The Development of Model Design Inclusive Education Learning

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Hamsi Mansur et al.


The learning of inclusive education will run in accordance with the national education goals, characteristics, and culture of the Indonesian social system when applied in a clear and measured model of inclusive education learning. However, the learning process of inclusive education in Indonesia does not mean there are no challenges and failures, and so far, there has not been a model based on local wisdom. Therefore, the development of inclusive learning design models based on local wisdom becomes more important. This research aims to produce a product development model of inclusive education learning design based on local wisdom. This model was developed using a combination of the Borg & Gall model that accommodates the local wisdom of inclusive education. Local wisdom in inclusive education is reflected in three characters, namely: respect for diversity, cooperation, and a sense of brotherhood. This research was conducted in 100 schools that provide inclusive education. The result is that the design of inclusive education learning must follow components such as: the process of identification and assessment of special needs, the curriculum is developed with a modification model, the availability of human resources (GPK), and assessment of learning processes for special needs students is arranged and adapted to the conditions/characteristics of students and system culture Indonesian social society. The implications of the findings above schools need to prepare human resources, infrastructure, funding allocation, and regulations set by schools in the implementation of inclusive education.

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