A Field Experience Program for Teaching Children with Diverse Abilities Course in A Faculty of Education

Juniriang Zendrato

DOI: https://doi.org/10.31004/basicedu.v5i6.1830

Article Metrics

Abstract Views : 122 times
PDF Downloaded : 67 times


This article discussed the gap between the Graduate Profile and the assessment of the Teaching Children With Diverse Abilities course held by the Faculty of Education in Tangerang, Indonesia. Therefore, the purpose of the paper was to explain the importance of a field experience program for the course as a solution to achieve the Graduate Profile. It is a qualitative research method. A case study was employed. The results were the field experience program could be implemented in this course because of (1) preparing the teacher students to teach special needs children; (2) building partnership with schools to be teaching practice places for the teacher students; (3) giving opportunities to teacher students to improve their teaching skills and develop their teaching affection, and (4) increasing the teacher students' feeling of competency. Moreover, the program did not only guide the teacher students to understand inclusive education, but also the holistic education from the Christian perspective. Therefore, the teacher students needed to have transcendental relationships before teaching the students with diverse abilities. The conclusion was the field experience program in the Teaching Children With Diverse Abilities fulfilled the graduate profile in the values of “Calling” and “Competence” through its achievement to Faculty of Education Program Learning Objectives, Competencies Learning Objectives, and assessments.


graduate profile, assessment, inclusive education

Full Text:



Buli-Holmberg, J., & Jeyaprathaban, S. (2016). Effective Practice in Inclusive and Special Needs Education. International Journal of Special Education, 31(1), 119–134.

Dewi, W. A. F. (2020). Dampak COVID-19 terhadap Implementasi Pembelajaran Daring di Sekolah Dasar. EDUKATIF : JURNAL ILMU PENDIDIKAN, 2(1), 55–61. https://doi.org/10.31004/edukatif.v2i1.89

Duncan, J., Punch, R., & Croce, N. (2021). Supporting Primary and Secondary Teachers to Deliver Inclusive Education. Australian Journal of Teacher Education, 46(4), 92–107. http://dx.doi.org/10.14221/ajte.2021v46n4.6

Guion, L. (2002). Triangulation: Establishing the Validity of Qualitative Studies1. EDIS, 2002. https://doi.org/10.32473/edis-fy394-2002

Johnson, R. B., & Christensen, L. (2019). Educational Research: Quantitative, Qualitative, and Mixed Approaches. SAGE Publications.

K, M., S., & SHUBHRA, M. (2019). CREATING AN INCLUSIVE SCHOOL. PHI Learning Pvt. Ltd.

Lick, D. W., Clauset, K. H., & Murphy, C. U. (2012). Schools Can Change: A Step-by-Step Change Creation System for Building Innovative Schools and Increasing Student Learning. Corwin Press.

Luke, A., Woods, A., & Weir, K. (2013). Curriculum, Syllabus Design, and Equity: A Primer and Model. Routledge.

O’Hara, H. (2020). Transcendent Teacher Learner Relationships: The Way of the Shamanic Teacher (Second Edition). BRILL.

Richards, G., & Armstrong, F. (2015). Teaching and Learning in Diverse and Inclusive Classrooms: Key issues for new teachers. Routledge.

Romadhon, M., & Supena, A. (2021). Penanganan Siswa Learning Disabilities di Sekolah Dasar Inklusi. Jurnal Basicedu, 5(3), 1471–1478. https://doi.org/10.31004/basicedu.v5i3.941

Rosnaeni, R. (2021). Karakteristik dan Asesmen Pembelajaran Abad 21. Jurnal Basicedu, 5(5), 4334–4339. https://doi.org/10.31004/basicedu.v5i5.1548

Ross, S. (2002). Teachers’ Feelings of Competency in Educating Children with Special Needs in the General Education Setting. https://eric.ed.gov/?q=teaching+special+need+children&ft=on&id=ED468322

Siagian, G. (2021). Implementasi Pembelajaran Berbasis Praktikum Terhadap Hasil Belajar Siswa dalam Materi Arthropoda di SMP. Jurnal Basicedu, 5(6), 5802–5809. https://doi.org/10.31004/basicedu.v5i6.1498

Siddik, M. A. B., & Kawai, N. (2020). Government Primary School Teacher Training Needs for Inclusive Education in Bangladesh. International Journal of Whole Schooling, 16(2), 35–69.

Singer-Freeman, K. E., & Robinson, C. (2020). Grand Challenges for Assessment in Higher Education. Research & Practice in Assessment, 15(2). https://eric.ed.gov/?q=assessment&ft=on&pg=3&id=EJ1293386

Tanyi, M. E. (2016). Psychological Evaluation of Attitudes of Both Primary Teachers and Special Needs Children towards Each Other in a Regular School in Yaoundé-Cameroon. Journal of Education and Practice, 7(6), 63–73.

Waki, A. (2017). Persepsi Orang Tua Terhadap Pendidikan Inklusif Sekolah Dasar di Kecamatan Gunung Putri Kabupaten Bogor Provinsi Jawa-Barat. Jurnal Basicedu, 1(1), 79–83. https://doi.org/10.31004/basicedu.v1i1.158

Zendrato, J., & Sambonwaman, M. N. (2020). Dampak Pengiring Proyek Video Pembelajaran Pada Matakuliah Studi Kurikulum di Program Studi Pendidikan Guru Sekolah Dasar Universitas Pelita Harapan. Jurnal Basicedu, 4(3), 624–636. https://doi.org/10.31004/basicedu.v4i3.412

Zhang, N., & Parsons, R. D. (2015). Field Experience: Transitioning From Student to Professional. SAGE Publications.

Altmetric Dimensions


  • There are currently no refbacks.

Copyright (c) 2021 Juniriang Zendrato

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.