ANALISIS PENANGANAN PESERTA DIDIK BERKARAKTERISTIK HAMBATAN INTELEKTUAL DI SDN JUNREJO 01 BATU

This research is based on awareness of the urgency of providing educational services that are sensitive to the needs of students with intellectual barriers within the framework of inclusive schools. The implementation of inclusive education requires the ability of schools and educators to recognize the characteristics of students as a whole and design learning strategies that adapt to their individual needs. This study aims to examine the identification and assessment process, describe the learning barriers experienced by students with intellectual disabilities, and evaluate the learning strategies applied in dealing with these conditions at SDN Junrejo 01 Batu.
This research was carried out by adopting a qualitative approach that was strengthened through the type of descriptive research. The research informants consisted of the coordinator of Children with Special Needs (ABK), classroom teachers, and Special Supervisors (GPK). Data collection was carried out through three main techniques, namely direct observation, in-depth interviews, and excavation of related documents. Data analysis was carried out using the stages of data reduction, data presentation, and conclusion drawn, with credibility tests carried out through triangulation of sources and techniques.
The results of the study revealed that the identification of students with intellectual barriers was carried out in stages including initial observation, collection of developmental information, as well as academic assessment and adaptive function. Students' learning profiles include aspects of cognitive ability, social skills, language skills, motor development, independence, emotional stability, independent learning ability, and response to the instructions given. The barriers identified include limitations in understanding abstract concepts, low learning concentration, barriers in verbal communication, fine motor limitations, and dependence on doing tasks independently. The learning strategies applied by teachers include material adjustments, simplification of instruction, use of concrete and visual media, positive reinforcement, individual mentoring, and modification of evaluations based on individual development. The synergy between classroom teachers and GPK plays a crucial role in increasing the effectiveness of learning services.