IDENTIFIKASI DAN IMPLEMENTASI PENDIDIKAN INKLUSI BAGI ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH DASAR SUMATERA BARAT
Abstract
Abstrak
Penelitian ini bertujuan untuk mendeskripsikan identifikasi dan pelaksanaan pendidikan inklusi bagi Anak Berkebutuhan Khusus (ABK) di sekolah dasar Sumatera Barat. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Pengumpulan data dilakukan melalui observasi langsung dan wawancara dengan partisipan. Subjek penelitian ini adalah guru-guru sekolah dasar di Sumatera Barat yang terdiri dari lima kabupaten atau kota yang berjumlah 50 sekolah dasar. Hasil temuan penelitian antara lain: (1) kelainan yang dimiliki peserta didik berkebutuhan khusus di 50 sekolah dasar yang tersebar di Sumatera Barat relatif sama yaitu lamban belajar dan tuna grahita ringan, (2) penyelenggaraan pendidikan inklusi di sekolah dasar Sumatera Barat kurang berjalan dengan baik, dan (3) kendala implemetasi pendidikan inklusi adalah kurangnya sarana dan prasarana yang dimiliki oleh sekolah serta biaya untuk pengadaan sarana pendidikan inklusi relatif sedikit, pemahaman guru terhadap peserta didik berkebutuhan khusus masih sangat minim.
Abstract
This study aimed to describe the identification and implementation of inclusive education for children with special needs in elementary schools of West Sumatra. This study used a descriptive method with a qualitative approach. Data collection was done through direct observation and interviews with the participants. The research's subjects were elementary school teachers in West Sumatra, which consisted of five districts or cities covering 50 primary schools. The results of the research findings included: (1) the disabilities possessed by students with special needs in 50 elementary schools in West Sumatra were relatively the same, namely slow learning and mild mentally disabled, (2) the implementation of inclusive education in primary schools of West Sumatra was not running well, and (3) the obstacles of inclusive educational implementation were the lack of facilities and infrastructure owned by schools, relatively few costs for the provision of inclusive education facilities, and teachers' understanding of students with special needs was still limited.
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