IMPLEMENTASI KURIKULUM ANAK BERKEBUTUHAN KHUSUS SLOW LEARNER DALAM KONTEKS PENDIDIKAN INKLUSI

This research is motivated by the facts in the field which show that the increasing number of inclusive education provider schools and the inclusion of inclusive education are still uniforming special needs children with regular children, as well as children with special slow learner needs who are still being ignored by their needs / specificities. This study aims to determine the development / design of learning on the syllabus and lesson plans for ABK slow learners at Tamansari 1 Elementary School in Yogyakarta, the learning process and learning assessment of children with special slow learner needs at Tamansari 1 Elementary School in Yogyakarta. This type of research is field research that is descriptive qualitative with a case study approach. Data collection techniques using interviews, observation and documentation. The data analysis uses Miles and Hubermen, namely data collection, data presentation, conclusion drawing and verification. The results showed that 1) The development of learning contained in the syllabus and lesson plans prepared by teachers in Tamansari 1 Elementary School Yogyakarta was modified on the indicator components by simplifying or reducing indicators to be achieved for children with special needs, but in the syllabus design and lesson plans were still generalized to all types of children with special needs have not been adapted to gradations of mild, moderate, and severe based on their shortcomings. 2) The learning process includes three activities namely preliminary activities in starting this activity sometimes the teacher still has not linked the material to be delivered with the previous material, in the core learning activities there are no special materials and media used by the teacher to help children with special needs slow lernear in the learning process but in delivering material and handling slow leaner children the teacher explains slowly and patiently, and in the closing activity sometimes the teacher does not conclude the material that has been learned. ) Assessment of learning for children with special needs of slow learners in the context of inclusive education there are three stages, namely (a) In planning assessment for children with special needs of slow learners in SD Negeri Tamansari 1 Yogyakarta, teachers make a more simplified assessment design adapted to the modification of slow learner ABK indicators that are already made. (b) The implementation phase of the assessment of children with special needs of slow learners at Tamansari 1 Public Elementary School in Yogyakarta has not been carried out optimally for children with special needs or for regular students as seen from the tasks that are not assessed by the teacher, the exercises given do not have differences such as the number of questions, instruments and forms of tests used, in the implementation of the assessment teachers only occasionally make adjustments in time, material and xiii manner, c) The follow-up stage of the assessment in the VA class at Tamansari 1 Yogyakarta Public Elementary School is on remedial subjects for students whose grades have not yet reached the KKM, while the VA homeroom teacher who is in charge of the main subjects has not done a routine remedial to address the grades of students who have not completed or not yet reached KK