IMPLEMENTASI PROGRAM PENDIDIKAN INKLUSI ANAK USIA DINI DI RA ANAK SHOLEH PAKIS

IMPLEMENTATION OF EARLY CHILDHOOD INCLUSIVE EDUCATION PROGRAM AT RA ANAK SHOLEH PAKIS

Abstract

The problem in this study focuses on the large number of schools that accept children with special needs (ABK), but teachers in these schools have limited knowledge about education for ABK. Lack of understanding of the concept of inclusive education often leads to an attitude of rejection or disagreement with the presence of ABK in the school environment. This study aims to encourage increased understanding and ability of teachers and educational institutions in providing learning services that are appropriate to the abilities of each ABK. The type of research used is descriptive qualitative, which was conducted at RA Anak Sholeh Pakis from May to June 2025. The subjects in this study were Special Assistant Teachers (GPK) and the learning process in the classroom. Data collection techniques included observation, interviews, documentation, and direct participation. Data analysis was carried out through the stages of data collection, data reduction, data presentation, and drawing conclusions. The results of the study indicate that the implementation of inclusive education at RA Anak Sholeh Pakis is carried out in inclusive classes by class teachers who collaborate with GPK. The material and learning objectives provided to regular children and ABK are the same, but the learning media are adapted to the needs and characteristics of each child. In mathematics learning, the difference is evident in the provision of special support for children with special needs by a shadow teacher, as is the case in other inclusive schools. Assessment for children with special needs uses different indicators and is evaluated through written and oral tests tailored to the child's individual abilities.