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Inclusive education is an education service system 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 shadow teachers in handling the children with special needs in SDN 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 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 education individual program (PPI) between regular teachers with special escort teachers in determining teaching materials, but there have been progress reports of the development of students with special needs at the end 0 semester. (3) Coordination of special escort 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.
Keywords: problematics, shadow teacher |
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