The Role of Special Supplementary Teachers in Inclusive Education Services in Bukit Raya District
Keywords:
Role of Teachers, Special Assistant Teachers, Inclusive EducationAbstract
Inclusive education is education that provides equal opportunities for students with mental or physical disabilities to study together with their peers in regular schools. Inclusive education has the aim of reducing discriminatory attitudes towards children with special needs. The role of a special accompanying teacher is very necessary to optimize the development of children with special needs academically and non-academicly. Special assistant teachers in inclusive education do not merely accompany children in learning, but also provide services that suit their needs. This research was conducted at 3 inclusive education schools in Bukit Raya District, namely Ylpi Marpoyan Islamic Kindergarten, Raisyah Kindergarten and Satu Bangsa Preschool Kindergarten. The research method used is a qualitative method with the Phenamenological research type. Observation, Interviews and Documentation are the methods used to collect data and then analyze it by reducing data, presenting data and drawing conclusions.The results of the research show that the role of special assistant teachers in inclusive education, based on this research, can be concluded that (1) special assistant teachers at three inclusive schools in Bukit Raya sub-district agree that the role of special assistant teachers in inclusive schools is to provide assistance to children with special needs, (2 ) provide services to children with special needs by providing an assessment of the development of children with special needs who are accompanied in writing in the form of a report which will be explained by the special accompanying teacher to the principal and parents at the end of the semester, (3) three special accompanying teachers at Different inclusive schools in Bukit Raya sub-district said that they experienced difficulties when accompanying children with special needs in inclusive schools, which difficulties occurred because the special accompanying teachers came from non-PLB graduates so that the accompanying teachers' knowledge of children with special needs was still minimal, (4) of the problems faced by special assistant teachers in Bukit Raya District, the special assistant teachers also said that they were trying to overcome the problems faced in accompanying children with special needs. The three special assistant teachers agreed that the way to overcome these problems was to be patient.
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