Pelatihan "Duta Inklusi Sekolah": Membentuk Kelompok Siswa Relawan Pendukung Teman Disabilitas Di Makassar - Zulfitrah; Awayundu Said; Nurul Mutahara; Nurazizah Rahmi; Nur Wulandani (Paramacitra Jurnal Pengabdian Masyarakat, 2025)
ABSTRAK Pengabdian ini bertujuan mengatasi tantangan implementasi pendidikan inklusif di UPT SPF SD Negeri Unggulan Mongisidi 1 Makassar , khususnya terkait kurangnya pemahaman, dukungan sosial, dan belum terbentuknya kelompok Duta Inklusi di kalangan siswa. Masalah ini mengakibatkan kurangnya interaksi yang efektif dan munculnya sikap canggung atau diskriminasi terhadap siswa penyandang disabilitas. Solusi yang ditawarkan adalah pelatihan "Duta Inklusi Sekolah: Pembentukan Kelompok Siswa Relawan untuk Mendukung Teman Disabilitas" yang menggunakan pendekatan fun activity berbasis In-Training. Metode pelaksanaannya melibatkan guru sebagai fasilitator dan siswa sebagai subjek utama kegiatan. Tahapan utama meliputi pre-test dan post-test, role-play komunikasi efektif dengan ABK (Anak Berkebutuhan Khusus), simulasi konseling sebaya, dan penyusunan Rencana Tindak Lanjut (RTL) Duta Inklusi. Target luaran yang ingin dicapai adalah meningkatnya pemahaman peserta tentang disabilitas dan inklusifitas, terbentuknya kelompok Duta Inklusi yang berperan aktif, serta terciptanya perubahan positif dan berkelanjutan dalam budaya inklusif di sekolah. Kata Kunci: Duta Inklusi, Pendidikan Inklusif, Disabilitas, Siswa Relawan, Komunikasi Efektif. ABTRACT This community service aims to address the challenges of implementing inclusive education at the UPT SPF SD Negeri Unggulan Mongisidi 1 Makassar, particularly regarding the lack of understanding, social support, and the lack of formation of an Inclusion Ambassador group among students. This problem results in a lack of effective interaction and the emergence of awkward attitudes or discrimination against students with disabilities. The solution offered is the "School Inclusion Ambassador: Formation of a Volunteer Student Group to Support Friends with Disabilities" training which uses a fun activity approach based on In-Training. The implementation method involves teachers as facilitators and students as the main subjects of the activity. The main stages include pre-tests and post-tests, role-plays of effective communication with ABK (Children with Special Needs), peer counseling simulations, and the preparation of an Inclusion Ambassador Follow-up Plan (RTL). The target outputs to be achieved are increased participant understanding of disabilities and inclusivity, the formation of an Inclusion Ambassador group that plays an active role, and the creation of positive and sustainable changes in an inclusive culture in schools. Keywords: Inclusion Ambassador, Inclusive Education, Disability, Student Volunteer, Effective Communication.