Hambatan Guru Pembimbing Khusus Terhadap Anak Berkebutuhan Khusus di Sekolah Inklusi SDN Keleyan 1

Erni Erdita; Nova Estu Harsiwi

doi:10.55606/srjyappi.v2i3.1317

Authors

Erni Erdita Universitas Trunojoyo Madura
Nova Estu Harsiwi Universitas Trunojoyo Madura

DOI:

https://doi.org/10.55606/srjyappi.v2i3.1317

Keywords:

Barriers to special supervising teachers, Inclusion, The child with special needed

Abstract

Inclusive education is an approach within the educational system that seeks to integrate all students, including those with special needs, into regular classrooms. The purpose of this study was to describe the obstacles experienced by special supervising teachers for children with special needs (ABK) at the inclusive school SDN Keleyan 1 Bangkalan. This research is a qualitative descriptive research with interview and observation data collection techniques. The subject of this study was one of the Special Needs Specialist teachers at SDN Keleyan 1 Bangkalan. The research results obtained were that there were 2 obstacles experienced by special supervising teachers. The first obstacle is related to inclusive school facilities and infrastructure, and the second obstacle is the distribution of material questions for children with special needs in each class. From these obstacles there are several factors that influence the occurrence of things like this, and there are also solutions that will be given. In "Peer Tutoring: A Teacher's Resource Guide" by Keith Topping, the peer tutoring model is one of the learning approaches in inclusive schools that involves students without special needs or who are more capable (tutors) in helping students with special needs understand the lesson material

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