Teacher Problems on Children with Special Needs, Special Intelligence/Special Talents in Learning Process

Helfi Liani; Jeni Mardiana; Sephia Hermaliza; Sri Devi Fitri Ananda; Opi Andriani

doi:10.61650/ajme.v1i1.368

Authors

Helfi Liani Universitas Muhammadiyah Muara Bungo
Jeni Mardiana Universitas Muhammadiyah Muara Bungo
Sephia Hermaliza Universitas Muhammadiyah Muara Bungo
Sri Devi Fitri Ananda Universitas Muhammadiyah Muara Bungo
Opi Andriani Universitas Muhammadiyah Muara Bungo

https://doi.org/10.61650/ajme.v1i1.368

Keywords:

children with special needs, inclusion education, indigenous psychology

Abstract

The declaration of inclusive education that focuses on facilitating the educational needs of children with special needs (ABK) has been running in many areas in Indonesia, especially in big cities such as Jakarta, Yogyakarta, Surabaya, and Malang. However, many problems arise for its implementation. This study aims to determine the problems experienced by the teachers and schools using qualitative methods and an indigenous approach that involved 112 teachers from 18 inclusive schools in Tanjung Agung Kecamatan Muko – Muko Bathin VII as subjects. Data was collected through an open-ended questionnaire and was analyzed by coding techniques. The results showed a wide range of problems faced by the teachers and schools, such as lack of competence in dealing with students with special needs, lack of parental awareness of children with special needs, the number of students with special needs in each class, lack of cooperation of various parties such as professional government and society.

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