The purpose of this study is the implementation of child-friendly inclusive education in elementary schools and the learning actitivities of students with special needs in inclusive classes. This research was a qualitative study with a case study approach. The research data was collected through observation, in-depth interviews, and documentary studies. Data collected was validated using method and source triangulation. Data analysis used in this study was inductive model which was done simultaneously, continuously, repeatedly until the completion or until finding saturation points or steady data. To present the data in order to be more meaningful and easy to understand, the Interactive Model Analysis which divides the analysis activities into several parts namely data collection, variable grouping, data reduction, data presentation, data outlier separation, and conclusion or data verification was applied. The results of this study showed three things. Firstly, the implementation of inclusive education at elementary schools in Surakarta, Indonesia, has been running well and conducively. The organizing schools are Al Firdaus Elementary School, Lazuardi Kamila Elementary School, Public Elementary School 1 of Pajang, Al Islam Elementary School of Surakarta, and several other schools. Secondly, learning process is inseparable from several aspects including class teachers, subject teachers, and special education teachers or we often call them the Shadow Teachers for students with special needs. Another element that also supportschildren with special needs learning other than teachers and the IEP isthe curriculum as the basis of the emergence of strategies/methods, media, scoring systems, and competencies to be achieved including the determination of the Minimum Criteria of Mastery Learning and standardization of teaching materials for students with special needs.
Volume 11 | 08-Special Issue
Pages: 557-568