ADAPTASI SEKOLAH TERHADAP PENYELENGGARAAN PENDIDIKAN INKLUSI
Abstract
Abstrak
Beberapa sekolah negeri dan swasta di Nanga Pinoh Kabupaten Melawi memiliki siswa berkebutuhan khusus dan menyelenggarakan pendidikan inklusi. Penelitian ini bertujuan untuk mengetahui sejauh mana pendidikan inklusi dilaksanakan di sekolah dengan legalitas penyelenggaraan pendidikan inklusi oleh Kepala Dinas Pendidikan Kabupaten Melawi. Penelitian ini merupakan penelitian kualitatif dengan pendekatan studi kasus. Subjek penelitian dipilih secara purposive sampling yang terdiri dari lima kepala sekolah, satu guru, satu siswa di sekolah inklusi, orang tua siswa berkebutuhan khusus dan siswa reguler. Analisis data yang digunakan adalah analisis interaktif Miles dan Huberman. Hasil penelitian menunjukkan adaptasi penyelenggaran pendidikan inklusi untuk pembelajaran kedepannya akan menyesuaikan dengan kondisi atau lingkungan saat ini, kebutuhan siswa, dan tindakan sekolah untuk pencapaian tujuan tetap memberikan pelayanan bimbingan bagi anak berkebutuhan khusus dengan melibatkan guru kelas dan wali kelas sebagai pendamping dalam proses pembelajaran dan memenuhi sarana dan prasana seadanya yang ada di sekolah serta menjaga keseimbangan dengan menjaga komitmen antara guru, sekolah, dan orang tua. Selain legalitas yang didapat sekolah, diperlukan juga kerjasama dan dukungan pemerintah untuk memberikan penyediaan sumber pendukung lainnya agar proses sesuai dengan pedoman pelaksanaan penyelenggaraan pendidikan inklusi.
Abstract
Several public and private elementary schools in Nanga Pinoh Melawi Regency have students with special needs and carry out inclusive education. This study aimed to investigate the extent of inclusive education implemented in schools with the legality of implementing inclusive education by the Head of Melawi District Education Office. This study was qualitative research using a case study approach. The research subjects were selected using purposive sampling consisting of five principals, one teacher, one student in inclusive schools, and parents of a student with special need and a regular student. Data analysis used was interactive analysis by Miles and Huberman. The results indicated that the adaptation of inclusive education for future learning would adjust to the current conditions or environment, students’ needs, and school actions to achieve the goal by continuing to provide guidance services for students with special needs by involving class and guardian teachers as companions in the learning process, fulfilling basic facilities, and maintaining balance by maintaining the commitment between teachers, school, and parents. In addition, aside from the legality obtained, the schools also require cooperation and government support to provide other supporting resources to process following the guidelines for implementing inclusive education.
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