MANAJEMEN PENDIDIKAN INKLUSI ANAK BERKEBUTUHAN KHUSUS DI SDIT TUNAS HARAPAN ILAHI

Abstract

The study aims to reveal how planning, organization, guidance, and supervision in the implementation of inclusive education for special needs students at SDIT THI are carried out. The study uses a qualitative descriptive approach with data collection techniques such as interviews, observations, and documentation. The results of the research show that: (1) The planning process begins at the first meeting of the school year, where the syllabus and lesson plans are created by the class teachers and subject teachers, while the PPI is created by teachers of students with special needs under the guidance and supervision of the coordinator of inclusive education. (2) The organization involves the school principal, vice principal, coordinator of inclusion, class teacher, and special education teacher. The school also works closely with a regular education consultant on a regular basis. (3) The implementation of the KBM for inclusive education uses a regular classroom model with pull-out. The teaching materials are the same as those for regular students but are flexible and modified according to the ability and needs of the students. (4) The supervision by the school principal is carried out directly when the special needs students are engaged in activities and is done regularly through the checking of PPI (Progress Implementation Plan) documents.