Strategi Guru Dalam Pengelolaan Kelas Inklusi di Raudhatul Athfal Rahmah El Yunusiyyah Padang Panjang

Abstract

Inclusive education is a system that provides equal learning opportunities for students with disabilities and those with special talents in general classroom settings. The researcher chose RA Rahmah El Yunusiyyah Padang Panjang because the school accepts children with special needs without discrimination. This study aimed to explore teachers’ strategies in managing inclusive classrooms and to identify supporting and inhibiting factors. Using a qualitative descriptive approach, data were collected through observation, interviews, and documentation, then analyzed through data collection, reduction, presentation, and conclusion drawing. The findings show that teachers’ strategies include planning, implementation, and evaluation. Lesson plans are the same for all students, though teaching strategies are adjusted to children’s needs. Evaluation is conducted through domain-based assessments of students’ development. Classroom management does not differ between regular and special-needs students, except that children with special needs receive more frequent guidance. Supporting factors include cooperation with health centers and therapists, while inhibiting factors include the absence of training for teachers on inclusive education