PELATIHAN GURU MEMODIFIKASI DAN MEMBERIKAN AKOMODASI YANG LAYAK UNTUK PESERTA DIDIK BERKEBUTUHAN KHUSUS
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Guru berperan penting dalam keberhasilan Pendidikan inklusif. Salah satu kendala dalam pelaksanaan Pendidikan inklusif di sekolah adalah kurangnya pengetahuan dan keterampilan guru dalam memodifikasi dan mengakomodasi anak berkebutuhan khusus. Tujuan yang ingin dicapai guru mampu dan terampil melakukan akomodasi dan modifikasi pembelajaran di kelas inklusi. Metode yang digunakan dalam pencapaian tujuan tersebut adalah dengan model pembelajaran aktif dan partisipatif dengan dimulai dari persiapan, pelaksanaan, monitoring dan evalusi, serta mentoring. Dalam pelaksanaannya digunakan pendekatan andragogik dan pembelajaran aktif. Pelaksanaan dilakukan di sekolah mitra yaitu SD Muhammadiyah Purbayan yang ada di wilayah kota Yogyakarta. Hasil pengabdian menunjukkan selama tahun pelaksanaan pengabdian, tim melakukan survei dan wawancara dengan guru-guru Sekolah Dasar Muhammadiyah Purbayan untuk mengidentifikasi kebutuhan mereka dalam memahami dan mendukung siswa berkebutuhan khusus. Berdasarkan hasil identifikasi kebutuhan, kami mengembangkan materi pelatihan yang mencakup pemahaman tentang berbagai kebutuhan khusus, strategi modifikasi kurikulum, penggunaan teknologi pendidikan, dan manajemen kelas inklusif. Pelatihan intensif dilaksanakan dengan melibatkan 35 guru Sekolah Dasar Muhammadiyah Purbayan. Terdapat peningkatan pengetahuan dan keterampilan yang berhubungan dengan inklusi dan akomodasi untuk siswa berkebutuhan khusus.
Teachers play a crucial role in the success of inclusive education. One of the challenges in implementing inclusive education in schools is the lack of knowledge and skills among teachers in modifying and accommodating students with special needs. The goal is for teachers to be capable and skilled in making accommodations and modifications in inclusive classrooms. The method used to achieve this goal is through an active and participatory learning model, starting from preparation, implementation, monitoring, and evaluation, to mentoring. The approach used involves andragogy and active learning. The implementation takes place in partner schools, namely SD Muhammadiyah Purbayan in the Yogyakarta city area. The results of the service show that during the service year, the team conducted surveys and interviews with teachers at SD Muhammadiyah Purbayan Elementary School to identify their needs in understanding and supporting students with special needs. Based on the results of the needs identification, we developed training materials covering an understanding of various special needs, curriculum modification strategies, the use of educational technology, and inclusive classroom management. Intensive training was conducted involving 35 teachers from SD Muhammadiyah Purbayan Elementary School. There was an improvement in knowledge and skills related to inclusion and accommodations for students with special needs.
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DOI: https://doi.org/10.24198/kumawula.v7i1.51531
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