Strategi Layanan Pendidikan Inklusi pada Jenjang PAUD: Studi Kasus di TK Negeri Pembina Kecamatan Sangatta Utara dan TK Negeri Pembina Kabupaten Kutai Timur
DOI:
https://doi.org/10.24256/tunascendekia.v9i1.13045Keywords:
anak berkebutuhan khusus, pendidikan inklusif, PAUD, strategi layanan, tantangan pendidikan inklusifAbstract
Penelitian ini bertujuan untuk menganalisis strategi layanan pendidikan inklusif pada jenjang Pendidikan Anak Usia Dini (PAUD) di TK Negeri Pembina Kecamatan Sangatta Utara dan TK Negeri Pembina Kabupaten Kutai Timur, serta mengidentifikasi tantangan dan faktor-faktor yang memengaruhi pelaksanaannya. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus. Pengumpulan data dilakukan melalui wawancara dengan kepala sekolah, guru, dan orang tua peserta didik, observasi kegiatan pembelajaran, serta studi dokumentasi. Data dianalisis menggunakan model Miles dan Huberman melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa strategi layanan pendidikan inklusif di kedua lembaga dilaksanakan melalui identifikasi dini kebutuhan anak berkebutuhan khusus (ABK), penyesuaian kurikulum, serta penerapan metode pembelajaran yang fleksibel dan adaptif sesuai karakteristik peserta didik. Kolaborasi antara guru, orang tua, dan lingkungan sekolah menjadi faktor pendukung utama dalam pelaksanaan pendidikan inklusif. Namun, implementasinya masih menghadapi sejumlah kendala, meliputi keterbatasan kompetensi guru dalam menangani ABK, kurangnya sarana dan prasarana pendukung, rendahnya pemahaman sebagian orang tua, serta adanya stigma sosial terhadap ABK. Penelitian ini menyimpulkan bahwa keberhasilan layanan pendidikan inklusif pada jenjang PAUD memerlukan peningkatan kompetensi pendidik, penyediaan fasilitas pembelajaran yang ramah ABK, serta penguatan kerja sama antara sekolah, keluarga, dan pemerintah untuk menciptakan lingkungan pendidikan yang inklusif dan berkelanjutan.
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