The analysis of English curriculum for Dyslexic students at inclusive school: A case study of grade eight at SMP Mutiara Bunda

Kusumah P., R. Medina (2019) The analysis of English curriculum for Dyslexic students at inclusive school: A case study of grade eight at SMP Mutiara Bunda. Diploma thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

An education should be arrived to all people no matter what differences they have, including dyslexic student as a special need student, and inclusive education is one of the solutions. Inclusive Education is a kind of education with a motto “Education for All”. An Inclusive Education in form of Inclusive Schools are exist and built to make that motto come true in real life. One aspect that differs regular schools and inclusive school can be seen from the curriculum used. Since curriculum is an important aspect when it comes to education and schools, curriculum plays a big role in being a bridge for any problems in education to be solved. All planning of the lessons, the learning process until the learning evaluation are important aspects that gathered as the parts of curriculum that hopefully can help the dyslexic students to learn English well and fit with their potencial. It was found that the English curriculum for dyslexic students in SMP Mutiara Bunda Arcamanik has some differences with the regular curriculum. The purposess of this research are to find out 1) How is the English curriculum for grade eight dyslexic students at SMP Mutiara Bunda 2) How is the implementation of English curriculum for grade eight dyslexic student at SMP Mutiara Bunda. The curriculum aspects to be researched are the purpose, the content and the process that are seen in form of English syllabus, English lesson plan, Individualized Education Program, worksheets and the English teaching learning process. The method used in this research is a case study qualitative method. The sample of dyslexic student is one student at one class, that is grade eight class Bright in academic year 2018/2019. The other participants are the inclusive coordinator and the teachers that consist of the English Teacher and the supporting teacher. The instruments used in this reseach were interviews, documents analysis and observations. It confirms that the english curriculum for dyslexic students at inclusive school has some differences with the regular regular curriculum in general. The dyslexic student got a learning prrogram in form of individualized education program that had been modified for him. The aspects modified are the indicator, the materials, and the evaluation. While for the implementation of that english curriculum, a dyslexic student was also has a diffenrence in the teaching learning process since he was accompanied by a supporting teacher that could helped him in understanding the material, the supporting teacher was also the teacher that arranged the individualized education program including the materials and worksheets. In conclusion, even if the regular students and the dylexic student are gathered in one place and learn in the same school, but there is a curriculum and plan that is arranged for the dyslexic student in a modification model in order to be a suitable education for him. The differences can be seen through the learning program and the teaching learning process.

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