IDENTIFIKASI DAN IMPLEMENTASI PENDIDIKAN INKLUSI BAGI ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH DASAR BLORA

Abstract

This study aims to describe the identification process and analyze the implementation of inclusive education for children with special needs (ABK) at Patalan 1 Public Elementary School (SDN) in Blora District, Blora Regency. The research is grounded in national policies on inclusive education and the need to ensure equal educational services for all students without discrimination. This study employed a qualitative approach using a case study design. Data were collected through classroom observations, in-depth interviews, and documentation involving classroom teachers, special needs teachers, school principals, parents, and students.

The findings indicate that Patalan 1 Public Elementary School has implemented inclusive education in a phased and adaptive manner. The process begins with early identification of children with special needs, followed by the implementation of differentiated learning strategies tailored to students’ individual characteristics and needs. The implementation is further strengthened through collaboration among classroom teachers, special needs teachers, parents, and the surrounding community. However, several challenges remain, including limited infrastructure, insufficient teacher training related to inclusive practices, and a monitoring and evaluation system that has not yet been optimally implemented.

This study concludes that the effective implementation of inclusive education requires the strengthening of teacher competencies, consistent support from school management, and continuous collaboration with local government and community stakeholders. These elements are essential to ensure the sustainability and quality of inclusive education at the elementary school level.