Analysis of the Implementation of Inclusive Education for Children with Speech Impairments at UPT SDN 141 Pinrang

Abstract

This study aims to analyze the implementation of inclusive education for children with special needs (CSN) with speech impairments (mute) at SDN 141 Pinrang. The background of this research is based on the importance of providing adaptive educational services for children who have limitations in speaking abilities so that they can actively participate in regular schools. This study uses a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The research subjects consist of the principal, classroom teachers, special assistant teachers (GPK), and mute students. The results of the study show that the school has carried out inclusive education in accordance with Law Number 20 of 2003 and Minister of National Education Regulation Number 70 of 2009 concerning Inclusive Education. The school provides special service rooms and simple communication aids to support the children's learning process. Teachers design adaptive and individualized learning programs. It includes the development of nonverbal communication, social skills, and self-development. In addition, collaboration between teachers, parents, and the school plays an important role in optimizing children's development. The implementation of inclusive education at SDN 141 Pinrang demonstrates the school's genuine commitment to creating a learning environment that is friendly, equitable, and supportive for all students.