IMPLEMENTASI PENDIDIKAN INKLUSI DI PAUD INKLUSI CERIA PAHOMAN BANDAR LAMPUNG

ABSTRACT This study aims to analyze how inclusive education planning is in making PROTA PROSEM, RPPM, RPPH, and assessments, implementation of inclusive education in terms of learning materials, media, methods, opening, core, and closing activities, and evaluation of inclusive education in terms of assessment and reporting. , using a qualitative research approach. Type of case study research. Holistic single case case study research design. The subjects in this study were the principal, the head of the curriculum section, and the inclusive class teacher, the object of the research was the planning, implementation, and evaluation of inclusive education. Data collection tools using interview, observation, and documentation techniques. Data analysis uses data reduction, data display, conclusion drawing and verification. Test the validity of the data using triangulation techniques and sources. The results showed that the planning, implementation, and evaluation of Inclusive Education at Ceria Pahoman Inclusive PAUD Bandar Lampung were not modified according to the results of previous identification and assessment, but both children with special needs and normal children in the inclusive class all received the same planning, implementation, and evaluation. Where the planning is made the same based on 8 educational standards and uses the 2013 PAUD curriculum which has been regulated in Permendikbud 146 of 2014. Then for the implementation it is made the same both learning materials, learning methods, learning media and learning activities. And for the evaluation of learning in terms of assessment and reporting the same. The assessment in the inclusion class was made in the form of daily and weekly checklists, but specifically for children with special needs, they received additional assessments from therapists who had previously handled them. This is because before children with special needs can join normal children in inclusion classes who are guided by class teachers, children with special needs must first follow a separate therapy program with normal children at Ceria Pahoman Inclusion PAUD Bandar Lampung until successful. The therapy program is handled directly by one therapist for one child with special needs in which there are several stages of achievement that must be achieved, namely the basic stage, intermediate stage, and advanced stage, with the categories of assessment being consistent, inconsistent or still needing direction. After the three stages are successful and consistent, then children with special needs can join normal children in the inclusion class Keywords: Inclusive Education, Children with special needs iii ABSTRAK Penelitian ini bertujuan untuk menganalisis bagaimana perencanaan pendidikan inklusi dalam pembuatan PROTA PROSEM, RPPM, RPPH, dan penilaian, pelaksanaan pendidikan inklusi dari segi materi pembelajaran, media, metode, kegiatan pembukaan, inti, serta penutup, dan evaluasi pendidikan Inklusi dari segi penilaian dan pelaporan, dengan menggunakan pendekatan penelitian kualitatif. Jenis penelitian studi kasus. Desain penelitian studi kasus Holistic single case. Subjek pada penelitian ini yaitu kepala sekolah, ketua bagian kurikulum, dan guru kelas inklusi, objek penelitian yaitu perencanaan, pelaksanaan, dan evaluasi pendidikan inklusi. Alat pengumpulan data menggunakan teknik wawancara, observasi, dan dokumentasi. Analisis data menggunakan Reduksi data (Data Reduction), Paparan data (Data Display), Penarikan kesimpulan dan verifikasi ( Conclusion Drawing/Verifying). Uji keabsahan data menggunakan triangulasi teknik dan sumber. Hasil penelitian menunjukkan bahwa perencanaan, pelaksanaan, dan evaluasi Pendidikan Inklusi di PAUD Inklusi Ceria Pahoman Bandar lampung tidak dimodifikasi sesuai hasil identifikasi dan asessmen sebelumnya, melainkan baik anak berkebutuhan khusus maupun anak normal dikelas inklusi semua mendapatkan perencanaan, pelaksanaan, dan evaluasi yang sama. Dimana untuk perencanaan dibuat sama berlandaskan pada 8 standar pendidikan dan menggunakan kurikulum 2013 PAUD yang telah diatur didalam Permendikbud 146 tahun 2014. Kemudian untuk pelaksanaan dibuat sama baik materi pembelajaran, metode pembelajaran, media pembelajaran maupun kegiatan pembelajaran. Dan untuk evaluasi pembelajaran dari segi penilaian maupun pelaporan sama. Penilaian dikelas inklusi dibuat dalam bentuk penilaian ceklis harian dan mingguan, tetapi khusus untuk anak berkebutuhan khusus mendapatkan penilaian tambahan dari terapis yang sebelumnya pernah menangani tersebut. Hal ini dikarenakan sebelum anak berkebutuhan khusus bisa bergabung dengan anak normal dikelas inklusi yang dibimbing oleh guru kelas, anak berkebutuhan khusus terlebih dahulu harus mengikuti program terapi yang terpisah dengan anak normal di PAUD Inklusi Ceria Pahoman Bandar lampung sampai berhasil. Adapun program terapi ini ditangani langsung oleh satu terapis untuk satu anak berkebutuhan khusus yang didalamnya terdapat beberapa tahap capaian yang harus dicapai yaitu tahap dasar, tahap intermadeate, dan tahap advance, dengan kategori penilaian konsisten, tidak konsisten atau masih butuh diarahkan. Setelah ketiga tahap itu berhasil dan konsisten barulah anak berkebutuhan khusus bisa bergabung dengan anak normal dikelas inklusi Kata Kunci: Pendidikan Inklusi, Anak berkebutuhan khusu