Implementation of Inclusive Education for Students with Physical Disabilities: A Qualitative Study at UPT SD Negeri 11 Pinang Sinawa
DOI:
https://doi.org/10.37304/pandohop.v6i1.24566Keywords:
Inclusive Education, Elementary School, Physical Disability, Special Education Teacher, Individualized Education ProgramAbstract
This study aims to analyze the implementation of inclusive education and identify its forms and major obstacles in providing services for students with physical disabilities at UPT SD Negeri 11 Pinang Sinawa. The research employed a qualitative approach with a case study design. The participants consisted of one Grade V teacher and 23 students, with one student with a physical disability as the primary subject. Data were collected through direct observation and semi-structured interviews and analyzed using the Miles and Huberman framework, including data reduction, data display, and conclusion drawing. The findings indicate that the student with a physical disability was able to participate in regular classroom learning and was positively accepted within the school’s social environment. However, the implementation of inclusive education has not yet been optimal due to the absence of a Special Education Teacher (Guru Pembimbing Khusus/GPK) and the lack of an Individualized Education Program (Program Pembelajaran Individual/PPI). Consequently, instructional adaptations remain situational and largely depend on the classroom teacher’s initiative. These results suggest that inclusive practices have been socially established but are not yet supported by a structured professional service system.
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