strategi pdp pend. inklusif 2013-1

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Page 1: Strategi PdP Pend. Inklusif 2013-1
Page 2: Strategi PdP Pend. Inklusif 2013-1

1. Tahap keupayaan dan potensi murid - Aspek kognitif bagi menyokong pencapaian akademik (Inklusif

Penuh)- Aspek sosial & tingkah laku bagi (Separa Inklusif)

2. Minat dan kecenderungan murid- Aspek kekuatan murid ( apa yang mereka suka lakukan berulang kali - membantu aktiviti pengukuhan )

3. Gaya / Stail pembelajaran murid - Merangka aktiviti berdasarkan gaya & cara murid belajar

4. Status kesihatan murid- Aspek keselamatan, keselesaan dan kegembiraan (kasih sayang)

murid agar tumpuan murid dapat dipertingkatkan

5. Jenis Ketidakupayaan yang dialami murid - Aspek bantuan sokongan dari segi peralatan khas atau pengurusan

tingkah laku dan keperluan terapi / rehabilitasi

Page 3: Strategi PdP Pend. Inklusif 2013-1
Page 4: Strategi PdP Pend. Inklusif 2013-1
Page 5: Strategi PdP Pend. Inklusif 2013-1

PERHATIAN KEPADA PERHATIAN KEPADA KEPERLUAN KURIKULUM KEPERLUAN KURIKULUM

GURU YANG BAIK AKAN PELBAGAIKAN CARA / KAEDAH PENGAJARAN BAGI MEMENUHI KEPERLUAN INDIVIDU MURID

PENGUBAHSUAIAN, PENYESUAIAN, MODIFIKASI ATAU AKOMODASI KEPADA KURIKULUM (ASPEK AKTIVITI / MEDIUM / MASA TETAPI BUKAN STANDARD) PERLU DILAKUKAN BERDASARKAN INDIVIDU MURID

PASTIKAN AKTIVITI BERDASARKAN PADA KANDUNGAN (CONTENT) YANG BERMAKNA DAN BERGUNA / PRAKTIKAL UNTUK MASA SEKARANG & MASA DEPAN.

PASTIKAN KAEDAH / STRATEGI DAN BAHAN PENGAJARAN BERFUNGSI KEPADA MURID

Page 6: Strategi PdP Pend. Inklusif 2013-1

INSTRUKTIONAINSTRUKTIONAL BERKESAN L BERKESAN

BILIK DARJAH BERKESAN : KONDUSIF UNTUK PEMBELAJARAN

AMALAN BILIK DARJAH BERKESAN : PENGURUSAN YANG BERJAYA TEKNIK INSTRUKTIONAL BERKESAN MEMBUAT AKOMODASI YANG SESUAI FLEKSIBLE INSTRUCTIONAL

Page 7: Strategi PdP Pend. Inklusif 2013-1

PENGURUSAN BILIK PENGURUSAN BILIK DARJAH YANG DARJAH YANG BERJAYABERJAYA

CIRI BILIK DARJAH: FIZIKAL (SAIZ, KELENGKAPAN DAN SUSUNAN

YANG SESUAI)

MEMPUNYAI PERATURAN (PROSEDUR) YANG PERLU DIPATUHI SETIAP MURID BILA BERADA DI DALAM BILIK DARJAH

INSTRUCTIONAL YANG SESUAI (BERDASARKAN POTENSI & JENIS KETIDAKUPAYAAN)

TINGKAH LAKU MURID TERKAWAL BAGI PEMBELAJARAN DIMAKSIMUMKAN

Page 8: Strategi PdP Pend. Inklusif 2013-1
Page 9: Strategi PdP Pend. Inklusif 2013-1

GPK / PENYELARAS PERLU MENGADAKAN MESYUARAT SECARA BERKALA DENGAN GURU HARIAN BIASA DAN GURU PENDIDIKAN KHAS BAGI BERBINCANG, BERKONGSI MAKLUMAT DAN MENYELESAIKAN ISU BERSAMA

Page 10: Strategi PdP Pend. Inklusif 2013-1

Co-TeachingCo-Teaching

Page 11: Strategi PdP Pend. Inklusif 2013-1

Amalan dalam Co-TeachingAmalan dalam Co-Teaching

MEMBIMBING MURID CARA BELAJAR YANG BERKESAN ◦ Mengajar murid penguasaan kemahiran untuk belajar dengan

berjaya

Team Teaching (MENGAJAR BERPASUKAN)◦ Guru harian biasa dan guru pendidikan khas akan membuat

perancangan (Rancangan Pengajaran Harian dan Rancangan Pengajaran Individu) dan bersama-sama mengajar atau mengajar 2 kumpulan murid (kumpulan lebih kecil) secara berasingan.

Supportive Learning Activities (Saling sokong menyokong)◦ Guru harian biasa dan guru pendidikan khas merancang dan

mengajar bersama kepada semua murid ATAU◦ Guru harian biasa menyampaikan kandungan utama dan guru

pendidikan khas merancang dan menjalankan aktiviti yang mengukuhkan pemahaman isi kanduangan yang telah diajar oleh guru harian biasa.

Page 12: Strategi PdP Pend. Inklusif 2013-1

Co-TeachingCo-Teaching KEBAIKAN MENGGUNAKAN AKTIVITI Co-

Teaching :

◦ Menyediakan maklumbalas kepada kedua-dua guru untuk penambahbaikan

◦ Berkongsi mengurus bilik darjah

◦ Sentiasa memperuntukkan masa bagi tempoh yang sesuai untuk perbincangan dan penambahbaikan

◦ Menggunakan teknik Pembelajaran Secara Cooperative Learning)

Page 13: Strategi PdP Pend. Inklusif 2013-1

Cooperative Learning TipsCooperative Learning Tips

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Conduct Written Ongoing Evaluation for Social Skills

Fine-Tune Procedures to Improve Functioning

Have a Parent Meeting to Dispel Fear of Group Grades

Use Pairs and Threes

Share Your Concerns with a “Veteran” Teacher

Use Tennis Balls on Desk Legs to Cut Down on Noise

Make Changes

Incrementally

Teach Beginning Social Skills in Non-academic Activities

Choose from a Variety of Cooperative Structures

Keep Things

Simple

Gradually Extend to New Subject Matter

Start Slowly

Page 14: Strategi PdP Pend. Inklusif 2013-1

CONTOH CARA MEMBUAT CONTOH CARA MEMBUAT AKOMODASI AKOMODASI

Accommodations: there may be times when a child is entitled to some classroom accommodation. Examples of these might be special furniture, filters for lighting, acoustic enhancements etc. Again investigate and become knowledgeable of each accommodation.

Page 15: Strategi PdP Pend. Inklusif 2013-1

INCLUSIONINCLUSIONGeneral and special educators

jointly plan to teach academic subject content to all students. The general education teacher remains responsible for the entire class while the special educator is responsible for implementing the IEP goals for special education students.

Page 16: Strategi PdP Pend. Inklusif 2013-1

INCLUSIONINCLUSIONComplementary Instruction

In this approach the general education teacher assumes primary responsibility for teaching specific subject matter. The specialist has responsibility for teaching academic survival skills necessary for the student to access and master the core curriculum

Page 17: Strategi PdP Pend. Inklusif 2013-1

INCLUSIONINCLUSIONSupportive Learning Activities

The general educator introduces academic content and the specialist develops and implements learning activities designed to reinforce the specific content.

The educators work together to develop and deliver the instructional content in the regular classroom even though each is responsible for a particular phase of development.

Page 18: Strategi PdP Pend. Inklusif 2013-1

INCLUSIONINCLUSION

One Teach/One Support In this type of delivery system the

regular education teacher is responsible for teaching the curriculum.

The role of the special education teacher is to move from each child with a disability to the next and assist in answering questions, monitoring class notes, explaining the material and assignments, and working closely with the students to help level the playing field.

Page 19: Strategi PdP Pend. Inklusif 2013-1

INCLUSIONINCLUSION

Step III-Setting up your classroom (Inclusion class): in this instance there is really very little to do. If you are hired for an elementary inclusion class the regular education teacher will set up the room.

In this case assist the teacher, making suggestions if you feel they will better serve the population of children with disabilities i.e. quiet corner or study carrel to avoid distractions

Page 20: Strategi PdP Pend. Inklusif 2013-1

Small Group - ChallengesSmall Group - ChallengesOverlap between low achieving

students and students with behavior problems - learning was compromised

Students were often brought down by their peers as opposed to lifted up

Groups too large to work one on oneStigma- students often referred to

themselves as the “stupid class” and many students felt isolated from the mainstream classes

Page 21: Strategi PdP Pend. Inklusif 2013-1

Co-teaching RolesCo-teaching RolesContent Area Teacher: curricular

goals, standards, expertise in content

Special Education Teacher: modification, enrichment, support

In ideal co-teaching teams the roles are blurred

Regular meetings with Coordinator of Special Services to discuss progress of collaboration and meeting co-teaching goals.

Page 22: Strategi PdP Pend. Inklusif 2013-1

Students With Special Students With Special NeedsNeedsDifferentiated InstructionDifferentiated Instruction

Diverse group of students- strengths and weaknesses, interests, experiences, cultural backgrounds, language spoken at home, etc.

Requires diverse instruction- different students cannot all be expected to learn the same.

ONE SIZE DOES NOT FIT ALL!ONE SIZE DOES NOT FIT ALL!

Page 23: Strategi PdP Pend. Inklusif 2013-1

Differentiated Instruction:Differentiated Instruction:OverviewOverview

In one classroom, different students doing different things according to their individual learning needs.

Teachers adjust content, process, and product in response to student’s readiness, interests, and learning profile.

ALL students working at an appropriate level of challenge.