PERAN GURU PENDAMPING KHUSUS SISWA SLOW LEARNER DI KELAS III MI NW KARANG BARU

Dina Juliani (Institut Agama Islam Hamzanwadi NW Lombok Timur)
Helmi Najamudin (Institut Agama Islam Hamzanwadi NW Lombok Timur)
Hilman (Institut Agama Islam Hamzanwadi NW Lombok Timur)

Al-ATHFAL: Jurnal Pendidikan Anak AL-ATHFAL: Jurnal Pendidikan Anak
Vol. 7 No. 3 (2026): Juli

This study aims to describe the role of special assistant teachers in improving the reading skills of students with special needs categorized as slow learners in inclusive schools. This study employed a qualitative approach using a case study design conducted at MI NW Karang Baru. Data were collected through observation, interviews, and documentation. The findings revealed that special assistant teachers play important roles as facilitators, companions, motivators, and evaluators in the reading learning process of slow learner students. Regular and individualized assistance helps improve students’ reading abilities gradually. Despite several obstacles encountered during implementation, the presence of a special assistant teacher is essential for supporting the learning success of slow-learning students in an inclusive setting.