Minsih Minsih, P.H. Slamet, Suparno, Imam Mujahid
This article aimed to: (1) describe the development of inclusive education in an Elementary School, Lazuardi Kamila Global Islamic School Surakarta, Central Java, Indonesia and (2) describe the conditions of inclusive learning for children with special needs. Data was collected through interviews, observation, and documentation. The data was analyzed using inductive-interactive-qualitative techniques. The results show that (1) during the last six years the development of inclusive education at Elementary School of Lazuardi Kamila Global Islamic School Surakarta has run smoothly, and there have never been cases of students who withdrew before basic education was completed. (2) students with special needs learn together with normal students in a mutual-common classroom. All school members support and try to maximize inclusive education, although there are still many shortcomings in the implementation of inclusivity. The implementation of inclusive learning has been going well through implementation of a system focused on equality in learning and in interacting and communicating in daily life where the methodology, media, and teaching materials are tailored to the development and needs of students. © 2019 Primrose Hall Publishing Group.
Universitas Negeri Yogyakarta Indonesia, Universitas Muhammadiyah Surakarta, Indonesia; Universitas Negeri Yogyakarta, Indonesia; Institut Agama Islam Negeri Surakarta, Indonesia
