Sekolah Peduli Anak Hebat

(SPAH) Learning Model

For Students with Disabilities
Oleh: Normalia, S.Psi, M.PdI

SMA MUHAMMADIYAH 10 SURABAYA

Jl Genteng Muhammadiyah 45 Surabaya
BG Junction Lt. UG, stand A 23 – A 25
031-5352707
www.smaprestasi.sch.id
smamuh10sby@gmail.com

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 Sekolah Peduli Anak Hebat (SPAH) Learning Model
for Students with Disabilities

Normalia Sage, S.Psi, M.PdI

Master Student of Professional Psychology, Airlangga University Surabaya-Indonesia
(pureza.sage@gmail.com)

Dr. Nur Ainy Fardana N. M.Si, Psikolog

Master Lecturer of Professional Psychology Universitas Airlangga Surabaya -Indonesia
(nurainy.fardana@psikologi.unair.ac.id)

Abstract
Long time ago students with disabilities studied in the isolated classroom and they have restrictive
rights. Its effects on education performance sector for students with disabilities. There is decreasing
participation of student with disabilities in Indonesia government nine years study program from
elementary to secondary schools. Therefore based on Permendiknas number 70, 2009 promotes
inclusive education for students with disabilities and gifted. During implementation, inclusive
education has benefits and challenges. The benefits are they become part of local community and have
regular peers as models of behavior, problem-solving and other cognitive skills in cooperative
groupings. The challenges for inclusive education are teacher resistance to the notion of inclusion, lack
of competence, feelings of vulnerability, large class size, unsatisfied parent, insufficient curriculum
resources and aide support. Finally, inclusive education develops according to the style and capabilities
of each school institution. There are schools which focus more on improving the work skills of students
with disabilities, but there are also schools which focus on improving academic skills according to their
needs. A talent executive school of Muhammadiyah Senior High School 10 Surabaya has developed
an alternative innovation of inclusive learning based on student with disabilities passion. A flexible
education system which follows their talents and interests, titled Sekolah Peduli Anak Hebat (SPAH)
learning model. SPAH has five learning models i.e. Religious-Emotional-Social-Health Supporting
(RESHES), Sport-Art-Entrepreneur (SAE), Career Class (CC), Fun Academic (FA) and Parent Society
(PS); which 50% focuses on increasing the heart potential, 30% physical potential and 20% mind
potential in development of talents, character and academic of student with disabilities.

Key words: inclusion, great children, SPAH, heart, talent

1. Background
Over the past a decade, the education of disabilities children worked in
separately institution from public school. They have less right than their “normal”
children. This condition makes them tend to feel isolated from their family, friends
and community. As time goes by the children with disabilities have their rights to live
as a united society, include rights for education, profession and social participation.
Table 1. People with disabilities participation in education sector
Education Types Gender Number
Man Woman
No elementary 431.191 406.152 838.343
school/dropout
Elementary School 234.316 152.436 386.752
Junior high school 60.052 31.144 91.196
Senior high school 44.995 19.778 64.773
Diploma 1/2 277 137 414
Diploma 3 1.913 981 2.894
Bachelor/Diploma 3.481 1.463 4.944
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Magister/Doctoral 148 55 203
Total 777.373 612.146 1.389.519
Source: Pusdatin Kemensos RI 2012 in the Buletin Kementerian Kesehatan 2014

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 Pusdatin Kemensos RI 2012 source (see table 1) shows that no elementary
school/dropout people with disabilities are more than junior/senior high schools. It
means the quality of education people with disabilities is weak and its effects on their
profession and social life. Nevertheless, slow but sure the government notice the
existing of disability people for getting the profession right to work in the company or
formal sector. The appeal is writed down on UU No. 4, 1997 which every company is
required to employ the disability people as employee to fulfil 1% quota from 100 used
workers.
Indonesia starts for supporting social and education rights for people with
disabilities through inclusive education. The system has strived by government since
Permendiknas No. 70, 2009 about inclusive education for student with disabilities and
has potential intelligence and gifted released. The constitution explains three inclusive
education concepts that is mainstream, integrative and full inclusive classroom. The
inclusive education clearly omits the borderline between regular and special class,
providing appropriate education for each student with various cognitive levels. It
needs curriculum sources and facilities which accommodate all diverse student needs.
Increasingly numbers of inclusive education on high schools hopefully bring the
students with disabilities for completing education in higher level, at least nine years
study in the elementary until secondary school as stated on UU No. 23, 2002 clause
48 and chance for obtaining education as widely possible on clause 49, in order to
increase their participation in the global work or college.
Apart from the fact that the inclusion model is consistent with the notion of
social justice or eliminate discrimination attitude, there are benefits of this model.
When students with disabilities are educated in the public school, as opposed to a
special class, they become part of their local community. As it is known high school
students are teenagers has preference closer to their social community than family or
school teachers (Hurlock, 1990). Therefore the inclusive education is allowing them
to interact with their neighborhoods friends. Weekend activities are more likely to
occur with people they see every day at school, and they are more likely to meet up
with people they know when out in their own community. Students with disabilities
also have regular peers as models of behavior, problem-solving and other cognitive
skills in cooperative groupings (Will & Jackson, 2000)
Despite the perceived advantages of an inclusive model of education for
students with disabilities, significant issues remain unresolved. Students who may not
necessarily contribute to a profile of academic excellence are viewed as not making a
contribution to the overall appeal of the school. While special schools present
themselves as centres of excellence for their population of students, few mainstream
schools are prepared to advertise that they accept students with significant special
needs for fear that they be seen as a “dumping ground” (Konza, 2002).
Teacher also resistence to the notion of inclusion. Center and Ward (1987)
proposed early in the discourse surrounding integration that teachers’ resistance
reflected a lack of confidence in their own instructional methodologies, and in the
quality and amount of support offered to them. A single student with a major
behavioural problem can create significant havoc in a school (Hasting & Oakford,
2003). Bowman 1987 also noted, however, that in those countries that had enabling
legislation requiring integration, teacher attitudes were more favourable towards
integration. Forlin and her colleagues (2001) found in their survey of pre-service
teachers that many students felt extremely uncomfortable in their dealings with people
with disabilities because it forced them to confront their own fears of being disabled.

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Schumm & Vaughn, (1992) most teachers want to help low-achieving students, but
do not have the time to prepare special materials. Teachers are renowned for having a
preference for maintaining control over their own “kingdoms”. Having itinerant or
other support people in their classrooms is a threatening prospect for some teachers
(Chandler 2000). Special teachers are often involved with the students on an itinerant
basis. These factors increase the sense that the child is not the responsibility of the
class teacher, and in these circumstances, it is very easy for the child to feel, and in
fact to be marginalised (Jobling & Moni 2004).

2. Literature Review
It is necessary to develop an inclusive learning models as a follow up to face
the challenges. Muhammadiyah 10 senior high schools (SMAM X) Surabaya, a talent
executive class, Sport, Art and science (Spartan) on Genteng Muhammadiyah street
no. 45 Surabaya, East Java, Indonesia has inclusive education program, titled
“Sekolah Peduli Anak Hebat” (SPAH)/caring school for the great children as the sixth
differentiation program. The established SMAM X on 2014 has 30 students with
disabilities from 713 total students (see figure 1) and has graduated four students with
disabilities. They are now studying informatics at ITATS and office administration at
Unitomo Surabaya, Islamic education and management at University of
Muhammadiyah Surabaya. Sudarusman, the principal of SMAM X Surabaya
emphasizes that student with disabilities; especially cognitive disability has rights to
obtain good education and success in the future. He often campaigning them as great
or unlimited children. SPAH is not only gives chance for great children to achieve
special academic performance, but also for building character, social and interaction
ability, talent development and sustainable career assistance for them who wants to
continue to the college or global work. In collaboration with professional special
teacher, therapist, psychologist and doctor, SPAH also facilitates consultation for
local community who want to know or participate in inclusive education. It has
purpose for growing up the people awareness to the unlimited children. The five
SPAH learning methods consist of Religious-Emotional-Social-Health-Supporting
(RESHES), Sport-Art-Entrepreneur (SAE), Career Class (CC), Fun Academic (FA)
and Parent-Society (PS).
Figure 1. Great Children SMAM X number data
Year 2014-2018
Autism
1 3 Cerebral palcy
1 Mental retardation
8
Slow learner
9 Borderline
8 ADHD

This paper reviewed the efforts which SMAM X Surabaya has done before for
developing education for student with disabilities in high schools levels and also
describing briefly SPAH five learning methods implementation that support great
children to gain success in the college, career and social life. The expectation of this
paper is develop reader understanding that by using SPAH five learning methods
could develop character building, knowledge, skill especially the self-confidence of
the great children.
SPAH Learning method consists of great children practical learning that
divided into two systems, Integrative and full inclusion. First, Integrative is the

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system where great children learn in the special class on public school. In this case
SMAM X Surabaya builds commitment that all student candidates will be accepted
without selection. For student with moderate to severe disabilities, just like autism
and mental retardation combine motoric problems are more appropriate using
integrative system. They have special class for developing self-competence based on
their needs and also regular class for socialize or interaction with public school
environment. Second, full inclusion is the system which places the great children to
learn individual/group learning in the regular class. Great children with slow learner
types follow this system with reducing curriculum materials. Both of these systems
obtain full support from all sides such as parent, special teacher and experts. Mc.
Leskey and Waldron (2011) concluded in their research that both of the systems
showed various result on elementary school student with disabilities. Its depend on
teacher quality of instruction and on their further research showed the great children
with severe disability level, specifically on their cognitive more effectively used
integrative model, because in the special/source class they get intensively instructions,
suitable concept and skill for their needs.
The SPAH learning model is based on three orders. The first is to develop the
heart potential rather than the mind potential with the potential comparison of heart,
physical and mind by 50%: 30%: 20%. This percentage shows the level of attentions
and stages in the SPAH program. Heart potential is manifested in the Religious
Emotional Social Health Supporting (RESHES) program. This program gets much
greater attention than the others, because the biggest problem of great children is
psychological pressures, not transfer of skills or knowledge. Psychological pressures
that come from themselves and environment prevents them to improve self-
development and achievement. In this case, formal, non-formal, individual or group
counseling is carried out every day, unlimited time and media, so that close relations
between great children and special teacher are more established. The initial target of
50% heart potential is to direct the program goals for building great children
confidence. The physical potential attention of 30% is in the form of talent school
programs which is interested by students titled Sport, Art and Entrepreneur (SAE) and
Career Class (CC). SPAH SMAM X focuses more on learning activities that involve
action. For bringing confidence; skills to solve problems; and socialization, great
children are directed to participate in potential activities, community and competitions
according to their passion together with regular students. The mind potential of 20%
is the smallest one with the emphasis that the SPAH program does not focus on
increasing the academic value. Learning is built in the form of fun academic (FA).
The FA gives more attentions and time to the material related to the potential of the
great children. Schedule, material can be different from one child to another.

3. Methods
It’s descriptive qualitative research. The data was collected by interview, class
observation and document study on SMAM X Surabaya to summarize the key points
of SPAH learning methods and then to present these findings in an academic manner.

4. Result
These are the summarize of SPAH five learning methods.

4.1. Religious–Emotional-Social and Health Supporting (RESHES)-SPAH

One of challenges being great children is strengthen mental to deal with life and
confident to face up the future. As in the research of Turner on Smith, 2012 revealed

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that children with disabilities, especially mental retardation has need to feel as a part
of others, need to find protection from negatively label or perception, need of social
supporting and comfort, need to leave out the boredom and find social stimulation. In
this case, to create caring school to student with disability, the first step is established
communication and rapport between teacher and student and it is become a necessity
in the inclusive learning. The closeness rapport makes the student more open of their
personal problem, in addition to make decision, problem solving and self-
development. Second, create Guardian Angel and great children community, also
assessment and diagnostic from professionals.

a. Teacher Rapport
As one of SPAH principles that closeness rapport between teacher and student
is the main key, then student personal services become necessity. There are two kinds
of teacher in SMAM X Surabaya, i.e. regular teacher and special/shadow teacher.
Regular teacher has built the mindset and attitude by the principal and professionals to
always neither greet and treat the great student with affection/no bullying in the class
nor outclass. Junior teacher learn from the senior how to interact with them and it
becomes role model also for regular student to behave the same.
Special teacher has responsibility of great children mind, heart and physic
potential development. For reaching the professionals on duty, each special teacher
control maximal five slow learner children and only one autism child. Autism child is
special, they need full attention, especially when they get tantrums, echolalia,
mumbling etc., then special teacher help them to calm down in a source room. The
rapport between teacher and great student is formed not only in the classroom
interaction, but also in informal situation or media social. Special teacher creates
social media group for consulting and motivating about religious, emotional and
social material to the great children in daily life.

b. Guardian Angel (GA)

A fact that a great child adaptation to the regular class is not always running
smoothly, but it needs time and process. Great children need to be reinforced to face
the possibility of bullying. As someone ever fell down and bleed then he will know
how to confront and treat it. They need friend for supporting them. Guardian Angel
(GA) is a term for chosen regular student in the inclusive classroom that is in charge
to help the great children on social interaction. The social learning model is known as
Peer-Mediated Instruction and Interventions (PMII) which used regular student as
instructor for great children on teacher supervision. Peer or GA led the great children
direct or indirectly through modeling and teacher as facilitator only. The instruction
from GA is not only about academic material but also social and emotional
development to the students with disabilities (Kalfus, 1984). The GA teams indeed
selected from kind, patient, care, and friendly regular student. The most important
thing no coercion and they want to make friendship with them sincerely. Besides
learning together time in the classroom, break time, pray and have lunch together
becomes 100% valuable time for socialization with regular friends. All GA students
and teacher periodically have seminar/workshop from professionals PSLD UNESA,
Psychology Airlangga University and Hang Tuah University.

c. Great Children Community

The Z-generation teenagers absolutely love community. Great children
automatically create social media group to gain information and share each other’s.

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Special teacher not only as classroom teacher but he/she could be teacher anytime and
everywhere. The patience and desire of special teacher to respond all their questions
and motivate them is a part of RESHES SPAH program.

Example 1: Relationship between teacher and student with slow learner type
Lia is special teacher of great children with slow learner type, grade XI high
schools. Every day she always takes time to greet, motivate and give information in the
LINE group of great children community. Reza is one of great children in the group. He
is very excited and extrovert. He quite often called the teacher for asking duty or just
give vent to solve his problem. The openness of the student is seen when he told that after
graduate from high school, he want to work as cleaning service. Lia responded it
positively. She didn’t bring down his self-concept, but she described all the component
of cleaning service. There are manager, supervisor and cleaning service itself and Reza
could follow internship to understand the job details. Therefore Reza become more
confidence and understand it.

d. Professionals SPAH Assesment

Psychological and health diagnostic/assessment become the second important
thing after the rapport between teacher and student. Assessment is significant tool for
placement decision into integrative or full inclusion system, find the specific
accommodation or facilities for supporting their learning, and place them into suitable
extracurricular, potential or internship with their ability and passion. The assessment
process line can be seen on figure 2 below.

Figure 2. Great children placement decision process

Step 1. Identify the skill of concern
Step 2. Identify level ability and obstacles
Step 3. Determine the instruction
necessery to increase skill level
Step 7. Reconcider changes in
placement in response to
instructionally relevant data
Step 6. Monitor the student’s progress
acquiring the skill of concern to
determine if placement is appopriate

Step 4 Identify the materials necessery Step 5. Based on step 2-4, make a
to teach the skill of concern. decision regarding where instruction of
the skill of concern will take place

The initial assessment is the diagnostic of disabilities and their level in

collaboration with UNAIR psychology faculty. The second is talent assessment by the
psychological potential team of SMAM X Surabaya through observation, consultation
with parents and individual counseling with great children. The third is health
assessment in collaboration with Muhammadiyah Hospital Surabaya provided its own
polyclinic in SMAM X Surabaya building. Health checks include major signs,
nutritional status, visual checks, ENT, motor and physical illness suffered by a great
child. The results of the three assessments are used to map the great child in to the
integrative or the full inclusion learning system and know what facilities are needed
during the lesson, the talent, interest or what skills can be developed. The fourth
assessment of the therapist is done at the end of each semester to provide an
evaluation of the methods development for the improvement of great child outcomes.
In addition, the presence of these experts can be a source of consultation for parents.

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 4.2.Sport, Art, and Entrepreneur (SAE) SPAH
The SPAH program focuses more on art, sports and life skills than the
academic performance of great children. The identified talents of art and sport will be
directed to the extracurricullar/potential teacher. The special teacher once again tracks
the progress of the student, and serves more as a counselor to support, motivate and
direct great children. The SAE learning model works to facilitate the talent of great
child, self-confidence building and social needs to become part of the community.
Extracurricullar/potential teachers are more concerned on positive attitudes during
learning process such as prayer before practice, how to appreciate the different talents
of friends, strengthen confidence and conviction in decision making. This art talent
will be performed on certain events and of course they also collaborate with regular
students in the performance.

Example 2: Art talent of great children

For a special teacher looking for great children sports, arts or entrepreneur talents
especially with a diagnostic of mental retardation are certainly uneasy. It requires patience,
high motivation and diligence. Sometimes the existing talent is not supported by student interest.
So the special teacher directs it until the great child have found what he likes. Again the
purpose of identifying this talent is not to lose and win in the competition, but to bring
excitement and confidence to the great children. A story of Adi, one of the great children grade
X, he belongs to the mild mental retardation category. He is very confident, easy to socialize
and likes to do eccentric, such as wearing black sunglasses at school, carrying clocks and fan
for school, and sometimes dancing in front of regular friends. He likes to be the center of
attention when the parade commemorates of Indonesia Independence Day by wearing a
complete black suit and “kopyah” like a man who wants to hold a marriage. When the
consultation to get his interest or talent is automatically easy directed and he is interested in
dancing and playing tambourine. It’s different case for Ibra a great child of grade X with a
mild mental retardation diagnosis, he has the nature of bashfulness, calm, succumb, tend to
follow others, requires approach, observation, parent consultation and personal counseling
continuously to identify his talent.

4.3. Career Class (CC) SPAH

Teenagers with mentally retarded only 2.5% enrolled in college after high
school and more who still aren’t independent, so SPAH through the career class
program prepares great children with certain skills to be self-sufficient through
internships and transition planning. National Longitudinal transition study of special
education (NLTS) U.S. in Smith, 2012 found the variables that influence the success
of young people with disabilities after graduating school are the longer time used in
public education makes the disability people more acceptable to work and get a higher
salary. Second, work experience / internship and vocational training during high
school also increase the interest of job recipients on them.

a. Internship as needed
What seems to be different from other inclusion schools is that the SPAH
learning schedule is not rigid and very flexible for great children. Suppose that if the
initial assessments of great children are learning in the automotive field, then it is
possible for them to get internship for one month in the workshop. So the academic
learning can be done afterwards by giving them homework and they can access it
everywhere, every time using school e-learning that will be explained in detail on the
fun academic model. For great children who like an entrepreneur directed an
internship at Pizza Hut. In this case the school continues to open cooperation with
various institutions or companies that can receive them for internships. For great

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children the internship material is adapted to their abilities based on the previous
assessment, for example in the field of automotive, a great child with mental
retardation has work for replacing sparkplugs, patch the tires. During internship
process, progress and obstacles are also in the recap of special teachers through
interviews or observation drafts (see table 2) that given to guest teachers / internship
institution owners. Any child who has attended an internship will get a certification
that can be used for applying job references.

Table 2. Sample of internship obervation draft for great children

Name: ____________ Grade: ____________
No Date Activities Nilai Notes
A B C

b. Transition Planning
The transition planning class is for the great children of grade XII who
wants to go to university. In this class a great child will be given materials about
planning to a higher level (see table 3). SPAH provides mentoring services not only
terminated when a student graduated from high school, but sustainable until this great
children can really adapt in the intended college (see example 3)

Example 3 Great Child Mentoring at the University

Call it Danang, alumnus great children with slow learner category. Danang
initially enrolled in psychology at one of the universities in Surabaya. In his journey
the department proposed to reject him. Mr. Suwardi is a special teachers from SMAM
X Surabaya continue to accompany by giving self-advocacy to the department so that
Danang is accepted and in the end he can study in Islamic majors in the same
university.

Table 3 Transition Planning to College for student with disabilities

No Materi
1 Tips for creating an effective transition plan.

2 Describe the differences among Senior High School and University rules.
3 Recommendations for success
4 Planning Ahead: Medical Documentation
5 Communication and self-advocacy
6 Online resources for transitioning to college
Source: CAR 2017

4.4. Fun Academic (FA) SPAH

The Government supports inclusive education in the hope of increased
performance of students with disabilities. Several studies have shown that inclusion
practices are more successful at elementary than middle school. Casale-Giannola in
Ford, 2013 compares inclusion education in public schools and vocational schools.
Public schools have the advantages of close relationships between teachers and
students, contextual learning, interesting discussions, curriculum strategies and
modifications, active learning. The disadvantages are learning strategy and
collaboration among teachers weaknessess, spending too much or too little to serve
the needs of children with special needs. Vocational schools have the advantages of

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diverse learning, contextual and active learning, the presence of expert teachers and
the diasadvantages related to individual support, classroom management, basic ability
difficulties (reading, writing and counting) of students with disabilities to follow
vocational materials.
From the result of the research and observation, SPAH SMAM X Surabaya
doesn’t make academic performance become the main key of great children success.
Academic learning becomes a media to establish teacher and great children rapport, a
place for socialization and build positive character through learning activities with
regular students, place to increase confidence when they have successfully mastered a
modified material. Because the key of successful academic learning is the teacher
quality of instruction, so the SPAH Fun Academic learning model frees every teacher
to use any method or media, as long as its done with attention that makes the students
happy. Because SPAH is more concern to character building or heart potential, then
there are some important references in fun academic, those are:
 The academic learning is flexible. It’s started from the easy material and increase
along with the ability of the great children. So they can solve the problem with a
little error and get a high score and at the same time get a challenge with
increasingly level according to their ability.
 The academic learning process is fun by activating in addition to the mind
potential as well as the physical and the heart. Every successful great child should
be rewarded either with praise, applause, smile or touch and punishment is not
permitted at all.
 Academic learning is contextual i.e. approaching concrete problems in the real
world, so they can apply it in everyday life.
 The learning evaluation contains descriptions of the great children development
on learning with authentic and holistic assessments (see figure 3).

Figure 3 the example of evaluation report form and observation from class teacher, special teacher
and parent.

Here are some examples of learning methods that implemented in fun academic (FA)
special class.
1) One Instruction Method
In this method the great children are given only one instruction and it is
completed first and then switches to another. This method is used for great children
with mental retardation category. Because the concentration range and comprehension
are below average, then no teacher should give more than one instruction, for
example, “trace the words, then color it based on the question!” In the one instruction

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method the teacher gives the command," trace the words!" The child completes it
first, and then the teacher gives the second command," Read the question!" The child
reads, then proceed to the next command "Color it according to the instruction!" If the
first instruction has not been mastered, it will be repeated on the first instruction and
may continue as the same command for the next day.
2) Differentiated Instruction Method
Differentiated Instruction (DI) is the perfect teaching method used for great
children with mental retardation category in a special class. DI engages students with
disabilities and others with different learning needs to acquire teaching methods and
materials suited to their individual needs (Scruggs, Mastropieri & Masrshak in Ford,
2013). Children learn the same subject matter but may be at different levels. For
example in a special class there are three great students of grade X with different math
skills. Falah is still in the sum under 10. Adi sums up the save model and Ibra starts to
the multiplication material. In this class there is no equalization of material or wait for
each other in terms of material acceleration, but at the time of the mathematics lesson,
they get different instructions according to the level of ability. Ibra who has higher
math skills among his two friends will continue to the next level.
There is flexibility in the use of technology to help great children learning.
They are allowed to use calculator technology, aids or laptops. With the premise that
their cognitive abilities are at some level maximal, the learning function shifts to the
practice of how to use the equipment to assist them in solving everyday problems. To
get a more qualified result, a special teacher facilitates maximum three mental
retardation student.
3) Contextual Homework Methods
House work is important to get additional material and value for great
children who attend a few months internship program at Career Class (CC) SPAH. To
get an effective homework, then there are some things emphasized, the first the
questions should not be more than five. The answer of the question can be found in
the handbook or tend to fun daily project activity. The example are assignment for
carry two types of leaves and writes the name, type, and function of the leaf,
calculates how much it costs to spend 1 kg of sugar, 3kg of rice and 1 liter cooking
oil.

4.5. Parent-Society (PS) SPAH

The parent of a great child, especially at the high school level, must have
had many stories and experiences. At least they have faced several phases of
emotional change from shock, rejection, sadness, anxiety, fear, anger, and later
acceptance (Drotar et al. In Smith 2012). When parents with disabilities children have
reached a receptive phase, they develop strengths in themselves and expect their
children to be "fairly normal" in society or at least the community environment can
understand the specific needs of their children. This power is formed from various
experiences encountered such as isolation, feeling aloof and confused and
marginalized (Smith, 2012). To realize the expectations of great children socially
acceptable, most parents welcome positively about inclusive education programs.
They hope for social and personality development when their great children interact
with friends in regular classes. They also want their children to be part of a caring
educational community.
The greatest success factor of children is in the role of parents and / or
family environment. Therefore SPAH SMAM X Surabaya creates a friendly family
environment. Parent becomes companion in the implementation of inclusive

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education. Robinson-Robinson in Smith, 2012 says they (parents) should be
encouraged to be involved in every aspect of school activities. They should always be
informed of changes that occur in schools that will have an impact on their child's
inclusiveness. SPAH held formal consultation every three months with parents and
informal in every day through personal messages (whats up) and WA group of
SPAH's parents. They can also access their great child development through websites
and e-learning schools. Each year there is a parenting for great children family where
the great children can show their talent performance. Informal sharing among parents
and the professionals with required themes, such as on the special educational
services of universities that open majors for children with special needs, social
support and legal aid for children with disabilities.
The social support of great children is also developed by SPAH not only for
the family but also for the communities around the school. SPAH open professional
consultation forum for the community who has special needs children. In addition to
SPAH also provides opportunity for potential psychology students to have counseling
or campaign to the community about children with disabilities, just like Community
Voice Parade event in the Munduh Park (6/8/17) the regular student of SMAM X
Surabaya followed the Mural competition and also campaign School of great children.

5. Reflection of SPAH Programs Implementation

In the last two years the implementation of the SPAH program has emerged a
psychological conducive atmosphere for great children to build their confidence.
Many of the great children who active in community activities such as youth clubs,
ta’mir mosques, and participate in various entrepreneur communities by selling
products in malls / roadside, performing music arts in various events and follow
competitions according to their passion, are more able to control emotions,
independent in taking care of themselves and solve the problem at hand. While the
challenges of the SPAH program implementation is looking for the suitable learning
methods that follow the passion and potential of each great child. The more great
children at SPAH, the more various potentials with different characteristics must be
explored one by one. It requires SPAH to create and innovate with the right form of
individual learning which accelerates their potential into achievement. An appropriate
learning can be seen when children are excited to go to school to find a teacher who
inspires them and they are also confident, full of enthusiasm in activities that can
improve their life skills.

6. Conclusion
The learning model of SPAH stands on three orders. First, SPAH develops
more on the heart potential than mind potential with the comparison of heart, physic
and mind of 50%: 30%: 20%. With a combination of heart and physical potential, a
great child is expected to have positive character, so they can be strong and through
his life well. Second, the relationship between the teacher and great children is the
main key of learning process, so it is not permitted to give punishment, but attempted
to give more attention to the students. Third, the flexibility of learning can be anytime
(schedule is not rigid) wherever (learning does not have to be in the classroom, can be
in the park / internship in a certain place) and use any media / learning method (there
is a chance for the teachers creativity to develop learning method, and the most
important things are the great children happy and close to the teacher). The five
learning models of SPAH try to realize a holistic education for great children (see
figure 3).

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 Figure 3. Five cycle of SPAH learning models

1. RESHES
(Religius-Emotional-
Social-Health-
Supporting)

5. PS 2. SAE
(Parent (Sport, Art and
Society Entrepreneur)

4. FA 3. CC
(Fun (Career
Academic) Class)

These five SPAH learning models need to be activated in order to create a positive
learning environment. An environment that supports great children’s success and
provides an in-depth understanding of their social, emotional and physical needs and
it is also important to recognize, keep and strengthen their talent.

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