KOMPETENSI GURU PEMBIMBING KHUSUS DENGAN PENGAJARAN KOLABORATIF
DOI:
https://doi.org/10.24090/insania.v25i2.3799Kata Kunci:
Kompetensi guru pembimbing khusus (GPK), pengajaran kolaboratif.Abstrak
Abstrak Penelitian ini bertujuan untuk menganalisis kompetensi Guru Pembimbing Khusus dengan pengajaran kolaboratif. Metode penelitian yang digunakan yaitu penelitian kualitatif yang bersifat studi pustaka (library research). Berdasarkan hasil studi pustaka diperoleh gambaran bahwa pengajaran kolaboratif dapat mengembangkan kompetensi Guru Pembimbing Khusus pada area specific ability yaitu kemampuan yang diperlukan untuk mendidik peserta didik kebutuhan khusus jenis tertentu. Adapun dari pengajaran kolaboratif GPK dapat mengembangkan program pendidikan individual yang berfungsi sebagai cetak biru untuk program pendidikan khusus.Unduhan
Data unduhan belum tersedia.
Referensi
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Indriawati, Prita. (2013). Implementasi Kebijakan Tugas Guru Pembimbing Khusus pada Pendidikan Inklusif di SD Negeri se-Kecamatan Junrejo Batu. Jurnal Kebijakan dan Pengembangan Pendidikan. Vol. 1, Nomor 1 Januari 2013,49-55 ISSN: 2337-7623; EISSN: 2337-7615
Nochajski, S. M. (2002). “Collaboration Between Team Members in Inclusive Educational Settings.†Occupational Therapy in Health Care 15 (3–4): 101–112. doi:10.1080/J003v15n03_06.
Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 70.2009. Pendidikan Inklusif Bagi Peserta Didik Yang Memiliki Kelainan Dan Memiliki Potensi Kecerdasan Dan/Atau Bakat Istimewa.
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Villeneuve, M., and N. L. Hutchinson. (2012). “Enabling Outcomes for Students with Developmental Disabilities through Collaborative Consultation.†Qualitative Report 17: 1–29.
Welch, M., & Sheridan, S. M. (1995). Educational partnerships: Serving students at risk. Wadsworth Publishing Company.
Weiner, Howard M. (2003). “Effective Inclusion (Professional Development in Context of the Classroom)â€. Teaching Exceptional Children Journal, 36, 12-18.
Bessette, Harriet J. (2008). “Using Students’ Drawings to Elicit General and Special Educators Perceptions of Co-Teaching.†Teaching and Teacher Education 24 (5): 1376–1396. doi:101016/j.tate.2007.06.007.
Curtis, M. J., & Meyers, J. (1988). Consultation: A foundation for alternative services in the schools. Alternative educational delivery systems: Enhancing instructional options for all students, 35-48.
Bose, P., and J. Hinojosa. (2008). “Reported Experiences from Occupational Therapists Interacting with Teachers in Inclusive Early Childhood Classrooms.†American Journal of Occupational Therapy 62(3): 289–297.
Depdiknas (2007). Pedoman Khusus Penyelenggaraan Pendidikan Inklusif tentang Pengadaan dan Pembinaan Tenaga Pendidik. Jakarta: Direktorat Pembinaan Sekolah Luar Biasa.
Embury, D. C., & Kroeger, S. D. (2012). Let's Ask the Kids: Consumer Constructions of Co-Teaching. International Journal of Special Education, 27(2), 102-112.
Harbort, Gina, Philip L. Gunter, Karla Hull, Queen Brown, Martha L. Venn, Larry P. Wiley, and Ellen W. Wiley. 2007. “Behaviors of Teachers in Co-Taught Classes in a Secondary School.†Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 30 (1): 13–23. doi:10.1177/088840640703000102.
Harjaningrum, Agnes Tri. (2007). Peranan Orang Tua dan Praktisi dalam Membantu Tumbuh Kembang Anak Berbakat Melalui Pemahaman dan Tren Pendidikan. Jakarta: Prenada Media Group.
Hemmingsson, H., A. Gustavsson, and E. Townsend. (2007). “Students with Disabilities Participating in Mainstream Schools: Policies that Promote and Limit Teacher and Therapist Cooperation.†Disability & Society 22 (4): 383–398.
Indriawati, Prita. (2013). Implementasi Kebijakan Tugas Guru Pembimbing Khusus pada Pendidikan Inklusif di SD Negeri se-Kecamatan Junrejo Batu. Jurnal Kebijakan dan Pengembangan Pendidikan. Vol. 1, Nomor 1 Januari 2013,49-55 ISSN: 2337-7623; EISSN: 2337-7615
Nochajski, S. M. (2002). “Collaboration Between Team Members in Inclusive Educational Settings.†Occupational Therapy in Health Care 15 (3–4): 101–112. doi:10.1080/J003v15n03_06.
Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 70.2009. Pendidikan Inklusif Bagi Peserta Didik Yang Memiliki Kelainan Dan Memiliki Potensi Kecerdasan Dan/Atau Bakat Istimewa.
Silverman, F. L., and R. Millspaugh. (2006). “Physical Proximity of Occupational Therapy and Learning Support Instruction: How Room Sharing Can Promote Collaboration for Professionals and Success for Students.†Teaching Exceptional Children Plus 2 (4): Article 2.
Siswati, B. (2012). Kompetensi Guru Pembimbing Khusus (Gpk) Pada Resource Center Pendidikan Inklusif “X†Di Kota Bandung Menurut Perspektif Kepala Sekolah, Guru, Dan Orang Tua: Studi Fenomenologi Di SMP Negeri “Y†(Universitas Pendidikan Indonesia).
Villeneuve, M., and N. L. Hutchinson. (2012). “Enabling Outcomes for Students with Developmental Disabilities through Collaborative Consultation.†Qualitative Report 17: 1–29.
Welch, M., & Sheridan, S. M. (1995). Educational partnerships: Serving students at risk. Wadsworth Publishing Company.
Weiner, Howard M. (2003). “Effective Inclusion (Professional Development in Context of the Classroom)â€. Teaching Exceptional Children Journal, 36, 12-18.
Unduhan
Diterbitkan
2020-11-19
Cara Mengutip
Rosita, T. (2020). KOMPETENSI GURU PEMBIMBING KHUSUS DENGAN PENGAJARAN KOLABORATIF. INSANIA : Jurnal Pemikiran Alternatif Kependidikan, 25(2), 199–209. https://doi.org/10.24090/insania.v25i2.3799
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