Analisis Implementasi Asesmen Pendidikan Inklusi bagi Anak Berkebutuhan Khusus di Magetan

Abstract

Assessment is a fundamental component of inclusive education, as it plays a vital role in identifying the needs and ability profiles of children with special needs (CSN). This study aims to analyze the implementation of assessment practices in inclusive education settings in Magetan Regency. The research employed a descriptive qualitative approach to explore the identification processes, assessment instruments used, and the challenges encountered by educators in conducting inclusive assessments. Data were collected through interviews, observations, and document analysis involving teachers and school administrators in inclusive schools.

The findings reveal that assessment practices in several inclusive schools in Magetan remain largely administrative and have not been optimally utilized as a foundation for developing Individualized Education Programs (IEPs). Assessment results are often limited to documentation requirements rather than serving as a diagnostic basis for instructional planning. The main barriers identified include limited teacher competence in conducting comprehensive diagnostic and functional assessments, as well as insufficient collaboration with specialists such as psychologists and special education professionals.

This study concludes that strengthening teachers’ assessment competencies through targeted training in functional and diagnostic assessment is essential to improve the effectiveness of inclusive education. Enhancing interdisciplinary collaboration is also necessary to ensure that assessment results are accurately translated into appropriate educational interventions for children with special needs.