PENDIDIKAN INKLUSIF DI SMP KOTA DENPASAR : HAMBATAN DAN STRATEGI IMPLEMENTASINYA
DOI:
https://doi.org/10.55883/jipkis.v6i2.194Keywords:
Pendidikan Inklusif, Anak Berkebutuhan Khusus, Kurikulum Adaptif, Inclusive Education, Children With Special Needs, Adaptive Curriculum.Abstract
Inclusive education is an educational approach that emphasizes the fulfillment of the learning rights of all students, including children with special needs (ABK), in regular education units. Although supported by national policies, the implementation of inclusive education in schools still faces various challenges, both in terms of human resource readiness, infrastructure, and school and community culture. This study aims to identify obstacles faced by schools in implementing inclusive education and formulate strategies to strengthen the implementation of inclusive education that is equitable and sustainable. This study uses a qualitative approach with a case study design conducted at 12 junior high schools (SMP) that provide inclusive education in Denpasar City. The research subjects included school principals, subject teachers, special assistant teachers (if available), parents of students, and students through non-intrusive observation. Data collection techniques were carried out through in-depth interviews, non-participatory observation, and documentation studies. Data analysis used an interactive analysis model that includes data reduction, data presentation, and drawing conclusions.The research results show that the implementation of inclusive education in junior high schools in Denpasar City has not been optimal, despite government policy support. Implementation still faces various obstacles, including low teacher preparedness, limited disability-friendly infrastructure, high teacher-to-student ratios, minimal support from professional staff, an adaptive curriculum, and weak collaboration between schools, families, and the community. Furthermore, stigma and social resistance toward children with special needs remain major obstacles. These findings indicate that inclusive education is still understood as simply accepting children with special needs without adequate pedagogical and structural support. Therefore, strengthening operational policies, improving teacher competency, developing an adaptive curriculum, providing inclusive facilities, and implementing a continuous evaluation system are necessary.
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