The Implementation of Inclusive Education at Al Irsyad Al Islamiyyah Primary School Jember
DOI:
https://doi.org/10.32332/social-pedagogy.v7i1.13517Keywords:
PDBK, Inclusion, Curriculum, Social, EmotionalAbstract
The goal of inclusive education is to ensure that all students, especially those with special needs, have equal access to high-quality education free from prejudice. The purpose of this study is to describe how inclusive education is implemented at Al Irsyad Al Islamiyyah Elementary School in Jember and to examine the social, emotional, and interactional environment of kids in inclusive classrooms. The principal, class instructors, assistant teachers, and fifth-grade pupils were the subjects of this descriptive qualitative study. Observation, semi-structured interviews, and documentation were used as data gathering methods. Data reduction, data presentation, and conclusion-drawing using triangulation of sources and methods were used for data analysis. The study's findings show that inclusive education has been planned and integrated into the school culture at Al Irsyad Al Islamiyyah Elementary School in Jember. Using a Multiple Intelligences-based curriculum developed based on student diagnostic testing, the school modifies the national curriculum. Collaboration between class teachers and assistant teachers, the use of tailored instruction in terms of content, procedure, and learning objectives, and the provision of gradual scaffolding all facilitate inclusive learning. The social and emotional environment of PDBK learning, which is included into normal classes, is shaped in part by this study. in order for educators and educational establishments to modify the curriculum and methodology in order to create inclusive classrooms.
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