<![CDATA[This study discusses character education in children with special needs. This research was conducted at the Sambas State Special School, Sambas Regency, West Kalimantan. This research focuses on aspects of the implementation of character education which is implemented for children with special needs at the Sambas public special school. The research approach used in this research study is a qualitative approach with a case study design. The results of this study indicate that the implementation of character education carried out in Sambas public elementary school is the implementation of self-confident and independent character for children with special needs divided into several aspects. During learning, teachers tend to use collaborative models in instilling character. In the aspect of habituation, the class teacher always gets used to small things in the form of leading prayers, or during discussions during learning. In the aspect of giving motivation, the class teacher approaches children with special needs by giving praise and positive things. In the aspect of direct guidance, the teacher visits children with special needs so that children are able to be confident and independent. In the exemplary aspect, class teachers and Special Assistance Teachers (GPK) provide direct examples to students. This is reinforced by the results obtained in the triangulation of sources and techniques, namely through strategic learning activities carried out by the teacher, namely the teacher requires all children to write, the method used by the teacher is by utilizing cards which require children with special needs to ask questions during the learning process.]]>
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