PERAN GURU DALAM MEMENUHI KEBUTUHAN SOSIAL-EMOSIONAL DAN AKADEMIK BAGI SISWA DISABILITAS DI SEKOLAH KHUSUS

Abstrak

This study aims to explore the role of teachers in fulfilling the social-emotional and academic needs of students with disabilities in special schools. A qualitative descriptive approach was used, involving semi-structured interviews and observations with three teachers who have direct experience working with students with intellectual disabilities, autism spectrum disorder, and multiple disabilities. The findings reveal that teachers play crucial roles not only in instructional delivery but also in emotional support, classroom management, and individualized learning planning. Teachers implement strategies such as emotional scaffolding, differentiated instruction, individualized learning programs (ILP), and visual-based teaching to support both emotional and academic development. However, challenges such as lack of facilities, limited teacher training, and varied student needs hinder optimal implementation. The study highlights the importance of strengthening teacher competence and school support systems to improve services for students with disabilities.

Penelitian ini bertujuan untuk mengkaji peran guru dalam memenuhi kebutuhan sosial-emosional dan akademik siswa disabilitas di sekolah khusus. Penelitian menggunakan pendekatan kualitatif deskriptif dengan metode wawancara semi terstruktur dan observasi terhadap tiga orang guru yang memiliki pengalaman mengajar siswa dengan hambatan intelektual, autisme, dan disabilitas ganda. Hasil penelitian menunjukkan bahwa guru memiliki peran penting dalam memberikan dukungan emosional, membangun hubungan positif dengan siswa, serta menyusun pembelajaran yang terindividualisasi. Strategi yang dilakukan meliputi penguatan emosional, adaptasi pembelajaran, penyusunan Individual Learning Program (ILP), serta penggunaan media visual untuk mendukung pemahaman siswa. Namun, keterbatasan fasilitas, minimnya pelatihan, serta keragaman kemampuan siswa menjadi tantangan utama. Penelitian ini menegaskan pentingnya peningkatan kapasitas guru serta dukungan sistem pendidikan dalam menciptakan layanan pendidikan yang optimal bagi siswa disabilitas.