SOSIALISASI TENTANG MANAJEMEN PENDIDIKAN INKLUSIF DI SEKOLAH INKLUSI DAERAH BANJARMASIN

    hayatun Thaibah, H. Amka, Agus Pratomo Andi Widodo, Ahmad Rizky Rolanda, Muhammad Firdaus Nuzula, Nuril Shafira Almua’Arif,

Abstract

Schools providing inclusive education need to be supported by educators with special skills in the learning process and in the development of children with special needs in general. One of the special personnel needed is a Special Companion Teacher. The purpose of this service is to provide an understanding to the Educators in the Banjarmasin Regional Inclusive School about Inclusion management. In connection with the above, inclusive education is essentially an effort to meet the educational needs of all children with a focus on those who are vulnerable to marginalization. Inclusive education is hoped that education for all children can be carried out not only as a slogan but seriously able to accommodate the educational needs of all children without exception. In order to implement the expected inclusive education services, the quality of inclusive education must be considered. Special assistant teachers must fully and deeply understand in carrying out their duties and functions and require collaboration with related parties such as: classroom teachers, subject teachers, and others. In this regard, one of the special competencies that must be mastered by special assistant teachers is: in dealing with children with special needs in schools that provide inclusive education and the focus of discussion on this service is competence in identifying and assessing children with special needs.

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