaching how to determine the

important points of a learning

material can be done by

teaching how to make a good

concept or mind map.

Conducting remedial teaching

(repeating lessons outside of

learning hours)

Taking note of the main points

of things

important from the learning

materials on the board.

Practice memory acuity

(when the teacher reminds

the last material studied, the

child does not seem to

remember anything).

Taking notes in the form of a

mind map or concept map

Presenting material with

images, illustrations, videos,

and more

Activities Learning

using

interesting

(cooperative and competitive)

methods, such as games,

practicums, demonstrations,

and

others.

It looks like they can't

understand what the teacher

is saying.

Using simple and easy-to-

understand language.

Increase Ability to

remember lessons

that has been conveyed.

Take notes in the form of a mind

map or concept map.

Improve the ability to

remember lessons that have

been taught.

Ask students to multiply

reading

references or teachers provide

reading recommendations that

pull.

Increase the value of the

lesson to be equal even

above his peers.

Conducting remedial teaching

(repeating lessons outside of

school hours)

The presentation of learning

materials is fun, so that the

material received is easy to

remember, such as by holding

group games and using videos.

Involve children in tutoring

(subject tutoring)

Increase motivation to learn

(not struggle hard to get

grades)

Providing motivation to

regular students in general and

students with special needs in

particular before, during, or

after

Activities

Teaching.

Create A

cooperative and competitive

learning atmosphere by means

of selection method

the right learning.

Socioemotional

Have a poor self-concept and

have emotional and

behavioral problems.

Improve the attitudes and

abilities of people who relate to

students (parents and school

residents)

Parents and teachers as good

role models

Unable to channel his

emotions well

Trained on how to express

their emotions well

Easily give up in the face of

adversity

Providing motivation and

assistance

Train and increase the level

of confidence and courage in

expressing their opinions and

feelings

Unable to express his

opinions and feelings

Unable to express his

feelings

Unable to recognize one's

own feelings

Train and increase self-

confidence through

improving cognitive abilities

and habituating students to

public speaking Accustom

students to express what they

feel to subject teachers,

classroom teachers,

GPK, BK teachers, parents, or

friends.

Difficulty in establishing

relationships with others

Creating an environment that

accepts the presence of students

with special needs around them

Subject teachers, classroom

teachers, GPK, BK teachers,

parents, or friends invite them

to talk

The school requires all

students to participate in

extracurricular Getting

students used to helping

each other

Not happy when mingling

with his friends

Don't have close friends

Being indifferent to the

surrounding environment

Withdrawing from the

environment

Not ready for

Share things you have with

your friends

Doesn't like to help

Not friendly with people

other

Not protecting his friends

especially those who are

younger

Motor

Increased concentration

(inability to pay attention for

a long period of time)

Using varied and interesting

learning methods.

Improve the ability to

follow gradual instructions

Provide simple instructions

using easy-to-understand

language and

Repeating Instructions

Does not have the ability

in the fields of mechanics

(machinery), arts, and

athletics

Seeking talent and interests

learners and then develop them

Practicing improves

delirium and doing

everything regularly (not

meticulous and

disorganized)

Suggest having an activity

notebook that contains daily

activities that have been and

will be carried out. Double-

checking

work done

Increased confidence level

(inability to tell about

yourself with confidence)

Training and increasing the

level of confidence, one of the

things that can be done is to

provide motivation and

convince that the student has

strengths that others may not

have in training skills in

Public speaking

Train and improve the

ability to conduct teacher

instruction properly and

appropriately

Provide instructions using easy-

to-understand language

Give instructions using easy-

to-understand language Use

instructions with clear

pronunciation Give

instructions with

loud voices

Repeating

instructions

Behaviour

Unable to perform tasks

according to procedures

Creating an environment that

accepts the presence of students

with special needs around them

and asking their close friends to

invite participants to sit and

mingle with other

friends/communities. Friends

and teachers often talk to each

other, both in person

or indirectly through

messages on mobile phones

Not complying with agreed

class rules

Sanctioning apabula for

violating regulations and

providing rewards for

complying with regulations

Practice discipline (often late) Sanctions if they violate the

rules (late).

Complete tasks on time Ask fellow students to help

participants with special

needs complete

His duties

Focus during class hours The use of learning methods

that are varied, interesting, and

fun.

Obey class or school rules Sanctioning if violating the

rules and providing rewards

when

Obey the rules.

Be polite Giving a good example,

reprimanding in a way that

that is good and at the right

time.

Choosing duam when you

don't want to obey orders

Repeating commands,

reminding/reprimanding in

a good way

Likes to rule friends

to do what you want

Ask students

perform their duties

independently

Tends to be lazy Provides motivation

Others

Parents need to know that

their child is a slow learner

The school invites parents and

complains that their child is a

slow learner (requires special

services according to

his abilities, talents, and

interests)

IV. SUPPORTING AND INHIBITING FACTORS

Supporting Factors Inhibiting Factors

At School

a. There is a positive

attitude and belief from

school residents towards

the ability of students

with special needs and

students will succeed

b. Sufficient personnel

available

c. There are special

assistant teachers (GPK)

who are ready to help

students with special

needs and

Regular Teacher

a. Schools do not take part

in the placement of

student seats

b. The use of

monotonous

learning methods

c. Learning that is not

based on students'

interests, needs, and

abilities

Home

- -

Other Places

INDIVIDUALIZED EDUCATION PROGRAM

I. IDENTITY

Student's Full Name

(initials)

Female

Gender

Date of Birth

March 19, 2013

Grad

e 3

School

SDN Sukowinangun

1 Magetan

Academic

Year

2021/2022

Budiono's

Parents/Guardians

Students live with:

(v) Parents ( )

Guardians:

………………..

Program Builder: IEP Development Team

1. Researchers

2. Principal

3. Indonesian Teacher

4. Guidance and Counseling Teacher

5. Special Accompanying Teacher

Program Implementers:

1. Researchers

2. Indonesian Teacher

3. Special Accompanying Teacher

Class teacher: Fathul Dwi Krisdianto Accompanying teacher: Sutanto

Assessments that have been

conducted:

Test IQ

Assessment results:

Slow Learner

Special needs of

students: (V) Slow to

learn

( ) Dyslexia

( ) Learning

Difficulties ( )

ADHD

( ) Tuna Grahita

( ) Autis

( ) Tuna Daksa

(v) Others: Slow learning

Specially needed equipment:

Special services that students have

participated in: ( ) Speech therapy,

duration...................... ( ) Occupation, the

duration of ...........................

( ) Others: .................. Ever...................

Specific services that students are participating in

( ) Speech therapy, duration...................... ( )

Occupation, the duration of ...........................

( ) Others: .................. Ever...................

II. STRENGTHS AND RESISTANCE

Obstacles Strength

Cognitive

a. Unable to solve

complex problems

(abstract)

b. Unable to convey

assignments that

have been learned

c. Difficulty

mastering

academic skills

such as counting

and spelling

d. Does not have a

jangariataiang

destination

e. Slow in completing

tasks

f. Difficulty

mastering

academic skills

such as spelling

g. Unable to generalize

skills, knowledge

and

strategy

a. Able to understand the

teacher's instructions

b. Able to understand,

apply/apply the

understanding learned

c. Able to analyze the

information provided by the

teacher

Emotion

a. Have a poor self-

concept and have

emotional and

behavioral problems

b. Unable to express

emotions well

c. Easily give up when

facing difficulties

d. Don't dare to express

an opinion

e. Unable to

control oneself

f. Unable to

express

feeling

a. Able to express emotions

according to circumstances

b. Able to feel emotional

changes around them/others

Social

a. Difficulty in

establishing

relationships with

others

b. Not happy when

mingling with his

friends

c. Don't have close

friends

d. Being indifferent to

the surrounding

environment

e. Withdraw from

the environment

f. Not willing to share

the things they have

with their friends

a. Play with different friends

b. Willing to help a friend

c. Able to communicate

well

d. Able to establish good

friendships

e. It is not easy to quarrel

with his friends

f. Enjoys playing with friends

his age

Motor

a. Unable to pay

attention for a long

period of time

b. Experiencing

difficulties in

following gradual

instruction

c. Does not have more

skills in the field

mechanics, arts, and

sports

a. Able to respond to responses

given by others

b. Able to perform tasks in

accordance with the given

procedures

c. Responding to the teacher's

instructions is no slower than

a normal child

Behaviour

a. Unable to

perform tasks

according to

procedures

b. Not obeying the

agreed class rules

c. Often late

d. Not doing

assignments

a. Self-sufficient

b. Don't like ordering friends to

do what they want

Others

a. Parents do not know

that their child is a

slow learner

III. NEEDS ANALYSIS

Necessity Treatment

Cognitive

Improving capabilities in

solving complex

problems

(abstract).

Give assignments with problems

that have a level of complexity

gradual

(medium-complex)

Improving capabilities

deep

remember and

convey the hearingalone

(no get

Deliver tasks

that have been learned)

Teaching how to make good

notes, so that the material

received is easy to remember

(write down the important points

of a learning material) in the

form of mind maps and concept

maps and write down important

points

from the subject matter on the

board.

Improving capabilities

mastering academic skills

such

as counting and spelling.

Conducting remedial teaching

(repeating lessons outside of

learning hours)

Providing exercises in the form

of solving problems with gradual

difficulty levels (simple-

complex)

Dst.

Create long-term goals. Determine the goals of the pillars

to be achieved and the strategies

that will be used to achieve the

goals that have been

Set

Completing tasks on

time (slow in completing

tasks).

Ask his classmates to petrify in

completing assignments. (Peer

tutoring).

Improving capabilities in

generalizing skills,

knowledge and

strategy.

Give Training in the

form of generalizing skills,

knowledge, and strategies with

gradual difficulty levels (simple-

complex)

Increase

Academic grades

Involve children in tutoring

(private tutoring) and do

remedial

teaching.

Improving capabilities in

managing time due to

limited recall data

and ConcentrationThe

Bad

Improving capabilities in

mastering a concept.

Teaching how to determine the

important points of a learning

material can be done by teaching

how to make a good concept or

mind map.

Conducting remedial teaching

(repeating lessons outside of

learning hours)

Take note of the main points of

the learning material on the

board.

Exercise memory

sharpness (when the

teacher reminds the last

material studied, the child

does not seem to

remember anything).

Taking notes in the form of a

mind map or concept map

Presenting material with

images, illustrations, videos, and

Activities learning using

interesting (cooperative and

competitive) methods, such as

games, practicums,

demonstrations, and others.

It looks like they can't

understand what the

teacher is saying.

Using language

which is simple

and easy to understand.

Improving capabilities

deep

remember lessons

that ever

Delivered.

Take notes in the form of a mind

map or concept map.

Improving capabilities

deep

remember lessons

that ever

Delivered.

Ask students to increase reading

references or teachers provide

Interesting reading

recommendations.

Increase the value of the

lesson to be equal even

above his friends.

Conducting remedial teaching

(repeating lessons outside of

school hours)

The presentation of learning

materials is fun, so that the

material received is easy to

remember, such as by holding

group games and using videos.

Involve children in tutoring

(subject tutoring)

Increase motivation to

learn (not struggle hard

to get grades)

Give motivation to

participants educate

Regular in

general and Participants

education in need

special in

particular before, during, or after learning activities. Create

A cooperative

and competitive learning

atmosphere by means of selection

the right learning method.

Socioemotional

Have a poor self-concept

and have emotional and

behavioral problems.

Improve the attitudes and

abilities of people who relate

to students (parents and school

residents)

Parents and teachers as good role

models

Unable to channel his

emotions

well

Trained on how to express

their emotions

well

It's easy to give up when

Facing difficulties

Provides motivation and

help

Train and increase the

level of confidence

and courage in

expressing their

opinions and feelings

Do not express their

opinions and feelings

Unable to express his

feelings

Unable to recognize

own feelings

Train and increase confidence

through improving cognitive

abilities and habituating students

to public speaking Habituating

students to express what they

feel to subject teachers,

classroom teachers, GPK, BK

teachers, parents, or friends.

Difficult to establish

relationships with others

Creating an environment that

accepts the presence of students

with special needs around them

Subject teachers, classroom

teachers, GPK, BK teachers,

parents, or friends invite them to

talk The school requires all

students to participate in

extracurricular activities

Getting students used to

helping each other

Not happy when mingling

with his friends

Don't have close friends

Being indifferent to the

surrounding environment

Withdrawing from the

environment

Not willing to share

things with

His

Doesn't like to help

Not friendly with others

Not protecting his friends,

especially those who

younger age

Motor

Increased concentration

(inability to pay attention

for a long period of time)

Using varied and interesting

learning methods.

Improve the ability to

follow gradual

instructions

Provide simple instructions using

easy-to-understand language and

repeat instructions

Does not have the ability

to go deeper

Mechanical (mechanical),

arts, and sports fields

Seeking out the talents and

interests of students and then

developing them

Practicing improves

delirium and doing

everything regularly (not

meticulous and

disorganized)

Suggest having an activity

notebook that contains daily

activities that have been and will

be carried out.

Re-check the work that has

been done

Increased confidence

level (inability to tell

about yourself with

confidence)

Training and increasing the level

of confidence, one of the things

that can be done is to motivate

and convince that the student has

advantages that others may not

have

in public speaking

Train and improve the

ability to conduct teacher

instruction properly and

appropriately

Provide instructions using

easy-to-understand language

Give instructions using easy-

to-understand language Use

instructions with clear

pronunciation

Give instructions in a loud

voice Repeat instructions

Behaviour

Unable to perform tasks

according to procedures

Creating an environment that

accepts the presence of students

with special needs around them

and asking their close friends to

invite participants to sit and

mingle with other

friends/communities.

Friends and teachers often talk to

each other, both in person

or indirectly through messages on

mobile phones

Not complying with

agreed class rules

Sanctioning apabula for violating

regulations and providing rewards

for complying with regulations

Practice discipline

(often late)

Sanctions if they violate the rules

(late).

Complete tasks on

time

Ask fellow students to help

participants with special needs

complete their assignments

Focus during class hours The use of learning methods

that are varied, interesting, and

fun.

Obey class or school rules Sanctioning if violating the rules

and providing rewards for obeying

regulation.

Be polite Setting a good example,

reprimands in a good way and at

the right time.

Choosing duam when you

don't want to obey orders

Repeating commands,

reminding/reprimanding in a

good way

Likes to order friends to

do what they want

Asking students to do their

tasks independently

Tends to be lazy Provides motivation

Others

Parents need to The school invites parents

knowing that and said that

his son is a slow His son is a slow

learner learner (requires service

special according to ability,

talents, and interests)

IV. SUPPORTING AND INHIBITING FACTORS

Supporting Factors Inhibiting Factors

At School

a. There is a positive

attitude and belief

from school residents

towards the ability of

students with special

needs and students

will succeed

b. Sufficient

personnel

available

c. There are special

assistant teachers

(GPK) who are

ready to help

students with

special needs and

teachers

Regular

a. Schools do not take part in the

placement of student seats

b. The use of monotonous

learning methods

c. Learning that is not based

on students' interests,

needs, and abilities

Home

- -

Other Places

- -

CHAPTER V

CONCLUSIO

An Individualized Education Program (IEP) is a learning

plan or program that is prepared for each child with special needs

based on the strengths and weaknesses of children with special

needs. The IEP is prepared based on the results of the assessment

of the handicap owned by each child with special needs. This IEP

program can be in the form of a short-term program or a long-

term program, which includes educational aspects, psycho-socio-

emotional aspects, and referrals with related institutions for

children with special needs.

The information that needs to be in the Individualized

Education Program (IEP) includes basic information, the child's

strengths and difficulties, areas that need to be developed,

specific targets for the child, and assistance that must be provided

so that the child can achieve the target. Therefore, the use of the

Individualized Education Program (IEP) helps teachers to plan

lessons in their daily lives in the classroom, helps students receive

good quality learning, has a positive impact on the academic

development of students with special needs, and can help students

with special needs to achieve learning progress in accordance

with the general curriculum in the education system.

The Individualized Education Program (IEP) serves as a

document to determine cooperation and collaboration between

schools, parents, students, and if necessary, the local education

office, and parties from other institutions or support services.

Therefore, the use of the Individualized Education Program (IEP)

helps teachers to plan lessons in their daily lives in the classroom,

helps students receive good quality learning, has a positive

impact on the academic development of students with special

needs, and can help students with special needs to achieve

learning progress in accordance with the general curriculum in

the education system.

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