The Role Of Special Needs Children's Companions in Supporting Learning Through the Action Mapping Program in Inclusive Elementary Schools in Surakarta City

Munawir Yusuf; Mahardika Supratiwi; Joko Yuwono; Fadjri Kirana Anggarani; Berliana Dian Permatasari

doi:10.36456/special.vol5.no2.a9758

The Role Of Special Needs Children's Companions in Supporting Learning Through the Action Mapping Program in Inclusive Elementary Schools in Surakarta City

Authors

Munawir Yusuf Universitas Sebelas Maret, Indonesia
Mahardika Supratiwi Universitas Sebelas Maret, Indonesia
Joko Yuwono Universitas Sebelas Maret, Indonesia
Fadjri Kirana Anggarani Universitas Sebelas Maret, Indonesia
Berliana Dian Permatasari Universitas Sebelas Maret, Indonesia

DOI:

https://doi.org/10.36456/special.vol5.no2.a9758

Keywords:

Companions for children with special needs, inclusive learning, elementary school, Surakarta

Abstract

This study explores the role of companions of children with specific special needs, such as autism, ADHD, or physical disabilities, in supporting learning in inclusive elementary schools in Surakarta City. The research method used is qualitative, with data collection techniques through in-depth interviews, participatory observation, and documentation. The study subjects included students accompanying children with these specific special needs who participated in the internship program for students accompanying children with special needs in inclusive schools (MAPING-AKSI) in Surakarta City. The study results show that companions for children with special needs are crucial in supporting the learning process. Companions mediate between teachers and students and provide emotional support, such as comforting a child during a meltdown, and motivation, such as encouraging a child to participate in class activities, to children with special needs. In addition, companions also help in the preparation and implementation of individual learning programs that are tailored to the needs of each child. Challenges include a lack of special training, a high workload, and less-than-optimal coordination with teachers and parents. This study concludes that to improve the effectiveness of inclusive learning, more excellent support is needed from schools and the government in the form of regular training for assistants, provision of adequate resources, and strengthening cooperation between assistants, teachers, and parents. The practical implications of this study are the importance of developing training programs and policies that support the role of assistants for children with special needs in inclusive schools.

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