Pendampingan Guru Inklusi melalui Kegiatan Capacity Building sebagai Upaya Peningkatan Layanan Tumbuh Kembang Anak Berkebutuhan Khusus di Madrasah Ibtidaiyah Badrussalam Surabaya

M. Amin (Fakultas Agama Islam, Universitas Sunan Giri Surabaya)
Ahmad Syafi’i (Fakultas Agama Islam, Universitas Sunan Giri Surabaya)
Ainna Amalia FN (STAI Miftahul Ula Nganjuk)
Lely Ana Ferawati Ekaningsih (IAIDA Darussalam Blokagung Banyuwangi)

Engagement: Jurnal Pengabdian Kepada Masyarakat
Vol 2 No 1 (2018): May 2018

Children with special needs require individualized learning services based on the problems they have. Teachers are required to have sufficient capacity in providing services to children with special needs, the services given must be different from the children in general. Especially in designing learning, teachers should accommodate the needs of the team teaching. Madrasah Ibtidaiyah Badrussalam Surabaya is a relatively new pioneering school of inclusion, so the teacher needs to be strengthened with intensive mentoring capacity. As a result, the concept of curriculum integration, lesson plans integration, and the integration of three components of teachers, special assistance teacher, classroom teachers, and subject teachers, who have been assisting children with special needs students can establish more intensive communication and collaboration and mutually reinforcing between one and Others. Teachers provide constructive feedback on the best interests of providing the best service for the students of children with special needs. Each teacher has already felt that the students with the special needs are a shared responsibility, unable to grow only to classroom teachers or Children with special needs only.