Analisis Pembelajaran Matematika untuk Anak Berkebutuhan Khusus (ABK) di Sekolah Inklusi SMK Negeri 9 Surakarta

This study aims to describe mathematics learning for students with special needs in inclusive school and to describe the difficulties experienced by teacher and students with special needs. This is qualitative study. The techniques of data collection used in this study are observation, interviews, and documentation. The data analysis phases are data reduction, data presentation, and conclusion. Data source triangulation and method triangulation are used to check the validity of the data. Based on the data analysis, it can be concluded that: 1) SMK Negeri 9 Surakarta did not have guidance-specialized teacher (GPK), 2) Teacher prepared a single lesson plan(RPP) based on ability of the two types of students; ABK and reguler students, 3) Teacher is intense to communicate with ABK in the classroom. The student with physical disability is active in mathematics learning, the deaf student is passive in mathematics learning, and the slow learner student is active in mathematics learning, 4) The teacher will guided ABK after class if they need follow up evaluation,5) The teacher has difficulities on giving special attention to ABK in the process of learning. The student with physical disability overall can follow the process of learning, the deaf student has difficulities on communitating, and slow learner student takes longer times to follow the lesson. Key Words: Mathematics learning, ABK, Inclusive schoo