California Work Opportunity and Responsibility to Kids (Cal. WORKs) Cal. WORKs is a welfare program that gives cash aid and services to eligible needy California families. The program serves all 5. If a family has little or no cash and needs housing, food, utilities, clothing or medical care, they may be eligible to receive immediate short- term help. Families that apply and qualify for ongoing assistance receive money each month to help pay for housing, food and other necessary expenses. The amount of a family's monthly assistance payment depends on a number of factors, including the number of people who are eligible and the special needs of any of those family members. The Merced College CalWORKs program serves students and their families by providing. CA 95348 Los Banos Campus. The income of the family is considered in calculating the amount of cash aid the family receives. There are other programs and benefits for which a family may qualify by being on Cal. WORKs. See Other Programs and Services for a listing of these services. Legislative History: CalWORKs California Working Families. Personal Responsibility and Work Opportunity Reconciliation Act of 1996 and creates the CalWORKs program. For Whom Specific eligibility requirements take into account an applicant's citizenship, age, income, resources, assets and other factors. Generally, services are available to: Families that have a child(ren) in the home who has been deprived of parental support or care because of the absence, disability or death of either parent. Families with a child(ren) when both parents are in the home but the principal earner is unemployed. Needy caretaker relatives of a foster child(ren). Where To Get Help There are welfare offices located in each of the 5. California counties. Needy families may apply for Cal. WORKs at any office located in the county where they live. The county welfare department is listed under the County Government Section of the telephone book. Families requesting assistance must complete application forms. The family can ask for immediate help if it has little or no cash and needs emergency housing, food, utilities, clothing or medical care. Next, the welfare office will set up an interview with one of its workers to obtain facts and verify eligibility. Applicants must provide the County with proof of income and property, citizenship status, age, social security number, residence, shelter costs, work or school status and other information. Similar information may be requested for all of the people in the home. Additionally, adult family members must also be fingerprinted and photo imaged. Calworks Ca State Program TechAt the interview, the County will advise applicants of the rules that must be met to be eligible for Cal. WORKs. If the County determines that the applicants are eligible for Cal. WORKs, the family will receive monthly checks from the county welfare department until determined ineligible. Other Programs and Services There are many other programs and benefits for which an Cal. WORKs family may qualify: Cal. Fresh Program (formerly Food Stamp Program): In most cases, eligible Cal. WORKs families qualify for food stamps to help meet their food needs. Often, the Cal. WORKs application is automatically used by the County to assess the family's food stamp eligibility. Medical Coverage: In most cases, each member of the family getting Cal. WORKs will also qualify for Medi- Cal which will pay for most medical costs. The County will explain this benefit to the applicant. Child Support: If the family includes a child aided by Cal. WORKs whose parent is not living with the caretaker, the County will automatically notify the local Child Support Agency (LCSA). The LCSA will provide all necessary child support services, including establishing paternity, establishing and enforcing a support obligation and collecting support payments. If the child's paternity has not been previously established, the adult caretaker is required to help the local child support agency do so. This may mean participating in an interview with the LCSA to collect necessary information needed to help locate the non- custodial parent or establish paternity. The County will determine if a family must participate in Welfare- To- Work activities as a requirement for Cal. WORKs. Families may also volunteer to participate. Family Planning: Any member of the family can get information about methods for planning family size, deciding when to have children and preventing unwanted pregnancies. The County will provide information if a family asks for it. Child Health and Disability Prevention (CHDP): Regular, preventative medical check- ups are available to help protect those members of the Cal. WORKs family who are under the age of 2. The County will provide the family with information about this benefit. Social Services: If the family needs help with a family problem, such as drug abuse or legal problems, a social worker is available to help. The family may request that the County provide a telephone number that can be called 2. Child Care : Families that receive Cal. WORKs may also be eligible for child care services, such as help paying child care costs. The County will explain to the family what services are available. Calworks Ca State Program For Buying
DB1. 01 California - Cal. WORKs: Welfare- to- Work. Welfare- to Work. One of the main benefits you get from Cal. WORKs is help becoming employed, so that you can support your family over the long- term. Cal. WORKs will offer you support, and you also have the responsibility to take steps to make this goal a reality. This part of Cal. WORKs is called Welfare- to- Work. Welfare- to- Work can include different types of activities and what you are required to do depends on the age of your children and whether you have a disability. We’ll describe how this works below, but first let’s look at the people who don’t have to meet these requirements. People who don’t have to do Welfare- to- Work. Cal. WORKs realizes that some people can’t work. People who can’t work may get exemptions from the Welfare- to- Work requirement. If you are exempt, you won’t have to do the Welfare- to- Work activities described on this page. You can get an exemption if you are. Disabled for at least 3. Under 1. 9 and in school full- time. Caring for a relative’s child who is a ward of the state or is in danger of being placed in foster care, and who requires care that prevents you from working. At home because you are caring for a sick or incapacitated household member. Taking care of a baby under a year old. Pregnant and medically unable to participate in Welfare- to- Work activities. The One- Time Young Child Exemption. A family can have a full exemption for a parent of a child 0 – 2. During this exemption, which is a year longer than is usually allowed for a baby, that parent won’t have to do Welfare- to- Work activities. Even though the parent keeps getting Cal. WORKs, those months won’t count as part of the 4. The Standard Rules. If you are not exempt from the Welfare- to- Work rules, you will have to do various things to keep getting Cal. WORKs benefits. If you don’t, you will stop getting the monthly cash benefit. Welfare- to- Work Activities. You can be on Cal. WORKs for up to 4. Those months do not have to be consecutive (in a row); if you are on Cal. WORKs for the first time and only receive benefits for 3 months, you will have 4. If you need Cal. WORKs again 5 years later and only get Cal. WORKs for 1. 0 months, you would still have 3. The Hourly Requirement. During those 4. 8 months, you must spend a minimum number of hours each week doing Welfare- to- Work activities, unless you are exempt. The exact number of hours depends on your situation. If a parent is exempted, the other parent would need to do 3. In some months you have to do mostly “core” activities in order to meet your Welfare- to- Work requirements, while in other months you can meet your requirements by doing “non- core” activities. Core activities - These job- related activities may include things like. Subsidized or unsubsidized employment. Work experience. On- the- job training (OJT). Self- employment. Community service. Grant- based OJT. Vocational education and training (1. Job search and job readiness assistance. Mental health and substance abuse services. Providing child care to a community service program participant. Non- core activities - These may not be as directly linked to getting a job. They can include. Adult basic education. Job skills training directly related to employment. Education directly related to employment. Satisfactory attendance in a secondary school. Mental health, substance abuse, and domestic violence services. Vocational education and training beyond the 1. Other activities necessary to assist in obtaining employment. Each county has its own list of acceptable core and non- core activities, so the rules in your county may be a bit different from the acceptable activities listed here. Which Type of Activities You Need to Perform. During your 4. 8 months on Cal. WORKs, you can always meet your Welfare- to- Work requirement if you do mostly core activities. This means. If you are single, you’ll always meet your requirement if at least 2. Welfare- to- Work activities are core activities. These 2. 4 months are called the Welfare- to- Work 2. Month Time Clock. During these 2. 4 months, you still need to perform Welfare- to- Work activities for the number of hours indicated above, but the activities can be non- core activities, which may include activities not on the list that you and your Cal. WORKs caseworker think would help you be more prepared for work in the future. You are single and have two children. You do not have a high school degree and when you talk with your Cal. WORKs caseworker, you both agree that you should get your GED before you look for a full- time job. You go to the local adult education program and spend 3. At the end of the school year, you get your GED and graduate. Because you were studying for 3. Cal. WORKs even though you weren’t doing core activities, thanks to the 2. Month Time Clock. You have used up 1. Month Time Clock, leaving 1. Welfare- to- Work requirements without performing core activities. You have also used up 1. Cal. WORKs, meaning you could get Cal. WORKs for 3. 8 more months during your lifetime. How the Cal. WORKs Program Helps You. Cal. WORKs helps you fulfill the Welfare- to- Work requirements and find employment in a number of ways. You will go to a group orientation that explains the cash benefit and Welfare- to- Work rules. One parent families must work 2. Two parent families must work a combined 5. Welfare- to- Work or is caring for a disabled child. This plan should help you find a job that will support your family after your 4. Cal. WORKs benefits end.
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Tool Palettes also make it easier to maintain drafting standards, because you can easily insert content in the proper layer with the correct scale, linetype, color, and other attributes. You created custom tools and tool palettes in AutoCAD. It is a very easy way to manage (and create) your reusable content. We will place every dyn. The article is called Creating Your Own Auto. CAD Palette and is located at http: //www. It is a very easy way to manage (and create) your reusable content. We will place
This is a great way to you who want to customize your own workspace without a lot of work. You can access your blocks quickly, without having to use insert tool, find where your blocks are. Simply 2 clicks: activate, and click on boundary. Right click on tool palette title bar. You will see a list of palettes group on your context menu. Select architecture to activate that group. This will activate architecture group. By default, this sample group only have one palette in it. We will add more here. Right click again on title bar. Select Customize Palettes from context menu. You will see dialog box like below opened. AutoCAD: Creating a Tool Palette with multiple Blocks at Once. AutoCAD, Blocks, Tool Palettes. No comments: Post a Comment. 2011 (59) December 2011 (1). Use this procedure to create a new tool palettes set. Create a folder in which you will create the new tool palettes set. The default tool palettes set is in \Documents. How do I export Tool Palettes in AutoCAD? I have already found out how to export and. AutoCAD 2010 :: Creating A New Tool Palette. AutoCad :: Create Tool Palette May 11, 2011. Usually when I want to combine 2 or more tool palettes and create one with tools I mostly use,I have all the palettes open,then. The left column, consist all the palettes available. On the right column, we can see how we group our palettes. Architectural group still only have one palette. We will use it as our tool group. Right click on left column, then select new palette from context menu. Rename it to something like . Find Architectural group on the right column. Your new palette should. Make the Most of Tool Palettes in AutoCAD. Creating custom tool palettes in AutoCAD 2004 requires minimal time, no programming. Have you ever built a custom Tool Palette in AutoCAD. Creating a New Tool Catalog. But if you intend to insert blocks to your palettes, don. So plan where you will put your file. If you want to put it on server, do it before you start placing tools to your palettes. Now we can pretend our previous file that has our Use magenta as it color, and lineweight 0. Set A- Centerlines as current layer, then draw a line in your drawing area. By default, it will be named Line. Right click on that tool, select rename. Give it new name: Centerline. Easy right? Check your layer properties now. Tool palette can be very useful for maintaining your CAD standard. Very easy right? Next, we will discuss about
And finally using them all in our design. I would like to know your opinion about this tutorial series. I've been using Auto. CAD since R1. 4 and Revit since Revit Building 9. I occasionally write for AUGIWorld magazine and also active in Golf Fitness Training - Golfer Strength Training Program. The main objective of any strength training program is to increase the level of performance as well as prevent injury. My golf specific strength program is one that utilizes certain strength training principles and exercises that will be beneficial to developing the muscles that allow the golfer to obtain and perform a correct set up, maintain posture throughout the swing, and perform the backswing , transition, downswing , and the follow through with efficiency. My program is developed on the premise that the body must work as one solid functioning unit and the exercises must be specific to the actions of the golf swing. Strength is vital to developing power especially in producing higher levels of force which provides the physiological stimuli needed for your body to perform at its highest efficiency. The principle of skill specificity states that carryover from a training activity to a sport (golf swing) is dependent on the similarity of the neuromuscular demands of the activity and the sport. There are many movements that make up the golf swing. Therefore, a training strength program must address all of the various muscle actions used in the swing. Weight Training Programs For Building Maximum Strength These sample weight training programs are designed to develop maximal strength. Training for maximal strength is not the same as training for increased muscle size known as hypertrophy training. 12 Week Workout Program By Lee Hayward I get a lot of e-mail from people asking me all sorts of exercise related questions such as: - How many days per week should I workout? This program is for strength training, but you should prepare well for the long days on the fairway with additional aerobic conditioning. Basic Approach of this Golf Weight Training Program Golfers like Gary Player, Greg Norman, and Tiger Woods have made in. The components are (1) starting strength, (2) explosive strength, and (3) reactive – elastic strength. It is imperative that the strength training adhere to the SAID (specific- adaptation to imposed demands) principle, which means that training must become more mechanically and speed specific. The training drills especially with a golfer must be closely related to the demands in performing a successful golf swing. Muscles should be trained in functional task groups rather than in isolation. With golfers this is a very important concept since they have always thought that strength training would be detrimental to their swing. This gives the golfer a very clear concept on why a particular strength training exercise will help them execute a proper golf swing. Once they do a swing under added load, it will make it much easier for them to correctly perform the swing without load. Also, it allows for several muscle groups to be trained at one time which will be more time efficient. NOW THERE IS NO EXCUSE FOR NOW NOT DOING A GOLF TRAINING WORKOUT. Balance, body awareness in time and space. Combinatory of functional skills Example: Using dumbbells, weighted club, medicine ball, you can simulate the golf swing in various strength training exercises. This will also incorporate balance, coordination, and actual golf swing training while participating in a training program. For example: Nautilus machines incorporate a cam to automatically vary the resistance which matches your muscle movements. You will encounter proportionately less resistance in positions of lower muscle force and more resistance in positions of higher muscle force. Using this type of machine will result in matching muscle force and resistance force throughout the movement range. The benefits of using machines is that it will keep you in a stable position that increases your correct biomechanical movement range, stretches the muscles, and reduces the chance of injury. Using dumbbells and free weight bars does come with risk. You could be trapped under a weight bar or dumbbell or lose your balance which could result in injuring yourself. Nautilus and Cybex are brands of resistance machines that provide a specific movement path to keep the joint action on track throughout each exercise set. These safety features make resistance machines a preferred option for golfers who desire a safer, simpler training session. I have learned from my martial arts training, a successful program is about being balanced. Also, you do not train a professional golfer the same way you would train a professional football player. I know, because I have trained many professional athletes for the last 3. The exercises selected in your program should be carefully designed so that your muscles will develop in balance with each other. You should not emphasize training some muscle groups over others because this can result in muscle imbalance injuries. Example: A lower body exercise might start with single leg deadlight with medicine ball. Following a training session, the stressed muscle tissue undergoes repair and a regenerating process that leads to larger and stronger muscles. Muscles need usually 4. Research has shown that an average of three to four training sessions a week is sufficient for most people. Past and present research has shown that 3 sets per muscle group and 8 to 1. This will vary depending on the time of season and your tournament schedule. 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Coursework delivery is flexible to fit the schedule of working professionals through evening, weekend, and on- line/hybrid class options. School of Arts and Sciences. School of Health Science. School of Nursing. Check out our.. Online Programs. Graduate Certificates. Doctoral Programs. How Can Trade Finance Anti- Money Laundering Monitoring be Improved? In recent years and today, financial institutions have been subjected to enormous regulatory fines and ongoing on- site visits by various government regulatory agencies. Most monitoring software solutions are detecting red flags from the sender to receiver perspective and are limited to the transparency versus the new methodology of a more complex system. Through research and the development of a new methodology, we can begin to address these problems. With a new methodology we will be able to completely restrategize current trade monitoring systems from a manual and semi- automated process to an optimal one. However, before delving into how the monitoring can be improved, let us take a look at the current process and where weaknesses lie. Description of the Letter of Credit Process. The following diagram depicts a basic flow of documents and money through a letter of credit (LC) trade process: This is how the process works: On behalf of the importer, a LC is opened by an issuing bank. The issuing bank transmits the LC to the advising bank. Once the advising bank receives the LC, the advising bank notifies the exporter. Goods are delivered from the exporter to the importer, and shipping documents are provided to the advising bank. Upon receipt of the proper documents, the advising bank pays the exporter. The advising bank then sends the documents to the issuing bank, and receives reimbursement from the issuing bank. THE QUIZ ANSWER SHEET Section 1 1. The club’s AML/CTF program is designed to: a. Yes, and it's time advisers themselves take regulators' focus on this issue seriously. Compliance rules in this area are only going to become stricter in the next few. Learn about our latest announcement: Pixel, a phone by Google. Advertising Programmes Business Solutions +Google About Google Google.com. Gmail is email that's intuitive, efficient, and useful. 15 GB of storage, less spam, and mobile access. CML is a clonal disorder. Green Investments financial services business plan executive summary. Green Investments is a financial service company that focuses on stocks of environmentally. The issuing bank delivers the shipping documents to the importer and debits the importer’s account. This scenario assumes that there is only an advising bank and an issuing bank, acting on behalf of both the importer and the exporter. The reality of LC processing, however, could be more complicated with additional parties involved. Those parties\entities could include: remitting bank, 1st reimbursing bank, 2nd reimbursing bank, other intermediary banks, 2nd advising bank, confirming bank, negotiating bank, shipping agent, insurance agents, pre- carriage vessels, vessels, forwarding agents, consignee, notifying parties, etc. This is where the picture becomes much more difficult. The core foundation (importer, exporter, advising bank and issuing bank) is still there, but many other elements are added. The addition of these elements, multiple financial institutions, multiple agents, multiple ways to move the goods, etc., all add a level of complexity to the notion of monitoring for money laundering. Description of Potential Money Laundering within the LC Process. There are many ways in which money laundering could occur during the LC process. Insights provides news, analysis and commentary to financial services professionals with content that spans the topics of governance, risk and compliance. UpdateStar is compatible with Windows platforms. UpdateStar has been tested to meet all of the technical requirements to be compatible with Windows 10, 8.1, Windows 8. This section provides the three most common examples. Exclusive relationship: An exclusive relationship exists when an exporter with a history of high volume is dealing and trading with only one importer. In addition, this exporter is dealing with that singular importer by trading goods in different categories and, usually, with high dollar volumes. Under anti- money laundering (AML) guidelines, both entities are considered suspicious and should be subjects of an investigation. Enhanced due diligence (EDD), with respect to these transactions, may result in escalation and the generation of a suspicious activity report (SAR). Over and under invoicing: Money launderers can move money out of one country by simply using their illicit funds to purchase high- value goods. These goods are then exported to a colluding foreign partner, who then sells them in the open market at their true value. To give the transactions an air of legitimacy, the partners may use a financial institution for trade financing, which often entails LC and other documentation. For instance, when a suspect in the U. S. He purchases 1. Rolex watches in cash for $1. The partner, in turn, sells each watch at its actual market price to legitimize these funds. Expected activity violation: In the case of expected activity, an exporter has a registered know your customer (KYC) profile with their commercial bank indicating trading with certain goods, and certain jurisdictions in the world are under a certain monthly dollar and quantity volume limits. Expected activity is the norm; however, when an exporter steps outside that norm, it is considered unusual and suspicious. If an exporter normally exports goods (e. East Asia, this is expected activity. If the same exporter suddenly begins trading in exotic cars valued at $5. Middle East, this would be considered highly suspicious and an investigation would take place. Challenges of LC AML Monitoring. Monitoring for these types of activities is extremely difficult for most financial institutions. Investigators familiar with trade- based money laundering activities are highly trained and highly skilled in identifying these activities. The primary reason this type of monitoring is so difficult is because the industry has yet to identify an . Beginning with the LC records themselves, which must be related to the bills from various sources associated with that particular LC. The information about a particular transaction then needs to take into account reference data (e. ISO codes, OFAC sanctioned municipalities, internal watch lists, goods codes and risk ratings, etc.). Much of this reference data is either not easily accessible and, if it is, is managed by individual investigators and analysts. One of the biggest issues facing investigators is the generation of a . False positives result in a lower productivity for the investigator and decrease the likelihood of a . The primary reason these false positives are generated is so that the actual data being used has not been subjected to data normalization or data cleansing. As discussed in the section on different data sources, there are a number of data sources that are input into the process of monitoring. Unfortunately, many of these data sources are historically not related to one another. For instance, there is no solution that can associate data from an LC record and its associated bill records to an individual institution. This lack of screening leads to manual investigation and analysis and linking. As information is updated in reference tables, there is not an easy way to make sure all of the people that need access to that updated information are notified. Most investigations that occur around trade- based money laundering are so manual in nature and individual to a particular investigator, who probably follow his/her own process, that recreating an investigation is nearly impossible. Because the processes are so individualized, there is absolutely zero transparency to the financial institution. All of these issues that financial institutions and investigators alike face result in some very adverse consequences. Description of the Compliance Issues and Results of Non- Compliance. The evolution of monitoring financial institutions. Prior to March 2. Between March 2. 00. October 2. 00. 7, that civil penalty was increased to $5. In October 2. 00. In addition, criminal penalties were added to the extent that an individual could be fined up to $1,0. The Financial Crimes Enforcement Network (Fin. CEN) and The Office of Foreign Assets Control (OFAC), a part of the U. S. Department of the Treasury, are responsible for insuring financial institutions remain in compliance with trade regulations with respect to money laundering sanctioned entities. When regulators have found that a financial institution or other institution responsible for trading with sanctioned people or countries has committed a violation, they either reach a settlement with the institution or, if a settlement cannot be reached, fine that institution. Recently, numerous domestic and foreign banks have been subject to heavy fines in the millions and billions of dollars. These are the types of penalties institutions are subjected to when they fail to properly monitor and control potentially illegal activities in their trade transactions. Discussion of a New Methodology. As the scope of the problem financial institutions are facing begins to crystallize, what also becomes clear is that there is no technology solution on the market today that can adequately address the problem. Thus, researching and developing new methodology can begin to address the problems discussed above. It will also become apparent that the alternative to manual monitoring is to target four primary areas, discussed below. The first area to target is the creation of an alert- based pillar that monitors for suspicious activity. The second pillar revolves around the ability to select transactions at random for investigators to audit for illicit activity. The third pillar puts a case management tool in the hands of investigators, making them more accurate. The final pillar deals with reporting and providing out- of- the- box reports that can aid investigators and institutions alike in their trade- based monitoring of both importers and exporters. Pillars of a New Methodology. Currently, most institutions are electronically monitoring the bank- to- bank, as well as the exporter to importer, sides of trade transactions via traditional monitoring tools. These traditional monitoring tools function effectively, however, the risk of money laundering still occurs because these tools do not take into account several critical key fields involved with all parties in a trade LC transaction. The first pillar of the new methodology includes creating, and monitoring for, suspicious activity scenarios based on all the key fields involved in a trade transaction. When the methodology detects a potential red flag based on the canned scenarios, an alert is generated to enable an investigator to have immediate access to that particular transaction. The first pillar of the methodology provides for an alert- based mechanism to give investigators a rapid view of potential suspicious activity. Another function of investigators is to examine a set of transactions selected randomly. Intel Security- Mc. Afee. With Mc. Afee All Access, Mc. Afee Total Protection, Mc. Afee Internet Security, and Mc. Afee Anti. Virus Plus, consumers get complete antimalware and antispyware protection, along with an integrated firewall to ensure their computer systems remain virus- free. Additionally, Mc. Afee’s virus removal service helps you easily clean viruses and spyware from your PC. Try out Mc. Afee software by downloading our free antivirus trials. Mc. Afee Mobile Security provides comprehensive mobile device protection with antivirus, anti- theft, and web and app protection for smartphones and Android tablets. Intel Security solutions deliver the highest levels of threat visibility and antimalware protection, including comprehensive system and endpoint protection, network security, cloud security, database security, endpoint detection and response, and data protection. 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Ada beberapa pengertian mengenai pendidikan inklusi, diantaranya adalah pendidikan inklusi merupakan sebuah pendekatan yang berusaha mentransformasi sistem pendidikan dengan meniadakan hambatan- hambatan yang dapat menghalangi setiap siswa untuk berpartisipasi penuh dalam pendidikan. Selain itu Direktorat Pembinaan Sekolah Luar biasa akan. UUD tahun 1945 Pasal 31. Hambatan yang ada bisa terkait dengan masalah etnik, gender, status sosial, kemiskinan dan lain- lain. Dengan kata lain pendidikan inklusi adalah pelayanan pendidikan anak berkebutuhan khusus yang dididik bersama- sama anak lainnya (normal) untuk mengoptimalkan potensi yang dimilikinya. Salah satu kelompok yang paling tereksklusi dalam memperoleh pendidikan adalah siswa penyandang cacat. Tapi ini bukanlah kelompok yang homogen. Sekolah dan layanan pendidikan lainnya harus fleksibel dan akomodatif untuk memenuhi keberagaman kebutuhan siswa. Mereka juga diharapkan dapat mencari anak- anak yang belum mendapatkan pendidikan. A. Klasifikasi Anak Berkebutuhan Khusus. Pengelompokan anak berkebutuhan khusus dan jenis pelayanannya, sesuai dengan Program Direktorat Pembinaan Sekolah Luar Biasa Tahun 2. Pembinaan Direktorat Jenderal Manajemen Pendidikan Dasar Dan Menengah Departemen Pendidikan Nasional Pendidikan adalah sebagai berikut : 1. Tuna Grahita Ringan (IQ = 5. Gifted : Potensi kecerdasan istimewa (IQ > 1. J. Talented : Potensi bakat istimewa (Multiple Intelligences : Language, Logico mathematic, Visuo- spatial, Bodily- kinesthetic, Musical, Interpersonal, Intrapersonal, Natural, Spiritual). Kesulitan Belajar (a. Program Direktorat Pembinaan Sekolah Luar Biasa Tahun 2006 GmcHyperaktif, ADD/ADHD, Dyslexia/Baca, Dysgraphia/Tulis, Dyscalculia/Hitung, Dysphasia/Bicara, Dyspraxia/ Motorik)1. Lambat Belajar ( IQ = 7. Korban Penyalahgunaan Narkoba. Kebijakan dan strategi direktorat pembinaan sekolah luar biasa dalam pelayanan pendidikan khusus dan pendidikan pelayanan khusus direktorat jenderal manajemen pendidikan dasar dan menengah departemen pendidikan nasional 2006.
Pendekatan secara kurikulum nasional dikaitkan dengan Anak Berkebutuhan Khusus (ABK)Kurikulum pendidikan nasional yang diterapkan saat ini ternyata sangat menyulitkan anak- anak yang berkebutuhan khusus (ABK), seperti yang terjadi di sekolah- sekolah inklusi. Kebutuhan sekolah inklusi ini bukan kurikulum yang berfokus bagaimana mengarahkan siswa agar sesuai harapan standar kurikulum yang berangkat dari sekedar bagaimana mengatasi keterbatasan siswa, tetapi berangkat dari penghargaan, optimisme dan potensi positif anak yang berkebutuhan khusus. Tetapi kenyataan yang ada sekarang, kurikulum pendidikan nasional masih kaku, arogan dan tidak mau mengalah. Bahkan terhadap siswa yang termasuk ABK, dimana siswanyalah yang harus mengalah dan menyesuaikan diri, bukan kurikulum yang menyesuaikan diri dengan potensi siswa. Kondisi tersebut sangat menyulitkan anak- anak berkebutuhan khusus yang berada dalam kelas inklusi. Selain kurikulum yang menjadi hambatan bagi pengembangan sekolah inklusi adalah, banyak guru yang masih belum memahami program inklusi. Kalaupun ada yang paham, keterampilan untuk menjalankan sekolah inklusi, itupun masih jauh dari harapan. Bahkan ketersediaan guru pendamping khusus juga belum mencukupi. Salah satu program, mendesak yang harus dikuasai guru dalam program sekolah inklusi tersebut adalah menambah pengetahuan dan ketrampilan deteksi dini gangguan dan potensi pada anak. Pendidikan inklusi berarti juga harus melibatkan orang tua secara bermakna dalam proses perencanaan, karena keberhasilan pendidikan inklusi tersebut sangat bergantung pada partisipasi aktif orang tua bagi pendidikan anaknya. C. Paradigma/ Pandangan Masyarakat Terhadap Pendidikan Inklusi. Pendidikan inklusi memang tidak popular dalam masyarakat. Masyarakat hanya disibukan dengan urusan meningkatkan kualitas pendidikan secara horizontal maupun vertical. Pelayanan pendidikan ini memang memerlukan sarana dan prasarana yang cukup besar tapi bukan berarti harus ditinggalkan karena mereka mempunyai hak yang sama untuk mendapatkan pendidikan. Kita harus meninggalkan persepsi konvensional bahwa anak dengan berkebutuhan terbatas misalnya untuk anak tuna netra hanya dicetak menjadi Tukang Pijat. D. Pentingnya Pendidikan Inklusi. Pendidikan merupakan kebutuhan dasar setiap manusia untuk menjamin keberlangsungan hidupnya agar lebih bermartabat. Karena itu negara memiliki kewajiban untuk memberikan pelayanan pendidikan yang bermutu kepada setiap warganya tanpa terkecuali termasuk mereka yang memiliki perbedaan dalam kemampuan (difabel) seperti yang tertuang pada UUD 1. Namun sayangnya sistem pendidikan di Indonesia belum mengakomodasi keberagaman, sehingga menyebabkan munculnya segmentasi lembaga pendidikan yang berdasar pada perbedaan agama, etnis, dan bahkan perbedaan kemampuan baik fisik maupun mental yang dimiliki oleh siswa. Jelas segmentasi lembaga pendidikan ini telah menghambat para siswa untuk dapat belajar menghormati realitas kehidupan dalam masyarakat. Pendidikan inklusi adalah hak asasi manusia, di samping merupakan pendidikan yang baik dan dapat menumbuhkan rasa sosial. Itulah ungkapan yang dipakai untuk menggambarkan pentingnya pendidikan inklusi. Ada beberapa argumen di balik pernyataan bahwa pendidikan inklusi merupakan hak asasi manusia: (1) semua anak memiliki hak untuk belajar bersama; (2) anak- anak seharusnya tidak dihargai dan didiskriminasikan dengan cara dikeluarkan atau disisihkan hanya karena kesulitan belajar dan ketidakmampuan mereka; (3) orang dewasa yang cacat, yang menggambarkan diri mereka sendiri sebagai pengawas sekolah khusus, menghendaki akhir dari segregrasi (pemisahan sosial) yang terjadi selama ini; (4) tidak ada alasan yang sah untuk memisahkan anak dari pendidikan mereka, anak- anak milik bersama dengan kelebihan dan kemanfaat untuk setiap orang, dan mereka tidak butuh dilindungi satu sama lain (CSIE, 2. Adapun alasan- alasan di balik pernyataan bahwa pendidikan inklusi adalah pendidikan yang baik: (1) penelitian menunjukkan bahwa anak- anak akan bekerja lebih baik, baik secara akademik maupun sosial, dalam setting yang inklusif; (2) tidak ada pengajaran atau pengasuhan dalam sekolah yang terpisah/khusus yang tidak dapat terjadi dalam sekolah biasa; (3) dengan diberi komitmen dan dukungan, pendidikan inklusif merupakan suatu penggunaan sumber- sumber pendidikan yang lebih efektif. Dan argumen- argumen dibalik pernyataan bahwa pendidikan inklusi dapat membangun rasa sosial: (1) segregasi (pemisahan sosial) mendidik anak menjadi takut, bodoh, dan menumbuhkan prasangka; (2) semua anak membutuhkan suatu pendidikan yang akan membantu mereka mengembangkan relasi- relasi dan menyiapkan mereka untuk hidup dalam arus utama; dan (3) hanya inklusi yang berpotensi untuk mengurangi ketakutan dan membangun persahabatan, penghargaan dan pengertian (CSIE, 2. Pertimbangan filosofis yang menjadi basis pendidikan inklusi paling tidak ada tiga. Pertama, cara memandang hambatan tidak lagi dari perspektif peserta didik, namun dari perspektif lingkungan sekolah. Lingkungan sekolah harus memainkan peran sentral dalam transformasi hambatan- hambatan peserta didik. Kedua, perspektif holistik dalam memandang peserta didik. Dengan perspektif tersebut, peserta didik dipandang mampu dan kreatif secara potensial. Sekolah bertanggung jawab untuk menciptakan lingkungan di mana potensi- potensi tersebut berkembang. Ketiga, prinsip non- segregasi. Dengan prinsip ini, sekolah memberikan pemenuhan kebutuhan kepada semua peserta didik. Organisasi dan alokasi sumber harus cukup fleksibel dalam memberikan dukungan yang dibutuhkan kelas. Masalah yang dihadapi peserta didik harus didiskusikan terus menerus di antara staf sekolah, agar dipecahkan sedini mungkin untuk mencegah munculnya masalah- masalah lain (UNESCO, 2. Ada tiga langkah penting menuju inklusi yang nyata: komunitas, persamaan dan partisipasi. Semua staf yang terlibat dalam pendidikan merupakan suatu komunitas yang memiliki visi dan pemahaman yang sama tentang pendidikan inklusi, baik konsep dan pentingnya maupun dasar- dasar filosofis. Setiap anggota komunitas memiliki persamaan (hak yang sama), dan—karena itu—sama- sama berpartisipasi dalam mengembangkan pendidikan inklusi, sejak dari perencanaan, pelaksanaan sampai evaluasinya. Dalam pendidikan inklusi, sistem sekolah tidak berhak menentukan tipe peserta didik, namun sebaliknya sistem sekolah yang harus menyesuaikan untuk memenuhi kebutuhan semua peserta didik. Terkait dengan ini, ada ungkapan bahwa komunitas (semua staf yang terlibat dalam pendidikan inklusi) . Model Kelas Inklusi. Direktorat PLB (2. Kelas reguler (inklusi penuh)Anak berkelainan belajar bersama anak lain (normal) sepanjang hari di kelas reguler dengan menggunakan kurikulum yang sama. Kelas reguler dengan cluster. Anak berkelainan belajar bersama anak lain (normal) di kelas reguler dalam kelompok khusus. Kelas reguler dengan pull out. Anak berkelainan belajar bersama anak lain (normal) di kelas reguler namun dalam waktu- waktu tertentu ditarik dari kelas reguler ke ruang sumber untuk belajar dengan guru pembimbing khusus. Kelas reguler dengan cluster dan pull out. Anak berkelainan belajar bersama anak lain (normal) di kelas reguler dalam kelompok khusus, dan dalam waktu- waktu tertentu ditarik dari kelas reguler ke ruang sumber untuk belajar dengan guru pembimbing khusus. Kelas khusus dengan berbagai pengintegrasian. Anak berkelainan belajar di dalam kelas khusus pada sekolah reguler, namun dalam bidang- bidang tertentu dapat belajar bersama anak lain (normal) di kelas reguler. Kelas khusus penuh. Anak berkelainan belajar di dalam kelas khusus pada sekolah reguler. DIREKTORAT JENDERAL MANAJEMEN PENDIDIKAN DASAR DAN MENENGAH DEPARTEMEN PENDIDIKAN NASIONAL 2. KEBIJAKAN DAN STRATEGI DIREKTORAT PEMBINAAN SEKOLAH LUAR BIASA DALAM PELAYANAN PENDIDIKAN KHUSUS DAN PENDIDIKAN PELAYANAN KHUSUS. |
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