Inclusive Practices: Strengthening Character Through Social Participation of Deaf Students Praktek Inklusif : Penguatan Karakter Melalui Partipasi Sosial Mahasiswa Tunarungu
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Published:
Aug 31, 2020
Keywords:
Inclusive Education, Character Education, Social Participation, Deaf
Main Article Content
Abstract
This study aims to observe and analyze the practice of social participation of tunarunggu students in realizing character strengthening on the inclusive campus of Lambung Mangkurat University, Banjarmasin. Research respondents were 31 people in one class, consisting of 5 deaf students and 26 other peer students. Social participation is examined through three key elements, namely: social relations of friendship, acceptance of classmates, and student perceptions. The study uses a quantitative approach with survey methods. Data collection techniques using interviews, questionnaires, and documentation. Data analysis techniques using descriptive statistics. The results of the study show the success of strengthening character education through social participation in inclusive settings for students who are disabled with their peers or vice versa
Article Details
How to Cite
Amka, A., & Mirnawati, M. (2020). Inclusive Practices: Strengthening Character Through Social Participation of Deaf Students. Pedagogia : Jurnal Pendidikan, 9(2). https://doi.org/10.21070/pedagogia.v9i2.280
Section
Education General
Copyright (c) 2020 Amka Amka, Mirnawati Mirnawati
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Ainscow M (1999) Understanding the Development of Inclusive Schools. London: Falmer.
Ainscow M, Farrell P and Tweddle D (2000) Developing policies for inclusive education: astudy of the role of local educational authorities. International Journal of Inclusive Education 4(3): 211–229.
Ainscow, M. (2007) ‘From Special Education to Effective Schools for all: A Review of Progress so Far’, in L. Florian (ed.) The SAGE Handbook of Special Education, pp. 146–59. London: SAGE.
Amka, A.A. (2012). Hati Pusat Pendidikan Karakter (Melahirkan Bangsa Berakhlak Mulia). Cempaka Putih, Klaten.
Antia, S. D., Jones, P., Luckner, J., Kreimeyer, K. H., & Reed, S. (2011). Social Outcomes of Students Who are Deaf and Hard of Hearing in General Education Classrooms. Exceptional Children, 77(4), 489–504.doi:10.1177/001440291107700407.
Angelides P (ed.) (2005) Inclusive Education: From the Margin to Inclusion. Limassol: Kyproepeia. [In Greek.]
Angelides P, Stylianou T and Gibbs P (2006) Preparing teachers for inclusive education. Teaching andTeacher Education 22(4): 513–522.
Baumrind, D. (1998). Reflections on character and competence. In A. Colby, J. James, & D. Hart (Eds.), Competence and character through life (pp. 1-28). Chicago: The University of Chicago Press.
Bebeau, M. J., Rest, J. R., and Narvaez, D. (1999). Beyond the promise: A perspective in research in moral education. Educational Researcher, 28(4), 18-26.
Bender, W. N., & Wall, M. E. (1994). Social-emotional development of students with learning disabilities.Learning Disability Quarterly, 17,323–341.
Bintoro, T. (2010). Kemampuan Komunikasi Anak Tunarungu. Perspektif Ilmu Pendidikan - Vol.22 Th. XIII Oktober 2010.
Booth T and Ainscow M (eds) (1998) From Them to Us: An International Study of Inclusion in Education. London: Routledge.
Booth T and Ainscow M (2002) The Index for Inclusion, 2nd edn. Bristol: ICIE.
Botvin, G. J., Baker, E., Dusenbury, L., Botvin, E. M., & Diaz, T. (1995). Long-term follow-up results of a randomized drug abuse prevention trial in a white middle-class population. Journal of the American Medical Association, 273, 1106-1112.
Buysse, V., Davis Goldman, B., & Skinner, M. L. (2002). Setting effects on friendship formation among young children with and without disabilities.Exceptional Children, 68,503–517.
Bramston, P., K. Bruggerman, and G. Pretty. 2002. Community perspectives and subjective quality of life. International Journal of Disability, Development and Education 49: 385–97.
Brogan, B. R., and Brogan, W. A. ( 1999). The formation of character: A necessary goal for success in education. The Educational Forum, 63(4), 348-355.
Chamberlain, B., Kasari, C., & Rotheram-Fuller, E. (2007). Involvement or isolation. The social networks of children with autism in regular classrooms. Journal of Autism and Developmental Disorders, 37,230–242.
Colby, A., & Damon, W. (1992). Some do care: Contemporary lives of moral commitment. New York: Free Press.
De Monchy, M., Pijl, S. J., & Zandberg, T. J. (2004). Discrepancies in judging social inclusion and bullying of pupils with behaviour problems. European Journal of Special Needs Education, 19, 317–330.
Durrant, J. E., Cunningham, C. E., & Voelker, S. (1990). Academic, social and general self-concepts of behavioural subgroups of learning disabled children. Journal of Educational Psychology, 82, 657–663.
Falvey, M. A., and C. C. Givner. 2005. “What is an Inclusive School?” In Creating an Inclusive School. 2nd ed., edited by R. A. Villa, and J. S. Thousand, 1–12. Alexandria, VA: Association for Supervision and Curriculum Development.
Ferguson, D.L. 2008. International trends in inclusive education: The continuing challenge to teach each one and everyone. European Journal of Special Needs Education 23: 109–20.
Frederickson, N., Dunsmuir, S., Lang, J., & Monsen, J. J. (2004). Mainstream special school inclusion partnerships: pupil, parent and teacher perspectives. International Journal of Inclusive Education, 8(1), 37–57
Frostad, P., & Pijl, S. J. (2007). Does being friendly help in making friends? The relation between the social position and social skills of pupils with special needs in mainstream education. European Journal of Special Needs Education, 22,15–30.
Garrison-Harrell, L., Kamps, D., & Kravits, T. (1997). The effects of peer networks on social-communicative behaviors of students with autism. Focus on Autism and Other Developmental Disabilities, 12,241–254.
Guralnick, M. J., Neville, B., Hammond, M. A., & Connor, R. T. (2007). The friendships of young children with developmental delays. A longitudinal analysis.Journal of Applied Developmental Psychology, 28,64–79.
Haenuddin. (2013). Pendidikan Anak Berkebutuhan Khusus Tunarungu. Jakarta Timur: PT Luxima Metro Media
Harper, G. F., Maheady, L., Mallette, B. & Karnes, M. (1999) Peer tutoring and the minority child with disabilities, Preventing School Failure, 43(2), 47–52.
Hasan, S.A., & Handayani, M.M. (2014). Hubungan Antara Dukungan Sosial Teman Sebaya dengan Penyesuaian Diri Siswa Tunarungu di Sekolah Inklusi. Jurnal Psikologi Pendidikan dan Perkembangan, 3, (2), 128-135.
Hunt, P., Alwell, M., Farron-Davis, F., & Goetz, L. (1996). Creating socially supportive environ-ments for fully included students who experience multiple disabilities. Journal of the Association for Persons with Severe Handicaps, 21,53–71
Jones, S. C., and Stoodley, J. ( 1999). Community of caring: A character educa• tion program designed to integrate values into a school community. NASSP Bulletin, 53 (609), 46-51
Kamps, D. M., Dugan, E., Potucek, J., & Collins, A. (1999). Effects of cross-age peer tutoring networks among students with autism and general education students. Journal of Behavioral Education, 9,97–115.
Kantavong, P. (2018) Understanding inclusive education practices in schools under local government jurisdiction: a study of Khon Kaen Municipality in Thailand, International Journal of Inclusive Education,22:7, 767-786, DOI: 10.1080/13603116.2017.1412509
Kluwin, T. N., Stinson, M. S., & Colarossi, G. M. (2002). Social processes and outcomes of in-school contact between deaf and hearing peers. Journal of Deaf Studies and Deaf Education, 7, 200–213. doi: 10.1093/ deafed/7.3.200
Koster, M., H. Nakken, S.J. Pijl, and E. Van Houten. 2009. Being part of the peer group: A literature study focusing on the social dimension of inclusion in education. International Journal of Inclusive Education 13: 117–40
Koster,K., Pijl, S.J., Nakken, H & Houten, E.F. (2010). Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands. International Journal of Disability, Development and Education Vol. 57, No. 1, 59–75.
Kuhne, M., and J. Wiener. 2000. Stability of social status of children with and without learning disabilities. Learning Disability Quarterly 23: 64–75
Le Mare, L., and M. de la Ronde. 2000. Links among social status, service delivery mode, and service delivery preference in LD, low-achieving and normally achieving elementaryaged children. Learning Disability Quarterly 23: 52–62.
Lee, S. H., Yoo, S. Y., & Bak, S. H. (2003). Characteristics of friendships between children with and without disabilities.Education and Training in Developmental Disabilities, 38,157–166.
Lickona, T. ( 1998). Character education: Seven crucial issues. Action in Teacher Education, 20(4), 77-84.
Magee, J & Smith, P. (2013). The Social Distance Theory of Power. Personality and Social Psychology Review. 17. 158-186. 10.1177/1088868312472732
Martinson, D. L. (2003). High school students and character education. The Clearing House, 77(1), 14-17.
Mastropieri, M. A., & Scruggs, T. E. (1994). Text versus hands-on science curriculum: Implications for students with disabilities. Remedial and Special Education, 15(2), 72-85.
Meijer, C.J.W., V. Soriano, and A. Watkins. 2006. Special Needs Education in Europe, Vol. 2: Provision in post-primary education. Middelfart: European Agency for Development in Special Needs Education.
Nur’aeni. (2017). Psikologi Pendidikan Anak Berkebutuhan Khusus. Purwokerto: UMP Press
Nurhisan & Agustin. (2011). Dinamika Perkembangan Anak dan Remaja Tinjauan Psikologi, Pendidikan dan bimbingan. Bandung: PT Refika Aditama.Odom, S. L. (2000). Preschool inclusion: What we know and where we go from here. Topics in Early Childhood Special Education, 20,20–27.
Odom, S. L. (2000) Preschool inclusion: what we know and where we go from here, Topics in Early Childhood Special Education, 20(1), 20–27
Park, N., Peterson, C., & Seligman, M. E. P. (2004). Strengths of character and well-being. Journal of Social and Clinical Psychology, 23, 603-619.
Park, N., & Peterson, C. (2008). Positive psychology and character strengths: Application to strengths-based school counseling. Professional School Counseling, 12, 85-92.
Park, N., & Peterson, C (2009). Character Strengths: Research and Practice ,Journal of College & Character, Vol. X, no. 4.
Peraturan Menteri Riset, Teknologi, dan Pendidikan Tinggi Republik Indonesia Nomor 46 Tahun 2017 Tentang Pendidikan Khusus dan Pendidikan Layanan Khusus di Perguruan Tinggi.
Pijl, S.J. 2005. Interventies gericht op sociale integratie: Training van sociale vaardigheden voor leerlingen met beperkingen in het reguliere onderwijs [Interventions which aim at social integration: Social skills training for pupils with disabilities in mainstream education]. In Interventies in de orthopedagogiek, ed. B.F. van der Meulen, C. Vlaskamp, and K.C. van den Bos, 122–35. Rotterdam: Lemniscaat b.v.
Pijl, S.J., P. Frostad, and A. Flem. 2008. The social position of pupils with special needs in regular schools. Scandinavian Journal of Educational Research 52: 387–405.
Rafferty, Y., C. Boettcher, and K.W. Griffin. 2001. Benefits and risks of reverse inclusion for preschoolers with and without disabilities: Parents’ perspectives. Journal of Early Intervention 24: 266–86.
Schaps, E., and Lewis, C. ( 1999). Perils on an essential journey: Building school community. Phi Delta Kappan, 81(3), 215-218.
Shapiro, J.P. (1994). No pity: People with disabilities forging a new civil rights movement. New York: Random House.
Sharma, U., C. Forlin, M. Marella, and F. Jitoko. 2017. “Using Indicators as a Catalyst for Inclusive Education in the Pacific Islands.” International Journal of Inclusive Education 21:730–746.
Scheepstra, A.J.M., H. Nakken, and S.J. Pijl. 1999. Contacts with classmates: The social position of pupils with Down’s syndrome in Dutch mainstream education. European Journal of Special Needs Education 14: 212–20.
Soresi, S., and L. Nota. 2000. A social skill training for persons with Down’s syndrome. European Psychologist 5: 34–43.
Steger, M. F., Hicks, B., Kashdan, T. B., Krueger, R. F., & Bouchard, T. J., Jr. (2007). Genetic and environmental influences on the positive traits of the Values in Action classification, and biometric covariance with normal personality. Journal of Research in Personality, 41, 524-539.
Stephani, M. (2009). Penyesuaian Diri Individu Tunarungu Dalam Melanjutkan Pendidikan di Sekolah Reguler. Skripsi, Program Studi Psikologi, Jurusan Psikologi, Universitas Sanatha Darma, Yogyakarta
Stinson, M S & Antia, S D. 1999. Considerations in Educating Deaf and Hard-of-Hearing Students in Inclusive Settings. Journal of deaf studies and deaf education 4. 3 summer 1999.
Sulfiasari, S. P. (2017). Empati Dan Pemaafan Dalam Hubungan Pertemanan Siswa Regular Kepada Siswa Berkebutuhan Khusus (ABK) Di Sekolah Inklusif. JIPT. ISSN: 2301-8267 Vol. 05, No.01, Januari 2017.
Sugiyono. (2016). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.
Suryani, S.F. (2010). Inferioritas dan kepercayaan Diri Pada Penyandang Tuna Rungu. Falkutas Pskologi Universitas Ahmad Dahlan yogyakarta. Laman: http://eprints.uad.ac.id/10648/1/INFERIORITAS%20PENYANDANG%20TUNA%20RUNGU.pdf. (diakses:18 mei 2019).
Tarmansyah. (2007). Inklusi Pendidikan Untuk Semua. Jakarta: Depdiknas
UNESCO (1994) The Salamanca Statement and Framework for Action on Special Needs Education. Paris: UNESCO.
Undang-Undang Dasar Republik Indonesia, 1945
Undang-Undang Sistem Pendidikan Nasional Indonesia, No. 20 Tahun 2003.
Weissberg, R. P., & Greenberg, M. T. (1997). School and community competence-enhancement and prevention programs. In W. Damon (Ed.), Handbook of child psychology (pp. 877954). New York: Wiley.
Williams, M. M. (2000). Models of character education: Perspectives and developmental issues. Journal of Humanistic Counseling, Education and Development, 81(1), 32-40.
Yu, G., Y. Zhang, and R. Yan. 2005. Loneliness, peer acceptance, and family functioning of Chinese children with learning disabilities. Psychology in the Schools 42: 325–31.
Ainscow M, Farrell P and Tweddle D (2000) Developing policies for inclusive education: astudy of the role of local educational authorities. International Journal of Inclusive Education 4(3): 211–229.
Ainscow, M. (2007) ‘From Special Education to Effective Schools for all: A Review of Progress so Far’, in L. Florian (ed.) The SAGE Handbook of Special Education, pp. 146–59. London: SAGE.
Amka, A.A. (2012). Hati Pusat Pendidikan Karakter (Melahirkan Bangsa Berakhlak Mulia). Cempaka Putih, Klaten.
Antia, S. D., Jones, P., Luckner, J., Kreimeyer, K. H., & Reed, S. (2011). Social Outcomes of Students Who are Deaf and Hard of Hearing in General Education Classrooms. Exceptional Children, 77(4), 489–504.doi:10.1177/001440291107700407.
Angelides P (ed.) (2005) Inclusive Education: From the Margin to Inclusion. Limassol: Kyproepeia. [In Greek.]
Angelides P, Stylianou T and Gibbs P (2006) Preparing teachers for inclusive education. Teaching andTeacher Education 22(4): 513–522.
Baumrind, D. (1998). Reflections on character and competence. In A. Colby, J. James, & D. Hart (Eds.), Competence and character through life (pp. 1-28). Chicago: The University of Chicago Press.
Bebeau, M. J., Rest, J. R., and Narvaez, D. (1999). Beyond the promise: A perspective in research in moral education. Educational Researcher, 28(4), 18-26.
Bender, W. N., & Wall, M. E. (1994). Social-emotional development of students with learning disabilities.Learning Disability Quarterly, 17,323–341.
Bintoro, T. (2010). Kemampuan Komunikasi Anak Tunarungu. Perspektif Ilmu Pendidikan - Vol.22 Th. XIII Oktober 2010.
Booth T and Ainscow M (eds) (1998) From Them to Us: An International Study of Inclusion in Education. London: Routledge.
Booth T and Ainscow M (2002) The Index for Inclusion, 2nd edn. Bristol: ICIE.
Botvin, G. J., Baker, E., Dusenbury, L., Botvin, E. M., & Diaz, T. (1995). Long-term follow-up results of a randomized drug abuse prevention trial in a white middle-class population. Journal of the American Medical Association, 273, 1106-1112.
Buysse, V., Davis Goldman, B., & Skinner, M. L. (2002). Setting effects on friendship formation among young children with and without disabilities.Exceptional Children, 68,503–517.
Bramston, P., K. Bruggerman, and G. Pretty. 2002. Community perspectives and subjective quality of life. International Journal of Disability, Development and Education 49: 385–97.
Brogan, B. R., and Brogan, W. A. ( 1999). The formation of character: A necessary goal for success in education. The Educational Forum, 63(4), 348-355.
Chamberlain, B., Kasari, C., & Rotheram-Fuller, E. (2007). Involvement or isolation. The social networks of children with autism in regular classrooms. Journal of Autism and Developmental Disorders, 37,230–242.
Colby, A., & Damon, W. (1992). Some do care: Contemporary lives of moral commitment. New York: Free Press.
De Monchy, M., Pijl, S. J., & Zandberg, T. J. (2004). Discrepancies in judging social inclusion and bullying of pupils with behaviour problems. European Journal of Special Needs Education, 19, 317–330.
Durrant, J. E., Cunningham, C. E., & Voelker, S. (1990). Academic, social and general self-concepts of behavioural subgroups of learning disabled children. Journal of Educational Psychology, 82, 657–663.
Falvey, M. A., and C. C. Givner. 2005. “What is an Inclusive School?” In Creating an Inclusive School. 2nd ed., edited by R. A. Villa, and J. S. Thousand, 1–12. Alexandria, VA: Association for Supervision and Curriculum Development.
Ferguson, D.L. 2008. International trends in inclusive education: The continuing challenge to teach each one and everyone. European Journal of Special Needs Education 23: 109–20.
Frederickson, N., Dunsmuir, S., Lang, J., & Monsen, J. J. (2004). Mainstream special school inclusion partnerships: pupil, parent and teacher perspectives. International Journal of Inclusive Education, 8(1), 37–57
Frostad, P., & Pijl, S. J. (2007). Does being friendly help in making friends? The relation between the social position and social skills of pupils with special needs in mainstream education. European Journal of Special Needs Education, 22,15–30.
Garrison-Harrell, L., Kamps, D., & Kravits, T. (1997). The effects of peer networks on social-communicative behaviors of students with autism. Focus on Autism and Other Developmental Disabilities, 12,241–254.
Guralnick, M. J., Neville, B., Hammond, M. A., & Connor, R. T. (2007). The friendships of young children with developmental delays. A longitudinal analysis.Journal of Applied Developmental Psychology, 28,64–79.
Haenuddin. (2013). Pendidikan Anak Berkebutuhan Khusus Tunarungu. Jakarta Timur: PT Luxima Metro Media
Harper, G. F., Maheady, L., Mallette, B. & Karnes, M. (1999) Peer tutoring and the minority child with disabilities, Preventing School Failure, 43(2), 47–52.
Hasan, S.A., & Handayani, M.M. (2014). Hubungan Antara Dukungan Sosial Teman Sebaya dengan Penyesuaian Diri Siswa Tunarungu di Sekolah Inklusi. Jurnal Psikologi Pendidikan dan Perkembangan, 3, (2), 128-135.
Hunt, P., Alwell, M., Farron-Davis, F., & Goetz, L. (1996). Creating socially supportive environ-ments for fully included students who experience multiple disabilities. Journal of the Association for Persons with Severe Handicaps, 21,53–71
Jones, S. C., and Stoodley, J. ( 1999). Community of caring: A character educa• tion program designed to integrate values into a school community. NASSP Bulletin, 53 (609), 46-51
Kamps, D. M., Dugan, E., Potucek, J., & Collins, A. (1999). Effects of cross-age peer tutoring networks among students with autism and general education students. Journal of Behavioral Education, 9,97–115.
Kantavong, P. (2018) Understanding inclusive education practices in schools under local government jurisdiction: a study of Khon Kaen Municipality in Thailand, International Journal of Inclusive Education,22:7, 767-786, DOI: 10.1080/13603116.2017.1412509
Kluwin, T. N., Stinson, M. S., & Colarossi, G. M. (2002). Social processes and outcomes of in-school contact between deaf and hearing peers. Journal of Deaf Studies and Deaf Education, 7, 200–213. doi: 10.1093/ deafed/7.3.200
Koster, M., H. Nakken, S.J. Pijl, and E. Van Houten. 2009. Being part of the peer group: A literature study focusing on the social dimension of inclusion in education. International Journal of Inclusive Education 13: 117–40
Koster,K., Pijl, S.J., Nakken, H & Houten, E.F. (2010). Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands. International Journal of Disability, Development and Education Vol. 57, No. 1, 59–75.
Kuhne, M., and J. Wiener. 2000. Stability of social status of children with and without learning disabilities. Learning Disability Quarterly 23: 64–75
Le Mare, L., and M. de la Ronde. 2000. Links among social status, service delivery mode, and service delivery preference in LD, low-achieving and normally achieving elementaryaged children. Learning Disability Quarterly 23: 52–62.
Lee, S. H., Yoo, S. Y., & Bak, S. H. (2003). Characteristics of friendships between children with and without disabilities.Education and Training in Developmental Disabilities, 38,157–166.
Lickona, T. ( 1998). Character education: Seven crucial issues. Action in Teacher Education, 20(4), 77-84.
Magee, J & Smith, P. (2013). The Social Distance Theory of Power. Personality and Social Psychology Review. 17. 158-186. 10.1177/1088868312472732
Martinson, D. L. (2003). High school students and character education. The Clearing House, 77(1), 14-17.
Mastropieri, M. A., & Scruggs, T. E. (1994). Text versus hands-on science curriculum: Implications for students with disabilities. Remedial and Special Education, 15(2), 72-85.
Meijer, C.J.W., V. Soriano, and A. Watkins. 2006. Special Needs Education in Europe, Vol. 2: Provision in post-primary education. Middelfart: European Agency for Development in Special Needs Education.
Nur’aeni. (2017). Psikologi Pendidikan Anak Berkebutuhan Khusus. Purwokerto: UMP Press
Nurhisan & Agustin. (2011). Dinamika Perkembangan Anak dan Remaja Tinjauan Psikologi, Pendidikan dan bimbingan. Bandung: PT Refika Aditama.Odom, S. L. (2000). Preschool inclusion: What we know and where we go from here. Topics in Early Childhood Special Education, 20,20–27.
Odom, S. L. (2000) Preschool inclusion: what we know and where we go from here, Topics in Early Childhood Special Education, 20(1), 20–27
Park, N., Peterson, C., & Seligman, M. E. P. (2004). Strengths of character and well-being. Journal of Social and Clinical Psychology, 23, 603-619.
Park, N., & Peterson, C. (2008). Positive psychology and character strengths: Application to strengths-based school counseling. Professional School Counseling, 12, 85-92.
Park, N., & Peterson, C (2009). Character Strengths: Research and Practice ,Journal of College & Character, Vol. X, no. 4.
Peraturan Menteri Riset, Teknologi, dan Pendidikan Tinggi Republik Indonesia Nomor 46 Tahun 2017 Tentang Pendidikan Khusus dan Pendidikan Layanan Khusus di Perguruan Tinggi.
Pijl, S.J. 2005. Interventies gericht op sociale integratie: Training van sociale vaardigheden voor leerlingen met beperkingen in het reguliere onderwijs [Interventions which aim at social integration: Social skills training for pupils with disabilities in mainstream education]. In Interventies in de orthopedagogiek, ed. B.F. van der Meulen, C. Vlaskamp, and K.C. van den Bos, 122–35. Rotterdam: Lemniscaat b.v.
Pijl, S.J., P. Frostad, and A. Flem. 2008. The social position of pupils with special needs in regular schools. Scandinavian Journal of Educational Research 52: 387–405.
Rafferty, Y., C. Boettcher, and K.W. Griffin. 2001. Benefits and risks of reverse inclusion for preschoolers with and without disabilities: Parents’ perspectives. Journal of Early Intervention 24: 266–86.
Schaps, E., and Lewis, C. ( 1999). Perils on an essential journey: Building school community. Phi Delta Kappan, 81(3), 215-218.
Shapiro, J.P. (1994). No pity: People with disabilities forging a new civil rights movement. New York: Random House.
Sharma, U., C. Forlin, M. Marella, and F. Jitoko. 2017. “Using Indicators as a Catalyst for Inclusive Education in the Pacific Islands.” International Journal of Inclusive Education 21:730–746.
Scheepstra, A.J.M., H. Nakken, and S.J. Pijl. 1999. Contacts with classmates: The social position of pupils with Down’s syndrome in Dutch mainstream education. European Journal of Special Needs Education 14: 212–20.
Soresi, S., and L. Nota. 2000. A social skill training for persons with Down’s syndrome. European Psychologist 5: 34–43.
Steger, M. F., Hicks, B., Kashdan, T. B., Krueger, R. F., & Bouchard, T. J., Jr. (2007). Genetic and environmental influences on the positive traits of the Values in Action classification, and biometric covariance with normal personality. Journal of Research in Personality, 41, 524-539.
Stephani, M. (2009). Penyesuaian Diri Individu Tunarungu Dalam Melanjutkan Pendidikan di Sekolah Reguler. Skripsi, Program Studi Psikologi, Jurusan Psikologi, Universitas Sanatha Darma, Yogyakarta
Stinson, M S & Antia, S D. 1999. Considerations in Educating Deaf and Hard-of-Hearing Students in Inclusive Settings. Journal of deaf studies and deaf education 4. 3 summer 1999.
Sulfiasari, S. P. (2017). Empati Dan Pemaafan Dalam Hubungan Pertemanan Siswa Regular Kepada Siswa Berkebutuhan Khusus (ABK) Di Sekolah Inklusif. JIPT. ISSN: 2301-8267 Vol. 05, No.01, Januari 2017.
Sugiyono. (2016). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.
Suryani, S.F. (2010). Inferioritas dan kepercayaan Diri Pada Penyandang Tuna Rungu. Falkutas Pskologi Universitas Ahmad Dahlan yogyakarta. Laman: http://eprints.uad.ac.id/10648/1/INFERIORITAS%20PENYANDANG%20TUNA%20RUNGU.pdf. (diakses:18 mei 2019).
Tarmansyah. (2007). Inklusi Pendidikan Untuk Semua. Jakarta: Depdiknas
UNESCO (1994) The Salamanca Statement and Framework for Action on Special Needs Education. Paris: UNESCO.
Undang-Undang Dasar Republik Indonesia, 1945
Undang-Undang Sistem Pendidikan Nasional Indonesia, No. 20 Tahun 2003.
Weissberg, R. P., & Greenberg, M. T. (1997). School and community competence-enhancement and prevention programs. In W. Damon (Ed.), Handbook of child psychology (pp. 877954). New York: Wiley.
Williams, M. M. (2000). Models of character education: Perspectives and developmental issues. Journal of Humanistic Counseling, Education and Development, 81(1), 32-40.
Yu, G., Y. Zhang, and R. Yan. 2005. Loneliness, peer acceptance, and family functioning of Chinese children with learning disabilities. Psychology in the Schools 42: 325–31.