IMPLEMENTASI PENDIDIKAN INKLUSI DI SEKOALH DASAR

Abstrak

Pendidikan inklusi merupakan pendekatan pendidikan yang memberikan kesempatan yang setara bagi seluruh peserta didik, termasuk anak berkebutuhan khusus, untuk belajar bersama di sekolah reguler. Penelitian ini bertujuan untuk mengkaji implementasi pendidikan inklusi di sekolah dasar serta mengidentifikasi tantangan dan upaya yang dilakukan dalam pelaksanaannya. Metode penelitian yang digunakan adalah pendekatan kualitatif dengan metode studi literatur, yaitu menelaah berbagai jurnal ilmiah dan buku referensi yang relevan dengan pendidikan inklusi. Hasil kajian menunjukkan bahwa implementasi pendidikan inklusi di sekolah dasar telah berjalan, namun belum sepenuhnya optimal. Tantangan utama meliputi keterbatasan kompetensi guru, kurangnya sarana dan prasarana pendukung, serta belum maksimalnya modifikasi kurikulum dan pembelajaran. Selain itu, proses identifikasi peserta didik berkebutuhan khusus masih menjadi kendala di beberapa sekolah. Oleh karena itu, diperlukan peningkatan kapasitas guru, penguatan kolaborasi antar pemangku kepentingan, serta evaluasi program secara berkelanjutan agar pendidikan inklusi dapat memberikan layanan pendidikan yang adil dan bermutu bagi seluruh peserta didik.

Assessment and identification of learning needs for children with special needs play a crucial Inclusive education is an educational approach that provides equal learning opportunities for all students, including those with special needs, to learn together in regular schools. This study aims to examine the implementation of inclusive education in elementary schools and to identify the challenges and efforts in its application. The research method used is a qualitative approach with a literature study, reviewing scientific journals and relevant reference books related to inclusive education. The results indicate that the implementation of inclusive education in elementary schools has been carried out but has not yet been fully optimized. The main challenges include limited teacher competence, inadequate supporting facilities, and insufficient curriculum and instructional modifications. In addition, the identification of students with special needs remains a significant issue in several schools. Therefore, continuous improvement in teacher capacity, strengthened collaboration among stakeholders, and systematic program evaluation are necessary to ensure that inclusive education provides equitable and quality educational services for all students.