THE ROLE OF SPECIAL ASSISTANT TEACHERS IN FACILITATING INCLUSIVE LEARNING IN INCLUSIVE SCHOOLS

Abstract

Abstract

In inclusive education programs, special assistant teachers are one element that has a very
important role. This research aims to: 1) Describe the role of special assistant teachers at MIM
PK Kartasura and 2) How to facilitate learning for children with special needs at MIM PK
Kartasura. The research method used is descriptive qualitative research, using interview,
observation and documentation data collection techniques. The validity used to test the validity
of the data is triangulation. Data analysis uses power triangulation. The subjects of this
research include the school principal, four special assistant teachers, and two children with
special needs, while the object of the research is the role of special assistant teachers in
facilitating inclusive learning in schools. The results of the research show that: 1) The role of
special assistant teachers is: carrying out the initial identification process, conducting
assessments, reviewing evaluations, creating individual learning programs, providing learning
assistance to children with special needs, assessing the learning of children with special needs,
needs and intensive special assistance. 2) Special accompanying teachers in facilitating
inclusive learning for students with special needs are carried out by adapting to the students'
conditions. In facilitating students with special needs special accompanying teachers
collaborate with class teachers. Forms of collaboration include: providing suggestions for
effective learning strategies, providing training to support students, helping design Individual
Learning Plans (RPI).