IMPLEMENTASI PENDIDIKAN INKLUSIF DI SEKOLAH DASAR

Abstract

The problem in this study was that in the implementation of inclusive education in Indonesia there were various obstacles that were often faced by educators, including limited supporting facilities and infrastructure, the absence of Special Education Teachers, minimal competence of educators in providing learning services for Children with Special Needs, and many other inhibiting factors. This study aimed to describe the implementation of inclusive education at SDN 5 MT. This study used descriptive qualitative method with a case study approach, the principal as key informant, educators and students as informants. Data collection techniques included observation, interviews, and document studies. Data analysis techniques included data collection, data reduction, data display, and drawing conclusions/verification. The research findings showed that 1) planning involved setting learning objectives based on the identification and assessment results, planning classroom management, designing learning materials to be as flexible as possible, designing Individual Learning Programs as needed, planning the use of varied learning resources, and designing written, oral, and observational assessments, 2) implementation involved communicating with students using clear instructions, implementing teaching methods, learning resources, and practice materials, and encouraging students to actively participate through group activities, 3) learning evaluation involved conducting assessments and following up on the results, 4) supporting factors in implementation, included human resources such as educators, parents, peers, and experts, as well as adequate facilities and infrastructure. Meanwhile, a limiting factor was that the school did not have a Special Education Teacher.