CHALLENGE OF SPECIAL EDUCATION TEACHERS IN APPLYING TRANSITION PROGRAM FOR INTELLECTUAL DISABILITIES IN HIGH SCHOOL INCLUSION

Back to Page Authors: Ismi Rachmawati

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Keywords: transition programs, intellectual disabilities, special need teacher, IEP

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Abstract: The purpose of this study was to determine: (1) how special education teachers in implementing for intellectual disabilities in High School Inclusion? 2) What are driving and inhibiting factors for special education teachers in implementing the transition program for intellectual disabilities in High School Inclusion? This research uses descriptive qualitative approach. The subjects of this study were special education teachers for intellectual disabilities in in High School Inclusion. The technique of data collection is done by the method of observation, interviews and documentation. Based on the results of this study, it can be concluded that the process of implementing the transition program carried out by special education teachers in High School Inclusion has been going well and in accordance with the theory. Supporting factors include adequate facilities, full support from parents, principals and students' feelings when they are young. The inhibiting factor is the student's response when learning takes place and the teacher's attention to students is lacking.

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