Identifikasi merupakan kegiatan awal yang mendahului proses asesmen. Identifikasi dan asesmen merupakan kegiatan mengenal atau menandai sesuatu, yang dimaknai sebagai proses menemukan kasus yaitu menemukan anak yang mempunyai kelainan atau masalah, atau proses pendektesian dini terhadap anak berkebutuhan khusus. Disleksia sebagai salah satu dari anak berkebutuhan khusus memerlukan identifikasi dan asesmen dalam rangka pemberian layanan pendidikan yang disesuaikan dengan kebutuhan.

                Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan identifikasi dan asesmen siswa disleksia oleh guru di sekolah regular MI Darut Taqwa Ponggok Blitar, hambatan yang dialami  guru pada pelaksanaan identifikasi dan asesmen siswa disleksia, serta solusi yang telah dilakukan guru dalam pelaksanaan identifikasi dan asesmen siswa disleksia. Penelitian ini menggunakan jenis penelitian deskriptif, dengan pendekatan kualitatif, dengan teknik pengumpulan data melalui wawancara, observasi dan dokumentasi.

                Hasil penelitian dapat disimpulkan bahwa : 1) pelaksanaan identifikasi dan asesmen siswa disleksia di sekolah reguler MI Darut Taqwa Ponggok Blitar dengan menggunakan teknik dan tahapan identifikasi dan asesmen berdasarkan kreatifitas dan kemampuan guru, dengan memberikan tes yang dibuat oleh guru dan melihat perkembangan hasil belajar siswa. 2) hambatan yang dialami  guru pada pelaksanaan identifikasi dan asesmen siswa disleksia terdiri dari tiga hambatan yaitu pemahaman guru terhadap siswa disleksia serta identifikasi dan asesmen siswa disleksia, dukungan orang tua peserta didik, bekerja sama dengan ahli pendidikan untuk anak berkebutuhan khusus maupun tenaga professional. 3) solusi yang dilakukan guru dalam pelaksanaan identifikasi dan asesmen siswa disleksia yaitu mempelajari dan memahami tentang siswa disleksia serta pelaksanaan identifikasi dan asesmen siswa disleksia, berkolaborasi dengan orang tua siswa,  siswa disleksia dapat langsung ditangani sendiri oleh guru dalam bentuk layanan pembelajaran langsung tanpa harus dirujuk pada tenaga ahli, guru mempersiapkan media yang kreatif dan unik untuk membaca siswa disleksia.

Kata kunci : Identifikasi    dan    Asesmen,    Siswa Disleksia,    Sekolah Reguler

The identification was an early activity which preceded the assessment process. The identification and assessment were the activities of recognizing or marking something which was meant as the process of finding case i.e. finding the children who had disorder or problem, or the process of early detecting toward special needs children. The dyslexia, as one of the special need children, required identification and assessment in giving education service which was adjusted to the needs.

This research had purpose to describe the implementation of identification and assessment to dyslexia students by the teacher in regular school of MI Darut Taqwa Ponggok Blitar, the hindrance experienced by the teacher in implementing the identification and assessment of dyslexia students, and the solution which had been done by the teacher in implementing the identification and assessment of dyslexia students. This research used descriptive kind with qualitative approach and the technique of data collection was through interview, observation, and documentation.

The research result could be concluded that: 1) the identification and assessment implementation to the dyslexia students in regular school of MI Darut Taqwa Ponggok Blitar used the technique and step of identification and assessment based on the teacher’s creativity and ability with giving a test made by the teacher and looked that development of the students’ learning result. 2) The hindrance experienced by the teacher in the implementation of identification and assessment to the dyslexia students consisted of three hindrances those were the teacher’s comprehension toward the dyslexia students and the identification and assessment to dyslexia students, the parents’ support toward the students, cooperating with the education expert for either special needs children or professional official. 3) the solution done by the teacher in implementing the identification and assessment to the dyslexia students i.e. learning and understanding about the dyslexia students and the identification and assessment implementation to the dyslexia students, collaborating with the students’ parent, the dyslexia students could be directly handled by the teacher in the form of direct learning service without referring to the expert, the teacher prepared a creative and unique media to read the dyslexia students.

Keywords: Identification and assessment, dyslexia students, regular school.