Multidisciplinary collaborative model for identification and assessment services for students with special needs in inclusive schools
This study aims to understand the multidissiplinary collaboration among professionals who voluntarily participate and share common goals in implementing assessment and identification services for children with special needs. This collaboration involves a multidisciplinary team to develop an assessment service model and recommendations from the multidisciplinary for assessing children with special needs in inclusive schools.This research is qualitative with a case study method. Data sources include psychologists, orthopedagog, medis, principals, teachers, and parents at inclusive school Yogyakarta, Indonesia. Data collection methods include in-depth interviews, observations, and documentation. Data validation is performed using two triangulation techniques: source triangulation and technique triangulation. The results show that in the assessment services for primary school children with special needs, there are three service models: educational assessment model, psychological assessment model, and medical assessment model. The preparation stage is divided into four activities: formulating goals, targets, preparing instruments, and preparing for implementation. The implementation stage includes four aspects: approach, techniques, methods, and referral. The reporting stage is divided into two parts: result analysis and recommendations, and the final stage, follow-up, is conducted through a case conference.
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