PEMBELAJARAN AKSESIBEL DI SEKOLAH INKLUSIF DAN SLB: STUDI STRATEGI BAGI TUNANETRA RINGAN DAN SLOW LEARNER

Abstract

This study aims to describe and analyze accessible learning strategies for students with mild visual impairments and slow learners in inclusive schools and special schools (SLB). The research was conducted at SDN Pejagan 9 as an inclusive school and SLB Keleyan in Bangkalan City using a qualitative case study approach. Data were collected through observation, in-depth interviews, and documentation, then analyzed using the Miles and Huberman interactive model. The results show that both schools implement adaptive learning through material repetition, task simplification, and individual assistance, but differ in service intensity and facility support. In inclusive schools, adjustments are made flexibly with limitations in media and teacher time, yet they excel in students' social interaction with regular peers. Meanwhile, SLB provides more structured and intensive services through multisensory approaches and more adequate facilities, although social interaction is more limited. These findings indicate that inclusive schools and SLB have complementary roles in the education system. Inclusive schools are better at building self-confidence and socialization, while SLB excels in providing comprehensive and specific learning services. Therefore, synergy between the two institutions is needed through improved facilities, teacher training, and collaborative policies to optimize accessible learning for students with special needs.