Sosial
practices of children with special needs in the implementation of learning has
a uniqueness that needs to be studied more deeply. In terms of education they
are often carried out differently, even though in the same school, in the same
class and with the same teacher. Children with special needs or often called
disabilities are situations where individuals have different abilities from
other individuals in responding, carrying out activities, and in thinking.
Problem formulations in this research is how the sosial practice of
implementing learning of children with special needs in SMPN 4 Sidoarjo ?. The
purpose is to describe habitus, modal and ranah of children with special needs
and know their social practices. This study uses a qualitative approach with
in-depth interview and observation data collection techniques. The results
showed that ABK habitus has an active attitude, doesnt want to be quiet, tends
to disturb, there is also a quiet but responsible. There are 3 capital used by
ABK, social capital, economic capital, and cultural capital. Sosial capital,
ABK has good relations and hangs out with regular students, but there are those
who only hang out with fellow ABK. Ranah ABK is classrooms and resource rooms.
There are two categories of social practice, ABK with an open attitude, having
good social relationds, but in the implementation of learning they can’t follow
properly and it’s difficult to listen to the teacher’s order. ABK with a closed
attitude in the implementation of learning they listen to the teacher’s order,
responsible for the tasks given, but they are constrainded in social matters,
so that there are differences in social practices that occur in the
implementation of learning.
Keywords:
Sosial Practice, Children with Special Needs, Learning Implementation.