Identification and Learning Services Of Gifted Students In Inclusion Schools

Abstract

Gifted students are children with special needs who are entitled to special services to develop their academic potential. Inclusion-based schools are an education system that is considered capable of fulfilling access to quality education for all, including gifted students. This study aims to describe the implementation of identification and education services for gifted students in inclusive schools in Banjarmasin, Indonesia. This study uses a qualitative approach with a descriptive type of research, data sources or informants in this study are teachers in inclusive schools at the elementary, junior high, and high school levels in the city of Banjarmasin. Determined through purposive sampling technique. Data collection was carried out using in-depth interview techniques and documentation. Furthermore, the data were analyzed through the interactive data analysis model of Miles and Huberman which consisted of three stages, namely, data reduction, data display and data interpretation. The data validity technique used source triangulation and member check. The results showed that the identification of gifted students in an inclusive school in the city of Banjarmasin, Indonesia was carried out based on the value of learning outcomes and performance shown by gifted students in the classroom, identification was carried out without IQ tests and standardized instruments. As for gifted students identified through the value of learning outcomes and performance in learning have not received special services according to their needs, the learning program is given the same as students in general, considering that the resources in inclusive schools do not yet have the understanding and skills in making curriculum modifications for gifted students.