IMPLEMENTASI PENDIDIKAN BAGI SISWA TUNANETRA DI SEKOLAH

DASAR INKLUSI
Oleh: Iwan Kurniawan *
Abstrak
Pendidikan inklusif adalah pendidikan yang memasukkan siswa dengan kebutuhan khusus untuk
berinteraksi dengan siswa normal lainnya. Pendidikan inklusif adalah tentang kesamaanhak asasi
siswa. Pendidikan inklusif adalah proses untuk menghilangkan hambatan dalam rangka bahwa
siswa yang inklusif dapat belajar dan bekerja secara kooperatif dengan orang normal lainnya
siswa di sekolah mereka. Terminologi siswa inklusi atau inklusif, mulai dimasukkan ke
depan sejak 1990, ketika konferensi dunia tentang pendidikan untuk semua, saat itu dilanjutkan
dengan pernyataan salamanca tentang pendidikan inklusif pada tahun 1994. The Konsep
pendidikan inklusif adalah untuk memberikan solusi, karena ada tindakan diskriminatif di layanan
pendidikan, terutama untuk anak-anak berkebutuhan khusus. Islam juga mengajarkan bahwa
semua orang berhak atas pendidikan dan pengajaran terlepas dari apa punpangkat, kelas, cacat
seseorang atau sesuatu

A. Background Based on the opinion that the child has

Education addresses the
importance in affect human development
for all aspects of personality and his life.
Besides education have dynamic
variations in preparing for human life in
the future front. Education can also be
develop various potential ones optimal,
i.e. development of individual potential
within Physical, intellectual, emotional,
social aspects and spiritual, according to
drunkenness developmental
characteristics Physical Environment and
Social Environment the culture where he
lives. According to the dictionary
International Education (International
Education Dictionary) inside education
has three main characteristics:
1. The process of developing abilities
attitude, and behavioral forms other
practices in the community at where
does he live.
2. The social process in which a person
is faced with influence Selected
environment and controlled
(especially those that come from
School) to reach social competence
and growth individuals optimally.
3. The process of personal development
or human nature.
While Driyarkara (1980) states
that education is the process of
humanizing young humans or
appointment of young human beings to
the level of humanity and realized in the
whole process or educational efforts.
special needs also have rights same in
obtaining education therefore in the world
of education, the concept of difference or
diversity is related to individual
differences. while the concept of
similarity is similarities in the mission
carried out by humans in their lives.
Difference can be vertical and can also be
horizontal. Vertical differencepoint to
itelegency, sharpness sensory, physical
strength, emotional maturity, and
sharpness of intuition
The horizontal difference points to
race, ethnicity, religion, customs, and
languages that all have positions which is
equivalent so there is nothing more low or
higher. As is this difference is possible
humans can relate to each other in order to
need each other. Similarity point to the
unity of all assignments human being in
his life, that is, when he is serving God
most One.
To implement it the government
makes inclusion schools that are aim at all
children having equal rights in obtaining
education. As for the philosophy that
underlies inclusive education is the belief
that every child is good due to physical
development disorders (mental) and smart
/ special talent entitled to education like
"normal" kids others in the same
environment (Education for All). In depth
Wikipedia's online encyclopedia is
mentioned that which is meant by
education inclusion namely education that
includes students with special needs for
together with normal students others.
Inclusive education is regarding the same
rights owned every child. Inclusive
education is a process to eliminate barrier
that separates students with special needs
from students normal so they can learn
and cooperate effectively in one school.
Whereas according to Sapon –
Shevin in Oneil (1994) states education
inclusion is an education service system
which requires children with needs
specifically studying at the closest school
in class usual with friends - his age.
Whereas according to Stainback
(1980) schools providing inclusion
education is a school that holds everything
students in the same class and this school
provide education programs decent,
challenging, but adjusted with every
ability and need students and assistance
and support can be given by the teacher so
that the child - child is successful.
According to the Bukhori and Muslim
Hadiths;
"Whoever wants kindness in the world
then with science. Whoever wants good in
the hereafter with science. Whoever is
want both then with science ".
Like the thing that is set in 1945
Constitution. Article 31 paragraph 1 that:
"Every - every Indonesian citizen has the
right get teaching ". Then that is clear
stated in the 1945 Act it is said that there
is no word of discrimination in the
learning process, both of them normal
children and children with needs special.
In addition, the number law mention that
every citizen have the same rights to get
quality education.
Disabled citizens also referred to
in Article 5 paragraph 2, which mention
that citizens are have physical, emotional,
mental features, intellectual and / or social
rights get special education. Then from
this is education inclusion can be divided
into two, namely:
1. Regular / public school accommodate
all children with special needs.
2. Special Schools / Special Schools
which accommodates normal children.
As for alternative education services
inclusion is done by means of:
 Regular full class
 Regular classes with additions
 guidance inside
 Regular classes with additions
 guidance outside the classroom
 Special classes with opportunities
 join an ordinary class
 Special class is full
 Special and
 Boarding schools
Thus means it can concluded the
children with special needs such as,
visually impaired, deaf, mentally retarded,
physically disabled, harmonious and
children have difficulty learning too have
the same opportunity to get education.
Special services this is also needed for
those who bear the blind, without it
differences with each other. Clarity in the
opinion of Crow and Crow (1960)
education is guidance towards individuals
in an effort to meet needs and desires that
match their potential it has so it gets
satisfaction in aspects of personal life and
social life.
B. The Nature of Basic Education
Primary school education is part of
the system (Subordination) which
integrated into National education. Basic
education is education 9 years old held for
6 (six) years at elementary school (SD)
and 3 years in school
junior high school (SLTP) or equivalent
education unit. Purpose education in
general is provide an environment that
allows students to develop talent and
ability optimally, so that he can manifest
himself and fully functional, according to
personal needs and needs society.
Everyone has talent and different abilities
and therefore requires education different
too. According to Waini Rasyidi (1993)
elementary school is essence of unit of
social institution (Social Institution) that is
given a mandate or duty Specific Task by
the community to organize education
systematic. From Ibn Abbas he said:
 The Prophet said: "Goods who God wants
be good, then he will understood in terms
of religion. And indeed that knowledge is
with learn".
Whereas in the opinion of the
Muslim scientists understanding of
education, can be interpreted accordingly
simple as a type of education the
establishment and implementation driven
by passion and passion -aspiration to
make great values Good Islam is reflected
in the name the institution as well as in the
activities it holds. Islam in here it
becomes spirit and inner spirit all
educational activities always inspired
from the basis of Islamic teachings
namely the Qur'an and Hadith.
The essence of education is the
formation of human beings towards what
is claimed -the goal. Thus educationIslam
is a process of human formation towards
what Islam aspires to. By therefore there
are various efforts within realize it all.
Besides that there is some functions of
Islamic education.
The function of Islamic education is as
follows:
1. Develop theoretical knowledge,
practical and functional for
participants student.
2. Growing moral qualities and
personality, or nature of students
3. Improve moral quality and
personality, or develop values human
and divine values.
4. Prepare a productive workforce
5. Build a civilization quality (according
to values) Islam) in the future
6. Inheriting divine values and human
values to students.
7. The education function is explained by
Hasbullah's opinion (2001: 5), that
is education is a process of interaction
between immature individuals with people
adult, where is the adult provide guidance
to people who immature to reach maturity.
Become education basically is to change
individual behavior. The effort is carried
out consciously to achieve certain goals.
C. Definition of the Blind
In terms of language the word
blind is composed from the words tuna
and netra. In the dictionary complete
Indonesian word tuna means do not have,
do not have, wound or broken. While the
word net means vision. Thus blind means
blind, but blind, not necessarily the same
once dark or absolutely not look. In
English literature the term blind is also
called
"Visual Impairment or" Sight Loss
". Qs. An-Nuur verse 61 which is
meaning:
"There are no obstacles for people blind,
not (also) for people lame, not (also) for
people sick, and not (also) for you alone,
eat (together them) at your own home or
at your father's house, at home of your
mother-mother, at home your brothers
and sisters, at your brother's house
women, in your home your father, at home
your brother women, in your home your
mother is at home your mother's sister
who is female, at home you have the key
or at your friend's house. There is no
obstacle for you to eat together they or
alone. Then when you enter (ahome) from
houses (this) you give greetings to its
inhabitants (which means greetings to you
alone), greetings are set from the side of
God, who was given a blessing good
again. God is like that explain the verses
(Him) for you, so that you understand it. "
The verse has meaning equality
that is that there are no obstacles for the
community to join together with those
with special needs like blind, limp, mute,
deaf or even sick. They have the right to
eat together gather together like a
community in general.
Another verse that explains about
the importance of respecting people others
who have special namely letter abasa 'who
rebuked the Prophet Muhammad because
he is surly and turn away from blind
people. Al-Qur'antell the story as
following:
1. He (Muhammad) is surly and turn
away
2. because a blind man has come to her.
3. Did you know maybe he wanted to
cleanse himself (from sin),
4. or He (wants) to get teaching, then
teaching benefit him?
5. As for people who feel themselves
enough
6. Then you serve him.
7. Though there is no (reproach) upon
you if he doesn't cleanse himself
(believe).
8. and As for the person who came to
you hastily (for get teaching),
9. while he is afraid of (Allah
10. Then you ignore it.
This is the only value and reject
measure to assess and measure weights or
not a human being. This is the norm of
pure heaven, nothing its relation to place,
situation, and earth environment. Glory
and integrity someone in Islam is not
based on tribe, skin color, and posture
body, but more to morals and his devotion
to God. Islam too teach that everyone is
same, have rights and obligations same,
both before the law, society, and before
God.
The concept of inclusion is
happening today is the same as the
concept mentioned above. In the letter Az-
Zukkruf verse 32 Allah also said:
Meaning:
"Do they divide - for the mercy of your
Lord? We have determine between them
their livelihood in life the world, and We
have exalted them above some others
some degree, so part of them can use part
of it another. and the mercy of your Lord
better than what they are collect ". Allah
does not see physical form of a Muslim,
but Allah see his heart and actions. This
matter also stated in one of the hadiths
narrated by Imam Muslim, that is:
"From Abu Hurairah: Rasulullah said:
Truly Allah not looking at the form and
your property, but God look at the heart
and deeds you". Therefore most people
fear Allah is the one who entitled to
protection and attention, even though he
escaped all other elements and thoughts,
which known to man under the reality of
reality earth (worldly) and their
agreement.
Nasab (offspring), strength,
wealth, and all values are not there is a
weight when separated from faith and
piety. The only one that's worth it get
scales and ratings is when calculated
calculation of faith and piety. Islam also
teaches that everyone has the right to get
education and teaching without looking at
rank, class, disability seserotang and other
things. Islam strictly prohibits
discrimination in terms of education.
Whereas about the blind from
quote Dr. Asep Supena, M.Psi say that is
visually impaired (Visual Imprairment) is
"those who experiencing obstacles
significant (meaningful) vision. So it
needs service education or learning which
special". Examples of system usage read
braille, a magnifying device readings and
other forms of modification. According to
Pertuni (the union of the blind indonesia)
blind people are those who are don't have
any vision at all (total blind) to those who
are still have vision, but not able to use his
eyesight for read ordinary writing
measuring 12 points even in normal light
conditions assisted with glasses (less
alert).
D. Causes of Implantation
The cause of blindness in basically
very diverse, good that from pre-natal
(before birth) and postnatal (after birth).
1. Prenatal
Factors that cause intimacy in
the pre-natal period is very closely
related with hereditary problems the
growth of an inner child womb,
among others:
a. The Descent of the Neutrality
caused by hereditary factors
happens from the results of
marriage brothers, fellow blind or
have blind parents. Familiarity due
to factors offspring include
Retinitis Pigmentosa, a disease of
the retina which generally is
offspring. This disease is little by
little a little cause backwards or
deterioration of the retina. First
symptoms usually hard to see at
night, followed by loss of vision
 peripherals, and just a little vision
center left behind.
b. Growth of child in the womb
Blindness caused because of the
inner growth process content can
be caused by:
1) Disorders when pregnant
women.
2) Chronic diseases such as
tuberculosis, thus damaging
blood cells certain during fetal
growth in the womb.
3) Infection or injury experienced
by pregnant women as a result
get rubella or chicken pox, you
can cause damage to the eyes,
ear, heart and arrangement
system central nerve in a
moderate fetus developing.
4) Infection because dirty disease,
toxoplasmosis, trachoma and
tumor. Tumor can occurs in
the related brain with the sense
of sight or at eyeball itself.
5) Lack certain vitamins, can
cause eye disorders so loss of
vision function.
2. Postnatal
The cause of accountability is
occurring post-natal period can occur
since or after the baby is born, among
others:
a. Damage to the eyes or nerves of
the eye at time of labor, due to
collision of tools or hard objects.
b. At times labor, the mother
experiences disease gonorrhoe, so
that it is gonorhoe bacillus
infectious to the baby, which at the
end after the baby is born
experiencing pain and resulting in
loss of vision.
c. Having a eye disease cause
intimacy, for example:
Xeropthalmia; namely eye disease
due to lack of vitamin A.
Trachoma; namely eye disease
because of the chilimidezoon
trachomanis virus. Catarac; which
is an eye disease attack the eyeball
so the eyepiece become cloudy,
the result is visible from the
outside eyes turn white.
Glaucoma; namely eye disease
because of the increase in fluid in
the ball eyes, so that the pressure
on the eyeball increase. Diabetic
Retinopathy; is disorders of the
retina caused because of diabetes.
Retina is full of blood vessels and
can affected by damage to the
circulatory system to damage
vision.
Macular Degeneration; is general
conditions are rather good, where the
middle region of the retina gradually get
worse. Children with retinal degeneration
still have peripheral vision will but lost
the ability to clearly see objects in parts
middle of the field of vision.
Retinopathy of prematurity;
usually children who experience this
because of birth too premature. At birth
still has the potential for normal vision.
Babies are born prematurely usually
placed in the incubator containing high
levels of oxygen, so at when the baby is
removed from the incubator occurs
changes in oxygen levels that can causes
vessel growth blood becomes abnormal
and leaving a kind of scar on eye tissue.
These events often damage the lining
(retina) and total visual impairment. Eye
damage caused by accidents, like the entry
of hard or sharp objects, dangerous
chemicals, accidents from vehicles, etc.
E. Characteristics of Children with
Blindness
Blind children lose the learning
period in his life. Child blind people who
have limitations vision is not easy to move
in interaction with their environment,
difficulty in finding toys and his friends,
and having difficulties to imitate his
parents inside everyday life. This is what
diktawtirkan will have an impact towards
development, learning, social skills, and
behavior.
1. Cognitive Characteristics Immediate
intimacy influential on development
and learn in a variety of ways.
Lowenfield describes the impact
blindness and lowvision towards
 cognitive development. As for
identification of fundamental
limitations in blind children in three
areas, among others: Level and
diversity experience.
Limited experience blind children due
to influence transfer function of the
organs that are still other normal. A
blind child rely more on the sense of
touch and hearing to help him interact
with the outside environment,
however this is of course does not
work optimally as appropriate quick
sense of vision comprehensive view in
obtaining information, such as size,
color and space relationships that can
be easily obtained by the sense of
sight. So this affects variations and
types of children's experiences
requires a strategy and ability children
in understanding the information.
Ability to move places Senses normal
vision allows individuals to move
freely in an environment, but very
limited vision affect the ability to
move (mobility) in everyday life.
These limitations prevent them to gain
experience and also also influence
social relations the environment
around them. Ability to move on blind
children requires learning
accommodate nonvisual senses in
move independently, so that the child
blind people must learn how to walk
safely and efficiently in one
environment with orientation abilities
and mobility. Interaction with the
environment If a normal person is at
one crowded room, then quickly will
recognize the state of the room. Blind
people have no control like that. Even
with skills mobility it has, picture
about the environment is still not
intact.
2. Academic Characteristics The impact
of accountability is not only on
cognitive development, but also
influence on the development of his
academic skills, especially in the field
of reading and write. For example,
when a person normal reading
activities and writing them is not
necessary pay attention to in detail the
shape of letters or word, but for the
blind it is can not be done because
there is interference on visual acuity.
Difficulty they are in reading and
activities writing usually gets a little
help with use various alternative
media or tools read and write,
according to each other's needs.
3. Social and Emotional Characteristics
Typical social behavior developed
through habit observation and social
events and imitating them. Repair is
usually done through repeated use and
if needed to ask for input from people
others who are competent. Because it
is blind have limitations in learning
through observation and imitation,
students delinquents often have
internal difficulties do the right social
behavior. By therefore blind students
must get direct learning and
systematic in the field of development
friendship, maintaining eye contact or
face orientation, appearance of body
posture which is good for using body
movements and facial expressions
correctly, using pressure and sound
well, express feelings, convey the
right message to time to communicate
as well use the right tools.
4. Characteristics of Behavior The
neutrality itself is not cause problems
or irregularities behavior in children,
though thus this affects behavior as
follows: Suspicion of others is not the
functioning of the sense of sight effect
on acceptance visual information
when communicating and interact.
A child who is a poisonous child
understand facial expressions from friends
talking or just being able to go through the
office only This affects when friends
talking to talking to other people
whispering or unclear, so that it can result
in loss safe and fast suspicious of people
other. Blind children should be introduced
with people around the environment,
especially family members, neighbors,
community around the house, school and
community around the school. Feeling
irritable Feeling irritable too affected by
limitations obtained through auditory /
hearing. Joking and talking to each other
agarsaat interact can make children
visually impaired. Easy feeling offense
also needs to be overcome with
introducing blind children with
surrounding environment. This is for
provide understanding that each people
have characteristics in acting, speaking
and how to be friends. This is when
invited to joke, child blind people can
follow without it offense when it's time
for him discussed.
Verbalism Experience and
knowledge of blind children on the
concept abstract experience limitations.
This matter due to abstract concepts like
mirages, rainbows and others so there are
parts that are cannot be made concrete
media that can explain in detail about the
concept, so it can only be explained
through verbal. Blind child who
experience inner limitations experience
and concept knowledge abstracts will
have verbalism, so understanding blind
children only based on words only
(verbally) on abstract concepts that are
difficult to make concrete media that can
resemble. Low self-esteem feelings what a
blind child has has implications on his
concept. Implications of limitations vision
is feeling inferior to hang out and compete
with other people. This is due to that
vision has sufficient influence great in
getting information.
Low self-esteem feeling especially
with alert children. Feeling it will be felt
when his friend refused to play together.
Stereotypical behavior or behavior Adatan
is an effort to stimulate blind children
through nonvisual senses.
The form of the complaint is for
example movement
swinging forward alternately, pressing his
eyes, move your legs when sitting,
shaking his head, and others so. Adatan is
carried out by children blind people as a
substitute if inside a condition of a child
who does not have sensory stimulation,
limited activity and motion in the
environment, as well as social limitations
for him, while for alert children can be
done through sense of sight in seeking
information in the environment. Usually
experts try to reduce and eliminate this
behavior by helping them multiply
activity, or with use certain behavioral
strategies, for example giving praise or
alternatives teaching, positive behavior
and so. Like to fantasize the implications
of limited vision in children blind people
who like fantasizing.
This is if compared to alert
children can do viewing activities, just
look around and find information when
relaxed or certain moments. Activities it
cannot be done by children blind, so blind
children only can just fantasize. Critical
thinking Limited information Can visually
motivate blind children in thinking
critically about a problem. This is
compared the child is alert in overcoming
the problem have a lot of information
from the outside can affect mainly
through visual information. Blind children
will solve problems focus and critical
information will be accepted for then
forwarded to the brain, so that there is an
impression or perception and
understanding certain of these stimuli.
Through gradual activities and this is what
it is like finally able to stimulate growth
and one's cognitive development so that it
is able to develop optimal.
F. Motoric Development of Children Blind
Children's motor development
blind people tend to be slow compared
with alert children in general. This delay
occurs because of the inside development
of motor behavior is needed functional
coordination between neuromuscular
system (nervous system) and muscle) and
psychic function (cognitive, affective, and
conative), as well as opportunities given
by the environment. In children Blind
possible neuromuscular function the
system has no problems but functions
psychic is less supportive and become
separate obstacles in development his
motor.
Physically, maybe a child able to
reach maturity the same as children are
alert in general, but because psychological
functions (such as understanding) against
 environmental reality, possibilities
knowing the danger and the way face, the
motion skillsall limited, and lack of
courage in doing something) resulting
less physical maturity maximally utilized
in doing motor activity. Obstacles in this
psychic function directly or indirectly
mainly originating from inability to see.
G. Development of Children's Emotions
Blind
Emotional development of blind
children will experience a few obstacles
compared to alert children. This inhibition
is mainly due by the limitations of the
child's ability blind in the learning
process. In the beginning childhood, blind
children might will do the learning
process try to express his emotions,
however this still feels inefficient because
he cannot make observations against the
reaction of the environment appropriately.
As a result of the emotional patterns it
displays may be different or not according
to what is expected by oneself as well as
the environment.
Emotional development of blind
children will be hampered if the child
experiencing emotional deprivation, that
is the state where the blind child is lacking
have the opportunity to appreciate
pleasant emotional experience like
affection, joy, attention, and pleasure.
Blind child who tend to experience
emotional deprivation this is mainly
children who are on the beginning of life
or its development is treated by its
presence in the environment family or
community. Emotional Deprivation this
will greatly affect aspects other
developments such as slowness in
physical, motor development, talk,
intellectual and social. Other than that,
children who experience emotional
deprivation will selfish, selfish alone, and
very demanding help or attention and
affection from the people around him.
From Abu Hurairah said: The Messenger
of Allah said: "One believers who are
stronger are better and more loved by
God than a weak, deep believer all
virtues. Pay attention happily for what is
provide benefits to you, and ask God for
help, and do not be weak or helpless, if
something is come upon you then do not
you said: "If I wish do like this then it will
like that, but say: "God has determined,
and that is God wants it to be happens is
done. Then actually the phrase "if" is the
opening sentence of action devil "(H.R
Muslim)
H. Child Social Development Blind
Social development means
mastered a set of abilities to behave
according to the demands society. For
blind children mastery of a set of abilities
acting is not easy. Blind children face
more problems in social development.
These obstacles are lack of
motivation, fear of facing wider or new
social environment, feelings of inferiority,
shame, limitations children to be able to
learn socially through the process of
identification and imitation, as well as
community attitudes which often do not
beneficial: rejection, humiliation and
indifference. In the end it can it was
concluded that how the social
development of blind children was very
depends on how it is treated and
environment acceptance especially family
environment for children the blind itself.
When treated and acceptance is good, then
development social blind children will be
good and vice versa.
Thus from the explanation in
Above (Purwanto: 27) can be concluded
in terms of teaching the teacher must be
able to knowing the extent to which
students can enable visibility inside
teaching and learning process. From this
the teacher must be able to group students
based on:
1) They are able to read sprint standard
2) Those who are able to read standard
printing using tools magnifier
(Magnification devices).
3) Those who are only able to read large
print (No. 18).
4) Those who are able to read
combination of large print / regular
print.
 5) Those who are able to read large mold
using magnifying device.
6) Those who can only with braille but
still see light.
7) Those who only use braille but already
unable see light.
I. Inclusion School Curriculum
The curriculum is a set learning
plan in it accommodate settings about
purpose, content, process, and evaluation.
The curriculum used for inclusive schools
is regular curriculum with little
modifications to material, media and
methods learning as needed by
participants student. From Ali
The Prophet said: "Educate your children
with three kinds of things namely loving
Your Prophet and his family as well
reading the Qur'an, because actually the
person who uphold the Al-Qur'an will
under the protection of Allah, at times
there is no protection other than His
protection with the Prophets and her lover
"(HR. AdDailami).
Another hadist explained
regarding curriculum implementation in
the learning process
"I have left it to all of you two things if
you hold fast to him it won't get lost
forever the book of God (Al-Qur'an) and
the Sunnah of His Prophet. "(HR. Hakim)
As for one school level the basis
for organizing school inclusi is SD Tugu
Utara 12 Petang, Koja District, North
Jakarta. In The World Education Forum
(2000) in Dakar, the need to give is
confirmed attention to children with needs
specifically, through inclusive education,
namely education that serves all children
including children in need special
education. Thus the curriculum level
education unit (KTSP) is designed
curriculum, enforced and implemented in
one institution or certain educational
units.
Then the syllabus is a design
learning compiled by the teacher for one
semester. Whereas RPP as a learning plan
arrange teacher for one or several meeting
with students.
In inclusive learning, models
curriculum for ABK can be grouped into
four, namely:
1. Duplication of the curriculum ABK
uses the curriculum the level of
difficulty is the same as average /
regular students. Curriculum model
This is suitable for blind students,
deaf, speechless, involuntary, and
harmonious. The reason is the students
do not experiencing intelligence
problems. However thus need to
modify the process, i.e. blind students
use letters Braille, and deaf speech use
sign language in delivery.
2. Modification of the Curriculum
Namely the student curriculum is
average / regular according to needs
and ability / potential of ABK.
Modification the downward
curriculum is given to mentally
retarded and modified students
upward curriculum (escalation) for
participants gifted and talented
students.
3. Curriculum Substitution Namely some
parts of the curriculum the average
child is removed and replaced with
more or less equal ones. Model this
curriculum for ABK by looking the
situation and conditions.
4. Omisi Curriculum. That is part of the
general curriculum for certain subjects
removed total, because it is not
possible for ABK to be able to think is
equivalent to average child.
5. Learning Method Approach For the
Blind in the Inclusion School Method
is any effort systematic and practical
to achieve educational goals through
various activities both inside and
outside class in the school
environment.
With thus there is the right
method in teaching can help in the
process learn and facilitate in deliver
material and bring children students to
achieve that goal set. Some
approaches or learning methods in the
Inclusion School, Especially blind
people with disabilities in the sense of
sight, the approach can be the way
below. Kinds of Sharing Learning
Methods Blind in the Inclusion
School.
a. Understanding Learning with
Lecture method Easy to
implement. Method lectures on
blind students are only in the form
of Submission of material with
several verbal explanation. Right
for them the people don't see.
Because, they are greatly
emphasizes the sense of hearing.
The Lecture Method is very
suitable if there is one subjects
whose indicators require students
to listen carefully mature. It is
recommended, this method is right
for teacher.
b. Understanding Learning with
Question and answer method This
approach is a method continued in
the learning process where
learning wants to be made students
participate actively in the class.
This method can be applied to
blind students because this method
is an addition from the lecture
method that uses sense of hearing.
c. Understanding Learning with
Discussion Method This method
can be applied to blind students
because they can join participate in
the discussion activities because in
the method of discussion ability
students' thinking power to solve a
the issue is preferred. And method
this can be followed without using
the senses vision.
d. Understanding Learning with
Sorogan method This method can
be applied to blind students
because of guidance directly from
the teacher to students and a
teacher can know firsthand the
extent of the abilities of their
students in understanding a subject
matter.
e. Understanding Learning with
Bandongan Method This method
can be applied to Core blind
students because of the teacher
provide material explanations to
children not individual students.
This method is the opposite of the
method sorogan. Blind people can
follow the method this, because
this method can be followed by
without using the sense of sight.
f. Understanding Learning with Drill
Method This method can be
applied to blind students if the
material is delivered and the media
used able to support them for
understand the subject matter.
6. Teaching mechanism Learning time is
applied in 1 subject is 40 minutes and
rest time for 15 minutes. Whereas
according to Islam concerning the
appropriate learning methods are:
From Ibn Ali he said: The Messenger
of Allah said: Knowledge like a closet
(which is closed) meeting), and as a
key child the opening is a question.
Therefore, ask questions you, because
really in question and answer will be
given four kinds of reward, i.e.
questioner, knowledgeable person,
listeners and people who love them.
"(Narrated by Abu Mu'aim)
Whereas other hadiths are confirms
the appropriate method that is :
From Jabir, he said, The Prophet
said: "Truly the medicine for
ignorance it's nothing but asking. "
(Narrated by Abu Daud).
7. Learning Objectives Make students
more skilled in making something.
Making students more independent in
dealing with a problem. What students
expect which is more able to socialize
towards surrounding environment.
Besides the system management that
supports good style class arrangement
used in school namely seminary style
or U form with the teacher sitting in
the middle students and can interact
directly with students by sitting
dealing with students. Or style the
other management is style class
management authority that controls
 direct material given in teaching and
learning activities and behavior.
The purpose of education for
Islam is how important it is to obtain
education for every Muslim and
Muslim women. In Islam both men
and women, who are young or who
are old people must obtain and get
education. Likewise with children -
abnormal or known child with the
term disability, they are also entitled
both get the opportunity to get a
decent education like other normal
children.
This is how it is stated in the
Qur'an in surat al-hujurat verse 13 as
follows. Meaning:
"Hi man, really We created you from a
man and a man women and make you
nations and rejoice so that you know
each other know. Really people the
noblest among you by Allah is the
person who most fearful among you.
Indeed Allah is Most knowing more
about the Knower ".
Besides that the general
purpose of learning according to Islam
is making true Muslims, believers who
are steadfast, virtuous, and moral
noble and useful for society, religion
and country.
Besides that the purpose of
learning confirmed in the Qur'an,
namely that tujaun of learning is not of
purpose man himself. Humans are
created to worship God. Mean this
worship to God contains very broad
understanding. Includes several
aspects including the human side and
other people. In another verse it is
explained that humans have a duty to
managing this earth (kholifatullah
filrdh.
For this reason, humans must
get it manage this earth by owning
power. And it can be concluded that
the goal the end of the learning
process is forming a happy Muslim in
the world and in the hereafter.
8. Learning Media for the Blind Besides
the specificity of the teaching method
which is used by blind children. They
also have deep specificity using
learning media. Because the
conditions of their inspection are not
function, the media used for teaching
blind children is media that can be
reached with hearing and touching.
As for the media is a reading
board (knob), Reglette and Stilus
(pen) which is stationery manual,
Mesintik Braille (Perkins Braille),
Tapes. Learning Media applied to
blind children in some Special Schools
(SLB) includes: tools for writing
Braille letters (Reglette, Pen and
Braille typewriter); tool help reading
Braille (letterboards) and Optacon);
counting tool (Cubarithms, Abacus /
Abacus, Speech Calculator), as well as
assistive devices audio like a tape
recorder. Tool Only help reading
Braille is a tool learning aids to
recognize letters Braille this tool is
commonly called a pantule stands for
Braille Whiteboard. This tool consists
of nails that can be taped on the board
so that it forms Braille letter
combinations, such as drawers or
coffer box, made of board with the
holes where the pins are inserted
metal. One of the weaknesses of the
board Braillle is on the pin which is
detached from the board, so it's often
gone.
Besides that, its size is
relatively large and made of board
makes it heavy for carried around.
a. Arranging the Learning Unit
Individual The PPI described on
previously a PPI formula long
term. Order program it can be
implemented, it is necessary
formulated into lesson units
individual short term (daily or
weekly). The draft PPI only
intended for children who
concerned. Not for all children that
is in that class. An overview of the
students' initial conditions
individual learning units are
important its existence to facilitate
us at in seeing the progress
 achieved by the child after the
learning processdone or after
intervention.
From Umar Ibnul Khattab, he said:
The Messenger of Allah said:
"Hold a calculation against
yourself before youcalculated ".
EXAMPLE OF INDIVIDUAL LEARNING
UNITS
STUDENT NAME :
Muh. Fathoni
CLASS / SEMESTER : Shahih Muslim, (Cairo: Daar Ibn Al
V / one
FIELD OF STUDY :
Mathematics
POKOK / SUB POKOK DISCUSSION : Islamic Education Methodology,
Time Measurement
MEETING :
3 X (meeting)
GOALS / OBJECTIVES
• Fathoni can specify a time sign with a 12
hour notation
• Fathoni can read the clock correctly
• Fathoni can specify a time mark with 24-
hour notation
• Fathoni can do a count operation involving a
unit of time
EARLY CONDITIONS
Fathoni includes low vision blindness and
hyperactivity, aspects of development
cognitive when observed is mature enough to
learn mathematics (measurement time). In
line with this, he was able to carry out
activities such as: Determining time mark
with 12 hour notation, read clock correctly,
specify time mark with 24-hour notation.
Fathoni also had difficulty in performing
count operations which involves a unit of
time.
LEARNING PROCESS
Position Fathoni face to face with the teacher,
demonstrate to him about the clock braille,
then ask Fathoni to imitate it, motivate and do
it repeatedly. Demonstrate also how to
operate the braille clock to him. Take
Fathoni's attention, then show the parts of the
braille clock later do according to the
intended goal of the material. Tell him one!
Ask Fathoni to do the same. Demonstrate in
the same way and ask him to do the same
thing step by step. Push and give rewards if
doing right and right. EVALUATION
Criteria: Declared to succeed if 2 times in a
row can complete the task without help.
BIBLIOGRAPHY
Abbas Sukardi, Interview, Jakarta, 24 August
2008.
Al Imam Abi Husain Muslim bin Al Hajjaj,
Haitam, 2001).
Armai Arief, Introduction to Science and
(Jakarta: Ciputat Pers, 2003).
Haidar Putra Daulay, Islamic Education, Cet I
(Jakarta: Kencana, 2004).
J. David Smith, Inclusion, Friendly School for
Semua, Bandung: Publisher Nuance.
2006.
Jalaluddin, Educational theology, Cet 3,
Jakarta: PT Raja grafindo, 2003.
Mashoedah, "Letter Learning Media Braille,
"from blog.uny.ac.id/mashoedah,
November 30, 2008.
Muhaimin, a new nuance of Islamic
education, (Jakarta: PT Raja Grafindo,
2006).
Mulyono Abdurrahman, Educational Sharing
Children with Special Needs, Cet II,
Jakarta: PT Rineka Cipta, 2003
Tajweed Qur'an (Jakarta: Maghfirah Library,
2006).
Sayyid Quthb, Interpretation of Fi Zhilalil
Qur'an, translation of As'ad Yasin.
Jakarta: echo Insani press. 2001
Utami Munandar, Development Creativity of
Gifted Children, cet I (Jakarta: PT
Rineka Cipta, 1999).
Wall, W.D, disabled children deviate, Cet I, Zuhairini, Abdul Ghafur, Slamet As. Yusuf,
Translated by R. Bratantyo (Jakarta: Special Education Method Religion,
Balai Library) (National Business: Surabaya, 1983).

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