Management of Individual Education Programs for Students with Special Needs at Elementary School of Yayasan Pendidikan Prima Swarga Bara

M. Fahrudin Siswanto; Usfandi Haryaka; Nurlaili; Akhmad; Laili Komariyah; Yudo Dwiyono

doi:10.59890/ijsas.v3i7.97

Authors

M. Fahrudin Siswanto Mulawarman University
Usfandi Haryaka Mulawarman University
Nurlaili Mulawarman University
Akhmad Mulawarman University
Laili Komariyah Mulawarman University
Yudo Dwiyono Mulawarman University

DOI:

https://doi.org/10.59890/ijsas.v3i7.97

Keywords:

Management, Individualized Education Program, Students with Special Needs

Abstract

The Individualized Education Program is intended for students who experience learning difficulties or academic and non-academic obstacles. This program complements the regular curriculum that has not comprehensively met the needs of students with special needs. This study aims to describe the planning, organization, implementation, and supervision of the Individualized Education Program to improve learning services for students with special needs at the Prima Swarga Bara Education Foundation Elementary School. This study uses a qualitative approach with a case study method located at a coal company school, PT Kaltim Prima Coal (PT KPC). Data collection techniques include interviews, observation, and documentation. Data analysis techniques refer to data analysis proposed by Miles & Huberman, namely data collection, data reduction, data presentation, and drawing conclusions. The findings of the study on the Management of Individualized Education Program for Students with Special Needs at Sekolah Dasar Yayasan Pendidikan Prima Swarga Bara show that: 1) Planning includes: the formation of an PPI team and the implementation of diagnostic assessments; 2) Organization is led by the principal involving the vice principal for curriculum, class teachers, and special guidance teachers; 3) Implementation consists of 3 (three) steps, namely organizing learning, delivering learning materials, assessing learning outcomes. Involvement of shadow teachers as PDBK companions; and 4) Supervision includes: Reviews to determine the effectiveness of actions once a month, every three months, and every six months.

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