ABSTRAK Diterbitkannya Rencana Induk Pengembangan Pendidikan Inklusif Tingkat Nasional Tahun 2019 – 2024, memperkuat keinginan pemerintah dalam membuat konsep sekolah pendidikan inklusi. Sekolah Inklusi merupakan sebuah pelayanan pendidikan dimana Anak Berkebutuhan Khusus (ABK) belajar bersama satu ruang dengan anak normal. Mereka belajar bersama, meskipun kemungkinan materi yang diberikan berbeda. Saat ini belum ada standar fasilitas kebutuhan ruang untuk sekolah inklusi. Penelitian ini menganalisa kebutuhan ruang, persyaratan ruang sekolah yang dapat mendukung proses belajar pada sekolah inklusi. Analisa kebutuhan ruang untuk sekolah inklusi ini berdasarkan karakteristik umum yang terdapat pada anak lamban belajar, kesulitan belajar, autis dan Attention Deficit Hyperactive Disorder (ADHD). Metode yang dipakai pada penelitian ini adalah metodologi kualitatif deskriptif. Hasil dari penelitian ini menunjukkan bahwa sekolah inklusi harus memiliki ruang-ruang khusus yang merupakan bagian dari penanganan anak-anak berkebutuhan khusus, ruang tersebut memiliki persyaratan ruang yang spesifik sesuai dengan karaktek anak yang ditangani. Ruang khusus tersebut diantaranya: (a) Ruang Belajar Individu yang digunakan untuk anak belajar bersama guru secara individual atau bisa juga secara kelompok dengan jumlah siswa terbatas, yaitu maksimum 5 siswa, (b) Ruang Renung dibutuhkan untuk anak yang sedang mengamuk atau tantrum berat, (c) Ruang konsultasi dipergunakan untuk orang tua berkonsultasi dengan guru , psikolog dan pedagog di sekolah.Kata kunci: inklusi, anak berkebutuhan khusus (ABK), metode kualitatif deskriptif, ruang-ruang khusus. AbstraCTThe issuance of the National Level Inclusive Education Development Master Plan for 2019-2024, strengthens the government's desire to conceptualize inclusive education schools. Inclusive School is an educational service where children with special needs (ABK) study in one room with normal children. They studied together, even though the material might be different. Currently, there are no standard facilities for the space requirements for inclusive schools. This study analyzes space requirements and school space requirements that can support the learning process in inclusive schools. The analysis of space requirements for inclusive schools is based on general characteristics found in slow learners, learning difficulties, autism and Attention Deficit Hyperactive Disorder (ADHD). The method used in this research is descriptive qualitative methodology. The results of this study indicate that inclusive schools must have special rooms which are part of the handling of children with special needs, these spaces have specific space requirements in accordance with the characteristics of the children being handled. These special rooms include: (a) Individual Study Rooms which are used for children to study with the teacher individually or in groups with a limited number of students, namely a maximum of 5 students, (b) The Reflection Room is needed for children who are raging or heavy tantrums, (c) The consultation room is used for parents to consult with teachers, psychologists and pedagogues in schools.Keywords: inclusive, special needs student, descriptive qualitative method, special rooms
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