Learning for Children with Special Needs: Case Study at Muhammadiyah Elementary School 2 Sidoarjo
Pembelajaran Bagi Anak Berkebutuhan Khusus: Studi kasus di Sekolah Dasar Muhammadiyah 2 Sidoarjo
DOI:
https://doi.org/10.21070/ups.10886Keywords:
Children With Special Needs(ABK), inclusive education, teacher's role, learning implementationAbstract
This study aims to determine the implementation of learning for children with special needs (ABK) at SD Muhammadiyah 2 Sidoarjo, focusing on students with ADHD, dyslexia, dyscalculia, and dysgraphia. Using a descriptive qualitative case study approach, data were collected through observation, interviews, and documentation. The results indicate that the school implements a full inclusive model where ABK and regular students study together. Teachers modify instructional methods, such as using concrete media for dyscalculia and active breaks for ADHD. Key success factors include collaboration between classroom teachers and special assistant teachers (GPK), as well as parental support. However, challenges remain regarding the limited number of expert GPKs, inadequate assistive technology, and rigid curriculum standards. This research suggests that increasing teacher competency and inclusive facilities is essential for optimizing the learning process for special needs students
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