Special Self-Development Program Management For Slightly Impaired Children

Abstract

This research is motivated by the implementation of special self-development program learning, which 78% experienced obstacles in learning aspects, such as incomplete learning media and the condition of children with disabilities who have limited intellectual function and adaptive behavior. So that teachers must be able to design special learning programs that are appropriate for children with disabilities, as well as present and manage classes according to the program designed to achieve predetermined competencies. The purpose of the study was to determine and analyze: (1) planning (2) implementation and (3) evaluation of the implementation of special self-development programs for children with disabilities. This research is based on several theories, such as: the concept of management from Terry, special self-development programs from Sudrajat and children with disabilities from Apriyanto. The method used by researchers is descriptive analysis method with a qualitative approach, while data is obtained through observation, interviews and documentation studies. The results showed that the planning of special self-development programs in SLBN Kab.Cirebon has been outlined in the school work program through the stages of activity objectives, activity materials, planning processes, the required budget and the involvement of all parties in planning. Implementation of special self-development program management has been outlined through a decree (SK) of the principal through the stages of socialization, learning and mentoring, independent skills training and group skills training. Furthermore, every implementation of the special self-development program at the school needs to be evaluated in order to measure the achievement of the goals that have been set and concrete improvement steps in the future. The conclusion of this study is that planning, implementation and evaluation in the implementation of program management efforts of special self-development programs for mildly disabled children have basically been carried out quite well, mature, programmed, structured and sustainable although not optimal