PERAN GURU PENDIDIKAN KHUSUS DALAM PEMBELAJARAN ANAK AUTIS DI SD LABSCHOOL UNESA 2

Abstract

Abstrak

Pembelajaran anak autis diperlukan untuk meningkatkan kemampuan akademik dan non-akademik. Kemampuan akademik meliputi kemampuan membaca, berhitung, dan menulis. Kemampuan nonakademik meliputi komunikasi, interaksi sosial, perilaku, dan perhatian. Penelitian ini bertujuan untuk mendeskripsikan peran guru pendidikan khusus dalam pembelajaran anak autis di SD Labschool Unesa 2. Fokus penelitian ini yaitu peran guru pendidikan khusus dalam memberikan layanan program khusus dan mendampingi guru reguler dalam memberikan layanan pembelajaran akademik. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif kualitatif fenomenologi. Sumber data penelitian ini 5 guru pendidikan khusus, 1 guru kelas, dan 1 koordinator bidang kurikulum. Penelitian ini berlangsung di SD Labschool Unesa 2. Instrumen penelitian yang digunakan dalam penelitian ini adalah pedoman wawancara dan pedoman observasi. Teknik pengumpulan data pada penelitian ini meliputi wawancara, observasi, dan dokumentasi. Teknik analisis data menggunakan interaktif menurut Miles dan Huberman. Hasil penelitian menunjukkan guru pendidikan khusus di SD Labschool Unesa 2 berperan dalam merencanakan, melaksanakan dan menilai program khusus. Guru pendidikan khusus juga berperan dalam merencanakan, melaksanakan, dan menilai kegiatan pendampingan guru regular. Implikasi hasil penelitian ini, pembelajaran anak autis di SD Labschool Unesa 2 mengalami peningkatan kemampuan akademik yakni baca, hitung, tulis dan non-akademik yakni komunikasi, interaksi sosial, perilaku, dan perhatian serta peningkatan kompetensi guru pendidikan khusus.

Kata Kunci: peran guru pendidikan khusus, pembelajaran, autis.

Abstract

Learning for autistic children is needed to improve academic and nonacademic abilities. Academic abilities include reading, arithmetic, and writing. Non-academic abilities include communication, social interaction, behavior, and attention. This study aims to describe the role of special education teachers in learning for autistic children at SD Labschool Unesa 2. The focus of this study is the role of special education teachers in providing special program services and assisting regular teachers in providing academic learning services. This study uses a qualitative approach with a qualitative descriptive phenomenological research type. The data sources for this study were 5 special education teachers, 1 class teacher, and 1 curriculum coordinator. This study took place at SD Labschool Unesa 2. The research instruments used in this study were interview guidelines and observation guidelines. Data collection techniques in this study included interviews, observations, and documentation. Data analysis techniques used interactive methods according to Miles and Huberman. The results showed that special education teachers at SD Labschool Unesa 2 played a role in planning, implementing, and assessing special programs. Special education teachers also played a role in planning, implementing, and assessing regular teacher mentoring activities. The implications of the results of this study, learning of autistic children at SD Labschool Unesa 2 experienced an increase in academic abilities, namely reading, arithmetic, writing and non-academic, namely communication, social interaction, behavior, and attention as well as an increase in the competence of special education teachers.

Keywords: the role of special education teachers, learning, autism