Pengalaman Pendidik TK Reguler Mengajar Anak Berkebutuhan Khusus

Authors

  • Pamuji Pamuji Pendidikan Luar Biasa, Universitas Negeri Surabaya, Indonesia
  • Nurul Khotimah Pendidikan Anak Usia Dini, Universitas Negeri Surabaya, Indonesia
  • Siti Mahmudah Pendidikan Luar Biasa, Universitas Negeri Surabaya, Indonesia

DOI:

https://doi.org/10.31004/obsesi.v7i6.2666

Keywords:

guru tk, pendidikan inklusi, anak berkebutuhan khusus

Abstract

Artikel ini membahas pentingnya suara pendidik dalam gerakan kesetaraan dan keberagaman, khususnya terkait pendidikan inklusi anak usia dini. Meskipun pendidikan inklusi semakin diterima secara luas, kontribusi dan pengalaman pendidik mengenai praktik terbaik dan tantangan yang dihadapi seringkali diabaikan. Melalui pendekatan fenomenologi dan metode kualitatif,  tujuan penelitian berskala kecil ini mengeksplorasi pemahaman dan pengalaman lima pendidik anak usia dini tentang pendidikan inklusi di lima taman kanak-kanak di Jawa Timur. Analisis tematik data penelitian menggarisbawahi inklusi sebagai hak untuk diterima dan berpartisipasi penuh; kebutuhan untuk modifikasi guna mewujudkan budaya penerimaan, keberagaman, dan inklusi; kurangnya dukungan dan pengembangan profesional yang tidak memadai; serta pentingnya dukungan praktik yang efektif melalui hubungan dengan keluarga, para ahli, dan anak-anak. Temuan penelitian ini menyoroti implikasi pentingnya pengembangan profesional berbasis bukti yang lebih berfokus pada kebutuhan sehari-hari pendidik anak usia dini.

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Undang-Undang Nomor 8 Tahun 2016 tentang Penyandang Disabilitas

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Published

31-12-2023

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How to Cite

Pamuji, P., Khotimah, N., & Mahmudah, S. (2023). Pengalaman Pendidik TK Reguler Mengajar Anak Berkebutuhan Khusus. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(6), 8049–8060. https://doi.org/10.31004/obsesi.v7i6.2666

Issue

Vol. 7 No. 6 (2023)

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Articles

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