Inclusive education curriculum management with modification humanistic design

Abstract

Inclusive education for children with special needs is considered fundamental for children to adapt more easily to their social environment. The humanistic inclusion education curriculum can be developed through a curriculum modification process that combines the national education curriculum, local content, and the characteristics of children with special needs. Al-Azhaar Islamic Primary School is one of the educational institutions that has successfully organized inclusive education to improve students’ abilities academically and socially in a humanist manner.  This research uses the field study and case study qualitative methods. Data collection techniques involve in-depth interviews, participant observations, and documentation studies. The results of this study show that effective inclusive education is designed and implemented by combining normal children with those with special needs. Learning requires adjustment (modification) of teaching materials, methods, media, funds, class management, and the learning environment. Teachers find it difficult to carry out learning if the curriculum is not modified; not only do students have to adapt to the situation and the substance of education, but learning must also adjust to the student’s abilities, learning speed, difficulties, and interest in learning. A child with special needs is not forced to master competencies that are beyond his or her ability.  Children with special learning needs are not asked to keep up with students without learning disabilities but neither are they left waiting for their slower friends. Students who fail in one method and learning technique may not necessarily fail in other different methods and techniques.