Basically every child has the potential to have problems in learning. In some cases, due to the problems experienced are not heavy, it does not require special attention from others. Usually the child is also able to cope and find a way out of the problem.
But there also have problems severe enough to need attention and assistance from others. Exceptional child or referred to as children with special needs, it does not always have problems in learning. However, when they together with other kids my age in the regular education system, there are certain things that should receive special attention from teachers and schools to get the optimal learning results.
Learning for children with special needs requires a separate strategy according to the needs of each child. In the preparation of the learning program for each field study class teacher should already have your personal data every student participants. The personal data that is associated with specific characteristics, abilities and weakness , competence, and the level of its development.
Specific characteristics of students with special needs are generally related to the level of functional development. Specific Characteristics include the level of development of sensory motor, cognitive, language, skills, self, self-concept, social interaction skills and creativity.
Children with special needs are divided into two groups, namely:transient (temporary) and permanent (fixed). The category that includes temporary crew include: children who are in socio-economic strata layer bottom, street kids (street children), children affected by natural disasters, children in border areas and remote islands, as well as children children who are victims of HIV-AIDS.
While the category of permanent crew is visually impaired children, hearing impairment, mental retardation, physical impairment, tunalaras, Autism, ADHD (Attention Deficiency Disorders andHiperactivity), Children’s Learning hard, talented and highly intelligent son (Gifted), and others.
To address the crew, should be done in an inclusive education setting. Inclusion school is a school that caters to all students in the same class. These schools provide a program of education, challenging, but according to the abilities and needs of each student, as well as the help and support that can be given by teachers that children succeed.
Moreover, the inclusion of school is also a place every child can be accepted, to be part of the class, and help each other with teachers and peers, and other community members so that individual needs can be met.
Furthermore, Staub and Peck (1995) stated that: inclusive education is the placement of children with disabilities mild, moderate, and severe in full in the regular classroom. This suggests that the regular classroom is a place of learning that are relevant to children with disabilities, regardless of any kind of disorder and gradation.
Meanwhile, Sapon-Shevin (O’Neil, 1995) states that the inclusion of education as a system service that requires that all children with disabilities are served in schools nearby, in the regular classroom peers together.
Therefore, emphasized the overhaul of the school, so a community that supports each child’s specific needs, thus being adequate learning resources and the support of all parties, students, teachers, parents, and the surrounding communities.
Through inclusive education, children with disabilities are educated together other children to optimize their potential. It is based on the fact that within the community there are normal children and children with disabilities that can not be separated as a community.