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"Masuknya anak berkebutuhan khusus ke dalam sekolah inklusif membuat anak tersebut menghadapi berbagai tantangan, seperti tantangan dalam hal bahasa, atensi dan aktivitas, kemampuan kognitif, serta relasi sosial dan emosional dengan orang lain di dalam kelasnya. Hal ini menuntut anak untuk dapat melakukan penyesuaian di dalam sekolah (school adjustment) dengan berbagai tantangan tersebut untuk dapat meningkatkan performa akademisnya. Dukungan orangtua (parental support)merupakan kontributor utama yang dirasa dapat membentuk school adjustment anak karena penyesuian pertama dengan lingkungan sosial anak dimulai dari dalam keluarganya. Dalam penelitian ini, akan diberikan kuesioner kepada orangtua untuk melihat parental support yang diberikan kepada anak dan diberikan juga kuesioner kepada guru untuk melihat school adjustment anak. Adapun jumlah responden dilihat dari jumlah anak yang akan diukur parental support dan school adjustment-nya, yaitu berjumlah 41 orang anak berkebutuhan khusus kelas 1 dan 2 sekolah dasar inklusif.Hasil yang didapat menunjukkan bahwa tidak terdapat hubungan yang signifikan antara parental support dan school adjustment dengan korelasi r = 0.136.

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The entry of children with disabilities into the inclusive school make them faces some numerous challenges such as challenges in terms of language attention and activity cognitive ability as well as social and emotional relationships with others in their class This requires the child to be able to make adjustments in the school school adjustment with the various challenges to be able to improve their academic performance Parental support is the main contributor to reach their ability of school adjustment because their first adjustment in their social environment is in the family In this study will be given a questionnaire to parents to see the parental support and also the questionnaire to the teacher to see children s school adjustment The number of respondents who will be measured parental support and school adjustment are 41 children with disabilities There is no correlation between parental support and school adjustment for children with disabilities in first and second grade at inclusive schools with score of correlation r is 0 136. "

"Students with disabilities have many obstacles to overcome and challenges to address as they go through the educational system. Besides challenges with academics, behavior, and social situations, these students also need to be able to transition throughout their educational careers from different grade levels to post-school outcomes. Transition for students with disabilities should include input from classroom teachers, school psychologists and other related school personnel, families, the community, and, of course, the student. Specifically, the student should be an integral part of the transition process and planning. This chapter focuses on transition in general, discusses data from the National Longitudinal Transition Study-2, and sets the stage for the rest of this volume."

"Penyandang disabilitas di Indonesia pada waktu ini masih terdapat cukup banyak berbagai permasalahan. dalam pemenuhan hak juga kewajiban penyandang disabilitas sampai saat ini masih tidak cukup memadai. Masih cukup banyak stigma negative dimata masyarakat yang berkaitan terhadap penyandang disabilitas terbentuk dari berbagai aspek. Dengan berlandaskan hal tersebut penulis mencoba menganailis bagaimana peran serta upaya pemerintah dalam memenuhi prinsip hak asasi manusia penyandang disabilitas di Indonesia serta bagaimana perspektif, tantangan, dan hambatan yang dihadapi oleh peemrintah ataupun stakeholder lainnya dalam pemenuhan hak Pendidikan anak penyandang disabilitas khususnya di Kota Depok. Pemilihan Kota Depok sebagai fokus wilayah penelitian juga disebabkan karena Kota Depok mendapatkan penghargaan pada tahun 2023 sebagai Kota Ramah AnakSalah satu kategori Kota Ramah Anak diantaranya: 1. Kelembagaan; 2. kategori hak sipil dan kebebasan; 3. Kategori lingkungan dan pengasuhan alternatif; 4. Kategori Kesehatan dasar dan kesejahteraan; Kategori Pendidikan, pendayagunaan waktu luang dan kegiatan budaya;dan 6. Kategori perlindungan.

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Currently, people with disabilities in Indonesia still have quite a lot of various problems. in fulfilling the rights and obligations of persons with disabilities is still inadequate. There is still quite a lot of negative stigma in the eyes of society related to people with disabilities, which is formed from various aspects. Based on this, the author tries to analyze the role and efforts of the government in fulfilling the principles of human rights of persons with disabilities in Indonesia as well as the perspectives, challenges and obstacles faced by the government and other stakeholders in fulfilling the educational rights of children with disabilities, especially in Depok City. The choice of Depok City as the focus of the research area was also due to the fact that Depok City received an award in 2023 as a Child Friendly City. One of the Child Friendly City categories includes: 1. Institutional; 2. categories of civil rights and freedoms; 3. Category of alternative environment and care; 4. Basic health and welfare category; Education category, utilization of free time and cultural activities; and 6. Protection category."

"Penelitian ini bertujuan mengamati pembentukan kemandirian peserta didik penyandang disabilitas intelektual melalui proses pembelajaran pada SMK inklusi. Sejumlah studi menyebutkan SMK inklusi belum menghasilkan luaran yang baik bagi peserta didik penyandang disabilitas untuk hidup mandiri pasca sekolah karena (1) adanya rintangan budaya, yang berasal dari perilaku, prasangka, stigma negatif yang tertanam pada masyarakat dan melekat pada penyandang disabilitas serta (2) rintangan struktural seperti kebijakan yang berlaku bersifat one fits to all membuat peserta didik penyandang disabilitas intelektual sulit berkembang. Untuk melengkapi kedua kelompok studi di atas, studi ini menemukan bahwa letak permasalahan juga terjadi pada proses sosial dalam pembelajaran di sekolah. Proses pembelajaran di salah satu SMK inklusi menghadapi situasi yang problematis seperti adanya tantangan dalam komunikasi dan berinteraksi dengan penyandang disabilitas intelektual serta adanya dilema dalam peran guru. Pada studi ini sekolah dilihat sebagai suatu organisasi pembelajar, yang mengharuskan seluruh anggotanya, termasuk jajaran struktural, guru, dan peserta didik untuk terus belajar dalam memaksimalkan penyelenggaraan pendidikan inklusif. Menggunakan soft system methodology, studi ini menawarkan proses transformasi dalam pembelajaran dari single-loop learning menjadi double-loop learning untuk mengatasi situasi yang problematis.

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This study aims to observe the development of independence of students with intellectual disabilities through learning process in inclusive vocational schools. A number of studies have stated that inclusive SMKs have not produced good outcomes for students with disabilities to live independently after school because (1) there are cultural barriers, which come from the behaviour, prejudice and attitudes of the closest people, such as a lack of proper understanding from teachers about people with disabilities and there is excessive pity and worry from those closest to students with disabilities, including teachers and families; and (2) structural barriers such as the one fits to all policy make it difficult for students with intellectual disabilities to develop. To complement the two study groups above, this study finds that there are problems also occurs in social processes in learning process in the school. The learning process in one of the inclusive vocational schools faces problematic situations such as challenges in communicating and interacting with people with intellectual disabilities and dilemmas in the roles of teachers. In this study, the school is seen as a learning organization, which requires all its members, including the structural position, teachers, and students to continue learning in order to maximize the implementation of inclusive education. Using a soft system methodology, this study offers a transformation process in learning from single-loop learning to double-loop learning to overcome problematic situations."

"This book challenges the validity of ADHD, learning disabilities, and dyslexia as meaningful special education categories, while it critically examines the misplaced medical model from which they're derived. The book asserts that the presumption that these disabilities cause school-related problems distracts from an active search for identifiable factors within a child's classroom that create and maintain responsibility for a child's underachievement and disruptive behavior. This futile effort to name a disability wastes precious time while the unattended youngster waits for assistance. When ultimately the disability is named, it provides no functional information that translates to effective strategies. The book exposes the school-based medical model's weaknesses, and reveals educational disabilities' altogether misunderstood structure, pointing out that ADHD and LD are not disabilities that a child has, but weak constructs that poorly describe each child's uniqueness. Finally, it provides an alternative model built on a child's strengths not his deficiencies, and it presents strategies that advance those strengths. The book emphasizes the positive outcomes when children experience school-related success, specifically their gained self-assurance. They make better choices, they become self-directed, and they experience the sustaining joy from learning and their own achievement"

"This book shows quite clearly that preparing effective reading teachers while addressing issues related to (a) readers who struggle (b) parental inclusion, and (c) the inclusion of the wider community can be done quite successfully. "