STRATEGI PENGELOLAAN KELAS PENDIDIKAN INKLUSI

Abstrak

Penelitian ini bertujuan untuk mengeksplorasi bagaimana program pendidikan inklusi diterapkan di SDN Limpar, Limpar Ds. Curug, Serang, serta bagaimana dukungan dari sekolah dan guru terhadap siswa berkebutuhan khusus dalam konteks pendidikan inklusi, beserta hambatan-hambatan yang dihadapi. Penelitian ini melibatkan kepala sekolah, guru, dan anak-anak berkebutuhan khusus sebagai subjeknya. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan analisis deskriptif, menggunakan studi kasus dengan menggunakan observasi, wawancara, dan studi dokumen. Hasil penelitian menunjukkan beberapa temuan signifikan dalam proses layanan pendidikan inklusi. Sebanyak 60% guru mengalami kesulitan dalam mengidentifikasi dan menilai kebutuhan awal siswa, 50% guru menyatakan kesulitan dalam merencanakan pembelajaran yang terdiferensiasi, 40% guru kurang memahami pelaksanaan pembelajaran inklusif, 70% guru belum membuat evaluasi atau asesmen yang memadai, dan 30% guru mengalami kesulitan dalam mengelola waktu pembelajaran. Faktor utama yang menjadi penghambat dalam implementasi pendidikan inklusi di sekolah dasar meliputi kurangnya guru pendamping khusus dengan latar belakang pendidikan yang relevan, minimnya sosialisasi kebijakan layanan sistem pendidikan melalui sekolah inklusi, keterbatasan anggaran untuk layanan pendidikan inklusi di sekolah, kurangnya sarana dan prasarana pendukung di sekolah inklusi, serta koordinasi dan komunikasi yang tidak optimal antar pihak yang terlibat dalam mendukung pelaksanaan sekolah inklusi.

This study aims to explore how inclusive education programs are implemented in SDN Limpar, Limpar Ds. Curug, Serang, as well as the support provided by schools and teachers to students with special needs in the context of inclusive education, along with the challenges faced. The research involved school principals, teachers, and children with special needs as subjects. The research method employed was qualitative with a descriptive analysis approach, utilizing case studies through observation, interviews, and document analysis. The findings of the study reveal several significant observations in the process of inclusive education services. Sixty percent of teachers encountered difficulties in identifying and assessing the initial needs of students, 50% of teachers reported challenges in planning differentiated learning, 40% of teachers had a limited understanding of inclusive teaching practices, 70% of teachers had not conducted adequate evaluations or assessments, and 30% of teachers faced difficulties in managing lesson time. The main factors hindering the implementation of inclusive education in elementary schools include a shortage of specialized support teachers with relevant educational backgrounds, inadequate dissemination of education system service policies through inclusive schools, budget limitations for inclusive education services in schools, insufficient facilities and infrastructure support in inclusive schools, and suboptimal coordination and communication among stakeholders involved in supporting inclusive school implementation.