Inclusive Education: How a Student with Special Needs Learns Science

摘要

This descriptive study aims to describe a student with special needs learning science in one of the inclusive junior high school of Bandung. The investigation was done since preparation stage, learning process, to evaluation stage. Observation was carried out during science learning on heat transfer topic to a grade VII special needs student as the subject (hereinafter referred to as X) who diagnosed with moderate-type of autism and ADHD (Attention-Deficit Hyperactivity Disorder). Interview was conducted with science teacher, helper and Orth pedagogic, while documentation was carried out through analysis of practice and final test questions. The results of the study revealed that on preparation stage which focused on the admission process, every applicant of inclusive school is selected by the school selection committee and internal psychologist by evaluating their results of therapy and psychology test. Learning objectives, material, process, and evaluation of science learning for inclusive students are adjusted based on student's needs, condition, and ability and always be accompanied by a helper during science learning. The evaluation process of science learning for inclusive students generally uses maximum 10 questions on cognitive level of C1 (remember) and must be equipped with pictures and colors.