Analysis Of Social-Emotional Competence Of Students With Disabilities and Non-Disabled in Inclusive Primary Schools
Analisis Kompetensi Sosial-Emosional Siswa Penyandang Disabilitas dan Non-Disabilitas di Sekolah Dasar Inklusif
DOI:
https://doi.org/10.21070/ups.10847Keywords:
Social-Emotional Competence, Inclusive Education, Autism Spectrum DisorderAbstract
This study is motivated by the gup in social-emotional competence development between students with disabilities and non-disabled students in inclusive classrooms. This research employed a qualitative approach with a case study design at SD Negeri Lemahputro 1 Sidoarjo, involving one student with Autism Spectrum Disorder (ASD) and three non-disabled students with varying academic abilities. Data were collected through observation, in-depth interviews, and document analysis, and analyzed using the Miles and Huberman model. The results indicate that each subject demonstrates distinct social-emotional development characteristics; the student with ASD remains dependent on external support, while non-disabled students show varying levels of integration based on their academic abilities. These findings highlight the importance of adaptive teaching strategies and consistent support to optimize social-emotional competence in inclusive classrooms.
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