The benefits of inclusive education in terms of the character perspective of regular students in elementary schools

Abstract

The implementation of inclusive education does not only have a positive impact on children with special needs. This study aims to identify the benefits of implementing inclusive education in elementary schools in term of the character perspective of regular students in elementary school. This research was conducted at Primary School in Batola with research sources consisting of six inclusion coordinators, six regular teachers, six special assistant teachers, and six shadow teachers of children with special needs and also six parents. This study uses a qualitative approach with descriptive method. Data collection techniques using interviews, observation, documentation and triangulation then analyzed using an interactive model from Miles and Huberman. The results of the research show that: (1) regular students are able to appreciate the differences, (2) willing to invite students with special needs to participate in every class activity, (3) have a great curiosity to ask questions regarding the actual condition of students with special needs, (4) give good appreciation to students with special needs when they show their talents and abilities in public, (5) willing to be invited to make friends and lend their belongings to help students with special needs , (6) if something happens that is considered difficult for students with special needs regular students will immediately help, (7) regular students are able to look after and protect students with special needs. Based on this study, the presence of children with special needs in inclusive education can also be a means to develope character education for regular students.