Pola Pendidikan Anak Disabilitas Di SDLB Negeri Bambi

Abstract

ABSTRAK

Tujuan penelitian ini adalah untuk mendeskripsikan pola pendidikan segregasi anak disabilitas di SDLB Bambi. Penelitian ini menggunakan teori interaksionalisme simbolik Geoge Herbert Mead yang memusatkan perhatiannya pada interaksi antara individu dan kelompok. Penelitian ini menggunakan pendekatan kualitatif, dengan informannya yaitu kepala sekolah, guru-guru yang mengajar di SDLB Bambi, dan orangtua dari murid SDLB Bambi. Pengumpulan data melalui wawancara secara mendalam, observasi, dan dokumentasi. Berdasarkan hasil penelitian bahwa pola pendidikan segregasi terhadap anak disabilitas SDLB di dukung oleh para guru yang bersangkutan di sekolah karena model pembelajaran terhadap anak disabilitas akan disiapkan oleh guru sehingga anak disabilitas mampu untuk berinteraksi dengan lingkungan sosial. Model pembelajaran juga di susun secara dominan dan berdasarkan kepada kurikulum 13 (K-13). Anak disabilitas yang belajar di SDLB Negeri Bambi bukan hanya diajarkan dengan menggunakan pola pendidikan segregasi tetapi mereka juga mempunyai pola asuh dari orangtua. Hubungan pola pendidikan segregasi dengan pola asuh orangtua dari anak disabilitas sama-sama pempunyai cara pembelajaran dan pengasuhan tersendiri terhadap anak disabilitas. Hanya saja pola pendidikan segregasi diterapkan di lingkungan sekolah, sedangkan pola asuh orangtua diterapkan dirumahnya masing-masing. Pendidikan segregasi memberikan pengaruh terhadap pola asuh orangtua dari anak disabilitas. Karena melalui pendidikan segregasi yang berpengaruh terhadap pola asuh orangtua, orangtua bisa mengetaui kondisi belajar anak disabilitas ketika belajar di rumah dan orangtua bisa mendampingi dan melihat perkembangan belajar dan perubahan sikap dari anak disabilitasnya.

Kata Kunci: Pola Pendidikan, Anak Disabilitas, Guru

Pattern of education for children with disabilities in SDLB Bambi

ABSTRACT

The purpose of this study was to describe the segregation education pattern of children with disabilities in SDBB Bambi. This study uses Geoge Herbert Mead's symbolic interactionalism theory which focuses on the interaction between individuals and groups. This study used a qualitative approach, with informants namely principals, teachers teaching in SDLB Bambi, and parents of SDBB Bambi students. Data collection through in-depth interviews, observation, and documentation. Based on the results of the study, the segregation education pattern for children with SDLB disabilities was supported by the teachers concerned at school because the learning model for children with disabilities would be prepared by the teacher so that children with disabilities could interact with the social environment. The learning model is also arranged dominantly and is based on curriculum 13 (K-13). Disabled children who study at SDLB Bambi are not only taught by using segregation education patterns but they also have parenting from their parents. The relationship between segregation education patterns and parenting parents of disabled children both have their own ways of learning and care for children with disabilities. It's just that the segregation education pattern is applied in the school environment, while the parenting style is applied in their respective homes. Segregation education has an influence on parenting parents of children with disabilities. Because through segregation education that influences parenting, parents can know the learning conditions of children with disabilities when studying at home and parents can assist and see the development of learning and changes in attitudes of children with disabilities.

Keywords: Patterns of Education, Children with Disabilities, Teachers