PERAN DUKUNGAN GURU KELAS TERHADAP INTERAKSI SOSIAL SISWA TUNADAKSA DI MIS ASY-SYFA KOTA BENGKULU

Kanaya Trisabilla; Yakub Triyono; Fanny Anggreani; Jesika Amelia Putri; Tiara Yursi Meritza; Irfan Supriatna; Anisah Dwi Indah Sari

doi:10.26740/inklusi.v10n2.p01-08

Authors

Kanaya Trisabilla Universitas Bengkulu
Yakub Triyono Universitas Bengkulu
Fanny Anggreani Universitas Bengkulu
Jesika Amelia Putri Universitas Bengkulu
Tiara Yursi Meritza Universitas Bengkulu
Irfan Supriatna Universitas Bengkulu
Anisah Dwi Indah Sari Universitas Bengkulu

DOI:

https://doi.org/10.26740/inklusi.v10n2.p01-08

Keywords:

inclusive education, teacher support, social interaction, students with disabilities.

Abstract

This study aims to describe the role of classroom teacher support in facilitating social interactions between students with disabilities and their peers in the inclusive school environment of MIS Asy-Syfa . The study used a qualitative approach with a descriptive design. The subject was a first-grade student with a clubfoot disability. Data collection techniques were conducted through participant observation, in-depth interviews, and documentation. The data were analyzed through data reduction, data presentation, and conclusion drawing. The results showed that classroom teachers provided social and emotional support through mentoring during group work, interpersonal communication guidance, and creating an inclusive classroom climate. Teacher support positively impacts the quality of students' social interactions, their courage to communicate, and their acceptance by peers. This study concluded that the proactive role of classroom teachers is crucial in bridging and enhancing social interactions between students with disabilities, ensuring they feel accepted and actively involved in inclusive schools.

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