DELIVERING LESSONS IN INCLUSIVE CLASSES: A DESCRIPTIVE QUALITATIVE STUDY ON INCLUSIVE EDUCATION

Abstrak

Education is a key in development since it is a gate of enhancing literacy rate of a nation and an initial step of empowerment. In development, children are the main target of education. Therefore, education should be available for all children, including those classified as inclusive ones due to their variety of disabilities. Unfortunately, inclusive education is not yet a main national issue in Indonesia despite the fact of given situation. This research was aimed to explore implementation of inclusive education at PS in which disabled students get their rights to pursue their basic education although the school does not claim itself as the inclusive education provider. The research was focused on how the principal responded to face such an issue through a policy outlining principles of handling inclusive students and on how a class teacher handled the students in day to day teaching-learning activities. Applying qualitative methodology and case study approach, the authors gained the data by conducting in-depth interviews with the Principal and class teacher who handled 4 inclusive students in his 5th grade class. The data were triangulated with participant observation and by studying documents belonging to the school. All data collection activities were conducted on line due to pandemic COVID-19. The results have revealed that the school does not have a special policy in conducting the education in terms of curriculum, lesson plan, lesson delivery strategy. However, the principal encourages all teachers to increase their competence through seminars or workshops. Cooperative efforts with parents are conducted to overcome the issuer.