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All Journal Manajer Pendidikan: Jurnal Ilmiah Manajemen Pendidikan Program Pascasarjana
Darmawati Sukmaretny , Noni
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Education Social Sciences Other

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Pengelolaan Pembelajaran Pendidikan Inklusi Pada Anak Berkebutuhan Khusus (Studi Kasus Di SD Alam Mahira Bengkulu) Darmawati Sukmaretny , Noni
Manajer Pendididikan Vol 17 No 1 (2023): Manajer Pendidikan
Publisher : UNIVERSITAS BENGKULU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/mapen.v17i1.29621

Abstract

The general objective of this research is to describe the management of inclusive education learning for children with special needs at Primary School Alam Mahira Bengkulu. The research method used in this research is qualitative research, namely research that intends to understand the phenomenon of what is experienced by the research subject. This type of research is field research, namely research that is carried out directly in the field, while the design of this research is a case study, in the sense that research is focused on only one phenomenon that is selected and then understood and analyzed in depth. The subjects of this research are the Coordinator of Inclusive Education, classroom teachers and special assistant teachers. The data collection technique of this research used interview, observation and documentation. The data analysis techniques of this research are reduction, presentation, and conclusion. The conclusion of this study in general is that the management of inclusive education learning for children with special needs at Primary School Alam Mahira Bengkulu is considered to run quite well at the planning stage of inclusive education learning for children with special needs, at the stage of implementing inclusive education learning for children with special needs, and at the evaluation stage inclusive education program for children with special needs. Although there are problems in managing learning, such as the school’s difficulty in finding special assistant teachers that is suitable for children with special needs and school infrastructure that has not been able to serve the needs of children with special needs such as special rooms or classes to serve children with special needs.
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