Shadow Teacher Social Interaction Problem in SDN of Gadang 2 Banjarmasin

Abstract

Abstract-Inclusive education is an education servicesystem that provides opportunities for all children to study together in a public school with attention to diversity and individual needs. Educational services for Special Needs Children are done by shadow teachers. But in the handling of inclusive schools many problems faced by shadow teachers. The purpose of this research is to know the problem of social interaction shadow teachers in handling the children with special needs in SDN of Gadang 2 Banjarmasin. The approach used in this research is qualitative approach with case study research type. Sources of data in this study are shadow teachers of grade 1, grade 2 and grade 3 SDN of Gadang 2 Banjarmasin, and secondary data sources are documentation, observation. Data collection techniques in this study are interviews, observation, and documentation. Data analysis techniques use interactive analysis. The results of the study indicate that (1) shadow teachers in grades 1, 2 and 3 already understand the meaning of inclusive education (2) shadow teachers do not perform their duties and roles well, such as the absence of individualized education program (IEP) between regular teachers with shadow teachers in determining teaching materials, but there has been progressing reports of the development of students with special needs at the end semester. (3) Coordination of shadow teachers and regular teachers in dealing with special needs students is lacking, as shadow teachers are excluded from the identification and assessment process. The implementation of a flexible curriculum is not realized, because of the lack of knowledge of shadow teachers about the curriculum that suits the needs of learners.

Analisis Penalaran Proporsional Pada Siswa Kesulitan Belajar Matematika Di Sekolah Inklusif

“…Siswa kesulitan belajar cenderung mendapat perlakuan yang sama dengan siswa reguler pada umumnya, artinya pembelajaran atau pelayanan pendidikan yang diberikan disamaratakan dengan yang tidak mengalami kesulitan belajar (Irawati, 2016). Hal itu dikarenakan guru dalam melakukan kegiatan belajar mengajar mengacu pada kurikulum yang digunakan oleh sekolah dan tidak beradaptasi dengan kebutuhan peserta didik dengan kebutuhan khusus (Yuwono, Utomo, et al, 2018). Padahal pada hakikatnya pendidikan inklusif sebagai bentuk kepedulian terhadap pemerataan dan pengembangan pendidikan yang berkualitas, melalui sistem pendidikan inklusif diharapkan dapat mengakomodasi kebutuhan pendidikan masyarakat .…”

The Role of Shadow Teacher in Inclusive School: A Literature Review

“…Special Assistant Teachers are one of the buffers in the implementation of inclusive schools, because without shadow teachers, special programs (Individual learning programs/ PPI) cannot be fulfilled [12]. Furthermore, Yuwono defines it as teachers who have knowledge and skills in the field of children with special needs, who assist or cooperate with regular school educators to realize inclusive teaching [13]. Teachers provide services for children with special needs in inclusion classes in order to develop all the abilities of each child.…”

Efektivitas Peran Guru Pendamping dalam Meningkatkan Kualitas Pembelajaran pada Anak Usia Dini

“…Memahami karakteristik serta keanekaragaman anak dengan keadaan khusus serta bagaimana penanganan secara baik dan benar menjadi salah satu kriteria utamanya. Selanjutnya, (Yuwono et al, 2018), mendefinisikannya sebagai guru yang mempunyai pengetahuan serta keterampilan dalam bidang anak-anak berkebutuhan khusus, yang membantu ataupun bekerja sama dengan pendidik sekolah reguler guna mewujudkan pengajaran yang inklusi.…”