Interaksi pihak sekolah terhadap siswa Berkebutuhan khusus di sekolah inklusi Studi kasus di sdn 03 kota bengkulu

Wijayanti, Ayu (2013) Interaksi pihak sekolah terhadap siswa Berkebutuhan khusus di sekolah inklusi Studi kasus di sdn 03 kota bengkulu. S2 thesis, Universitas Andalas.

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Abstract

This study was conducted to determine how the interaction of the school SDN 03 in the city of Bengkulu with students with special needs and to find out the efforts of the school in realizing inclusive education is based on four basic principles of inclusive education, namely, the process of learning, curriculum, and assessment system that is flexible, as well as the creation of an environment and the friendly atmosphere of the school for students with special needs. The theory used in this study is the theory of symbolic interactionism of Herbert Blumer, where this theory explains that things are related to the interaction is need to care because social life is essentially human interaction based on their interpretation of something. The method used is descriptive qualitative study type, where the data obtained through interviews and observations over the informants selected using purposive mechanism that establishes certain criteria with the unit of analysis was the group teachers at SDN 03 Bengkulu as the sole provider of inclusive education in schools Bengkulu city. This study found that the interactions made by the school to students with special needs in the city of Bengkulu SDN 03 is a direct interaction that although simple shape but very beneficial for the academic and social development of students because the teachers have the interpretation of the special needs of students who have the ability to learn and the potential that can be developed through proper guidance and approach. In efforts to achieve inclusive education that is friendly to all, SDN 03 Bengkulu city looks not optimal in carrying out the principles of inclusive education with regard to the process of learning, curriculum and assessment system that is flexible, as well as the creation of an environment and atmosphere of the school friendly for students with special needs.

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