PENERIMAAN SOSIAL ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH INKLUSI

• Main Author: Dwi Azhari Yassinthya, - (Author)
• Format: Book
• Published: 2018-08-23.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/41418/1/S_PKH_1401358_Title.pdf; http://repository.upi.edu/41418/2/S_PKH_1401358_Abstract.pdf; http://repository.upi.edu/41418/3/S_PKH_1401358_Table_of_Contents.pdf; http://repository.upi.edu/41418/4/S_PKH_1401358_Chapter1.pdf; http://repository.upi.edu/41418/5/S_PKH_1401358_Chapter2.pdf; http://repository.upi.edu/41418/6/S_PKH_1401358_Chapter3.pdf; http://repository.upi.edu/41418/7/S_PKH_1401358_Chapter4.pdf; http://repository.upi.edu/41418/8/S_PKH_1401358_Chapter5.pdf; http://repository.upi.edu/41418/9/S_PKH_1401358_Bibliography.pdf; http://repository.upi.edu/41418/10/S_PKH_1401358_Appendix.pdf
• Keywords: H Social Sciences (General); LB1603 Secondary Education. High schools

Penelitian yang dilakukan adalah mengenai penerimaan sosial anak berkebutuhan khusus di sekolah inklusi. Penelitian ini menggambarkan bagaimana bentuk penerimaan sosial anak berkebutuhan khusus di sekolah inklusi berdasarkan tiga aspek dari dimensi indeks inklusi. Penelitian ini dilaksanakan karena dari dua penemuan sebelumnya terdapat penerimaan dan penolakan dari lingkungan sosial anak berkebutuhan khusus di sekolah, sehingga peneliti ingin mengeksplorasi penerimaan sosial anak berkebutuhan khusus di sekolah inklusi yang ada di Bandung, yakni SMPN 47 Kota Bandung. Metode penelitian ini adalah penelitian kualitatif. Temuan dalam aspek budaya yang inklusif yakni sekolah mengikutsertakan anak berkebutuhan khusus dalam diskusi kelompok; memfasilitasi potensi melalui kegiatan ekstrakulikuler; dan adanya penyuluhan mengenai anak berkebutuhan. Hanya saja monitoring terhadap pelaksanaan hasil penyuluhan tidak terlaksana. Dalam aspek kebijakan-kebijakan yang inklusif, sekolah memiliki program inklusi. Hanya saja soal latihan anak berkebutuhan khusus disamakan dengan peserta didik lainnya; kelengkapan-kelengkapan belajar yang belum memadai bagi anak berkebutuhan khusus; dan fasilitas yang belum aksesibel. Penerimaan sosial anak berkebutuhan khusus dalam aspek pengembangan pelaksanaan inklusif didapatkan bahwa sekolah telah menghimbau tenaga pendidik untuk membuat strategi khusus menghadapi anak berkebutuhan khusus, terutama dalam pembelajaran, dan sosialisasi kurikulum untuk anak berkebutuhan khusus sudah pernah diselenggarakan. Tapi tenaga pendidik menyampaikan bahwa dengan pekerjaan (terutama administrasi guru) yang banyak dan peserta didik yang lain pun harus diperhatikan, kadangkala menjadikan tenaga pendidik belum merealisasikannya dan menyerahkan sepenuhnya kepada koordinator inklusi.;--The research was about social acceptance of children with special needs in inclusive schools. This study illustrates how the forms of social acceptance of children with special needs in inclusive schools are based on three aspects of the dimensions of the index for inclusion. This research was carried out because of the two previous findings there was acceptance and rejection of the social environment of children with special needs in school, so researchers wanted to explore the social acceptance of children with special needs in inclusive schools in Bandung, namely SMPN 47 Kota Bandung. This research method is qualitative research. Findings in an inclusive cultural aspect of schools include children with special needs in group discussions; facilitate potential through extracurricular activities; and counseling about children with needs. It's just that monitoring of the implementation of the results of the extension was not carried out. In the aspect of inclusive policies, schools have an inclusion program. It's just that the practice of children with special needs is equated with other students; complete learning facilities for children with special needs; and facilities that are not yet accessible. Social acceptance of children with special needs in the aspect of inclusive implementation development found that schools have urged educators to make specific strategies to deal with children with special needs, especially in learning, and curriculum socialization for children with special needs has already been held. But educators say that with a lot of work (especially teacher administration) and other students must be considered, sometimes making educators do not realize it and submit it fully to the inclusion coordinator.