Articles Education Innovation

Innovation needs to be done given the level of education will be amended in accordance with the times. In this case the theory in education reform.Here is an article that explains the benefits of Renewal Theory to the Problems of Education in the development of the smart kids and special educationBenefits Renewal Theory on EducationWith a variety of changes in the use of basic theory of giftedness, then the impact is a change detection, pendiagnosian, upbringing, and education of special children smart. However, renewal and change requires a good deal at the level of higher education at the center of scientific development, as well as at the level of practical on the ground, supported by government regulations. In the absence of national renewal and change, the handling of special smart kids Indonesia will only be sporadic, hot and controversial debate will still continue. It will only hurt the students for not fulfilling child development and educational support needs. Indonesia's education will always lag behind the method and level of educational quality international mainstream.In a regular classroom / inclusion and differentiated curriculumIn a research report three parts, one of which is research conducted by T.Mooij metatheory et al (2007) from Centrum voor Begaafheid Onderzoek (giftedness research center) University Nijmegen - the Netherlands, shows that the trend of special education in mainstream smart kids are now more aware that education for different groups of gifted is better to be in school or regular classes with children aged peers. This is so that these children can make good contact with a peer or peer group, use the appropriate emotional and social development, namely the development of a good self-esteem and self-concepts that realistis.12 In addition, these children also need a method individual achievement is mainly aimed at the actualization multitalented approach (see the multifactor theory of Kurt Heller), then in her regular classes required curriculum in accordance with their respective levels and the presence of differentiated curriculum. Forms schools or classrooms that received various unique child, and give according to the uniqueness of Education offers students, referred to as a class or school inclusion.Various classes or inclusive schools that many developed countries have some diversity. For example, Norway has initiated education through inclusion classes since the 1994 education reforms that put gifted children with various special needs children such as children less and limited intelligence, primary disability, and normal children. (The form is commonly referred to as full-inclusion). School or class inclusion shape like this require a lot of offers of education level or competency. However, the Dutch put gifted children in inclusive schools are limited with 4 other groups are: people with ADHD, Autism, learning disabilities and normal children. In contrast to the model developed by Norway, the Dutch education law, school inclusion as a regular school only accepts children of normal intelligence and above, and not the primary defect disorder. Form a school like this has been established since 1990 with the name of the program Samen We zijn Weer Naar School or School We Go Together. Such a name originally given as children with special needs are placed in separate special schools. Form of education in the Netherlands is now more to the competency or level system approach, divided into 3 competencies, namely the competence of the top, average, and below. And also to the educational approach of adaptive (adaptive education), which provided educational materials tailored to the needs and conditions of the students (Monks & Pfluger, 2005, Dodde & Luene, 1995) held Purpose differentiated curriculum for gifted children are (Mooij , 2007):• increase students' learning motivation• avoid boredom in taking lessons• that the child's development to be betterDifferentiation of curriculum for gifted children can be divided into 4 forms (Mooij et al,2007):1. Enrichment (enrichment): in the form of an extra bid subject matter intended for the deepening and expansion.2. Compaction or compression (compacting): compression of the material in the form of regular lessons. Or in other words that the lessons learned are not necessary repetitions that are required as training for children normal13.3. Part-time (part-time) in a group or class-plus-plus (pull-out): where the group / class was held extra challenging activities or special programs for gifted children. Activities in the group / class plus this is done a few hours in one week. When gifted children require challenging activities to meet the needs of his talent, he can temporarily get out of class (pull-out), get into a group or class-plus-plus it, along with other gifted children of all ages working on projects of interest. Such classes are often called Kangaroo-class.4. Acceleration (acceleration): in the form of skipping class (Class skipping). However, this acceleration requires some considerations include:• socio-emotional maturity• intellectual capacity• achievement• the leap development of didactic• parental consent• admissions tutorKeep in psychoeducational assessment and diagnosticFrom research conducted shows that in practice, especially in primary schools and kindergarten, gifted children can not get the same talent development program between the child with other children. This is attributed due to their extremely diverse growth are generally still very crucial, as well as the strength of the child's ability or talents one child to another will vary. Among them are many who need remedial therapy, especially in the development of language and speech development, social emotional and fine motor development. Since the program was awarded as flexible as possible in two directions at once, the various deficiencies through remedial programs and also to the development of his talent. Every child who needs special attention will have IEP (individualized education program) were evaluated and carried out reform program each semester. For all this, the child requires psychoeducational assessment and diagnostic, to be determined what forms of intervention that suited him as well as forms that how the talent development program that suited him. Accelerated program is only given to those who are able to achieve very good achievement, social development emsoional have adequate acceleration when given in the form of skipping class, and have the ability not active development was very good indeed (Hoogeven et al, 2004; Mooij et al, 2007) 14. Psychoeducational assessment and diagnostic as necessary as it is not yet widely studied in Indonesia, because it is very difficult for parents to find a school that is providing or has a new relationship with the psychoeducational services center.Prioritize growth harmonyThe world of education today is education that laid the foundations of harmonious growth and development. This approach is not only for children who experienced different growth but also children who have developmental growth according to the benchmark. Especially for gifted children, who have a natural pattern of growth is different from other children, then inevitably education of gifted children, especially at such a young age in kindergartens and primary schools, it is fitting if it becomes harmonious growth The main concern. Because of the learning environment at an early age and since primary school education should be able to provide sufficient bids in accordance with the level of development.From various studies to see how much has been given to the educational offer-siwa gifted students, show that (Mooij, 2007):• Children who receive gifted education in special schools or special classes will demonstrate educational achievement and cognitive development is good, but have self-concepts or self-perception is low.• acceleration program can only be given to gifted children who are already having a good function (cognitive, achievement, and social emotional).• In the enrichment program (enrichment), a variety of subjects to be mastered first, meaning that the gifted children's program required compacting the regular subjects. It is intended that the enrichment program in which the child do the deepening and expansion, he had mastered the basics of the theory first.• Early on all gifted children need education as flexible as possible, individual, continuous support is pedagogical, social, emotional, cognitive, organizational learning, and evaluation and monitoring of the effects of the program given to him.• Generally, schools in providing program services to gifted children, prioritizing subjects of mathematics (and science) than subjects who prefer the language. Thus it often will bring underachiever (low achievement). Because of the language program also needs to be enabled.