Skills Learning Model for Children with Mild Mental Retardation: Best Practice in Vocational Education Management of Mild Mentally Impaired Student

Rejokirono Rejokirono, Septi Riana Dewi

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Mild mental retardation children are the children who significantly experience intellectual barriers whose intelligence quotient is in the range of 51-70. Another term for mild mental retardation is ‘Moron Debil’. The main problem faced by mild mental retardation children is that after graduating from school, they find difficulty to continue their education at the tertiary level and to get a job. This paper examines the problem so that the mentally disabled graduates (of mentally retarded schools - SMALB level) get a solution. The problem is caused by the implememtation of inproper management of mentally retarded children's education. There are some factors causing management not well implemented; the lack of implementation of learning which provides skills to children; the skills provided are also not in accordance with market needs and have not involved the education stakeholders optimally. To overcome these problems, Yogyakarta SLB Negeri 1 has implemented educational management for mental retardation with the following characteristics: a) grouping of study groups based on the skill majors; b) providing vocational skill material based on curriculum analysis from the center and adapted to the input / needs of DUDI actors; c) approach to functional thematic learning processes with skill themes; d) implementing field practice and internships; e) implementing cooperation with DUDI actors. Another problem arises since those programs mentioned above can not be continued at the mentally retarded high schools (SMALB level). It happens because after the child returns to the community there is no follow-up in the form of non-formal education in the family and community, as well as formal education at a higher level of education. In conclusion, mentally retarded children's education until the SMALB level has not provided sufficient access to enter the workforce so several efforts must be made including improving education management at the school level so that the quality of learning is truly focused on providing skills. In addition, further services are pursued in the form of transition and/or education programs at the tertiary level.

 Keywords: advanced education; DUDI; mentally retarded children; field practice; internships


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