Tantangan Guru Pendidikan Agama Islam Pada Sekolah Inklusi di Yogyakarta

The increasing quantity of inclusive schools in Yogyakarta has not been followed by developments in quality. Some inclusive schools run only as a road operationally, without paying attention to the delivery of services. This study seeks to reveal the challenges of Islamic Religious Education teachers who teach in inclusive schools, because most Islamic Religious Education teachers do not have a background in inclusive education. This study examined two inclusion schools with data sources of Islamic Religious Education teachers in school A as many as two people and school B as many as three people. Data were collected through in-depth interviews with all Islamic Religious Education teachers and to special supervisors. The data obtained were analyzed through the stages of data reduction, patterned data presentation, and drawing conclusions. The results of the research show that the challenges of Islamic Religious Education teachers in carrying out their duties are broadly divided into three, namely: not having competence about children with special needs, difficulty understanding the characteristics of children with special needs, and collaborating with special guidance teachers for those who have and deepen and assessment of children with special needs through books