KONSTRUKSI SOSIAL TERHADAP SISWA BERKEBUTUHAN KHUSUS DI SEKOLAH NON INKLUSI: STUDI KUALITATIF TENTANG PENGALAMAN DAN PERSEPSI GURU DI SDN KEPUTRAN VI/337 SURABAYA

SOCIAL CONSTRUCTION OF SPECIAL NEEDS STUDENTS IN NON-INCLUSIVE SCHOOLS: A QUALITATIVE STUDY ON THE EXPERIENCES AND PERCEPTIONS OF TEACHERS AT SDN KEPUTRAN VI/337 SURABAYA

Anak berkebutuhan khusus menghadapi tantangan unik dalam pendidikan, memerlukan pelayanan yang spesifik untuk mengembangkan potensi penuh mereka. Pendidikan inklusif, di mana anak berkebutuhan khusus belajar bersama anak-anak tanpa kebutuhan khusus, bertujuan memberikan akses pendidikan yang merata. Namun, penerapan pendidikan inklusif di Indonesia masih terbatas karena kurangnya sumber daya, fasilitas, dan pelatihan guru. Penelitian ini bertujuan memahami konstruksi sosial terhadap stigma anak berkebutuhan khusus di SDN Keputran VI/337 Surabaya melalui pengalaman dan persepsi guru. Sekolah ini dipilih karena memberikan contoh nyata tantangan yang dihadapi guru dalam mengelola siswa berkebutuhan khusus. Temuan diharapkan memberikan wawasan tentang bagaimana norma, sikap, dan interaksi di kelas dipengaruhi oleh keberadaan siswa berkebutuhan khusus serta memberikan rekomendasi untuk meningkatkan pendidikan inklusif di sekolah tersebut. Hasil penelitian mengungkapkan bahwa guru-guru di sekolah ini menghadapi tantangan besar dalam mengajar ABK karena keterbatasan sumber daya dan fasilitas khusus. ABK sering dianggap memiliki keterbatasan dalam mata pelajaran yang membutuhkan keterampilan kognitif tinggi, seperti matematika dan bahasa, akibat kurikulum yang tidak inklusif dan metode pengajaran yang tidak disesuaikan dengan kebutuhan mereka. Namun, beberapa guru juga melihat keberadaan ABK sebagai peluang untuk meningkatkan keterampilan empati dan toleransi di antara siswa non-ABK, serta memotivasi pengembangan metode pengajaran yang lebih inklusif dan inovatif. Pandangan ini menciptakan lingkungan belajar yang lebih suportif dan empatik bagi semua siswa.

Kata Kunci: Konstruksi Sosial, Disabilitas, Inklusi

Children with special needs face unique challenges in education, requiring specific services to develop their full potential. Inclusive education, where children with special needs learn alongside those without, aims to provide equal access to education. However, the implementation of inclusive education in Indonesia is still limited due to a lack of resources, facilities, and teacher training. This study aims to understand the social construction of stigma against children with special needs at SDN Keputran VI/337 Surabaya through the experiences and perceptions of teachers. This school was chosen as it provides a real-life example of the challenges teachers face in managing students with special needs. The findings are expected to provide insights into how norms, attitudes, and interactions in the classroom are influenced by the presence of students with special needs, and to offer recommendations for improving inclusive education at the school. The results reveal that teachers at this school face significant challenges in teaching children with special needs due to limited resources and specialized facilities. These children are often perceived to have limitations in subjects requiring high cognitive skills, such as mathematics and language, due to a non-inclusive curriculum and teaching methods not tailored to their needs. However, some teachers also see the presence of children with special needs as an opportunity to enhance empathy and tolerance among non-special needs students, as well as to motivate the development of more inclusive and innovative teaching methods. This perspective helps create a more supportive and empathetic learning environment for all students.

Keywords: Social Construction, Disability, Inclusion