The Prevalence of Children with Special needs In Inclusive Elementary Schools in Iodine Deficiency Area

Abstract

ABSTRACT Purpose:In general, this research aims to recognize the prevalence of CWSN in inclusive elementary school in the iodine deficiency area. The findings of this research are expected to be proceeded to the intervention programs that enables teachers to help CWSN education in inclusive elementary schools in iodine deficiency area. Method: The research approach uses descriptive study which is conducted in 57 inclusive elementary schools with school requirements: (a) the school has a Decree of the local Education Authority as a school for inclusive education, (b) there is a child with special needs (CWSN) in this certain school, and (c) the school has had a special teacher for CWSN.Collected data includes: (a) the number of CWSN according to class, gender and classification, (b) inclusive school teacher profiles and required teachers for inclusive education implementation for CWSN. The method of collecting data for CWSN and their classification using a screening method with screening instruments needed from Directorate of Special Education and Special Services Ministry of National Education in 2010. While the teachers data profiles are collected by questionnaire method developed by researchers. The validity of this data collection instruments is using content validity with expert judgment. Data analysis method is using percentage quantitative-descriptive technique. Findings: The results can be concluded that: (a) the type of slow-learning CWSN most followed by child learning disabilities, mild mental retardation, behavior disturbances, autistic, physically disabled, visually impaired and deaf-mute, (b) most of the teachers need guidebooks and inclusive education technical guidance, compensatory services and curriculum modifications, learning and assessment of learning outcomes in inclusive schools of CWSN