Electronic Theses and Dissertation

Tiara Iqlima. (2024). Strategi Guru dalam Menangani Anak Berkebutuhan Khusus di Lembaga PAUD Inklusi. [Skripsi. Universitas Syiah Kuala]. Dibawah bimbingan Rosmiati, S.Pd.I., M.Ed., dan Dina Amalia, S.Psi., M.Sc.

Berkembangnya kemampuan bahasa dan sosial emosional pada anak, yang dibuktikan dari cara anak yang sudah berani berkomunikasi dengan orang lain, percaya diri anak yang menjadi tinggi, kosakata nya bertambah, dan anak mulai bisa mengontrol emosinya. Penelitian ini bertujuan untuk mengetahui dan menjelaskan strategi guru dalam menangani anak berkebutuhan khusus di lembaga PAUD inklusi. Metode penelitian yang digunakan adalah metode kualitatif dengan jenis penelitian deskriptif. Pengumpulan data diperoleh melalui teknik wawancara, dan observasi dengan cara melihat dan memaparkan bagaimana strategi guru dalam menangani anak berkebutuhan khusus di lembaga PAUD inklusi. Analisis data dilakukan dengan mendeskripsikan hasil yang didapatkan sesuai dengan pencatatan saat penelitian berlangsung. Berdasarkan hasil penelitian diperoleh bahwa strategi guru dalam menangani anak berkebutuhan khusus di PAUD inklusi Harsya Ceria adalah strategi “kayang” strategi kasih sayang yang diterapkan antara guru dan anak, guru mengajar dan membimbing anak dengan kasih sayang, guru juga mengontrol perilaku, sikap, tutur kata, dan emosi saat berhadapan dengan anak berkebutuhan khusus (ABK). Selanjutnya, strategi yang diberikan guru disesuaikan dengan karakteristik peserta didik berkebutuhan khusus, seperti strategi terapi refleksi kata-kata untuk anak speechdelay, strategi pendampingan yang ekstra dimana seorang guru itu harus ikut bermain dengan anak, guru harus lebih aktif dan kreatif dalam memberikan pembelajaran untuk anak ADHD (attention deficit hyperactivity disorder), dan strategi terapi ABA (Applied Behavior Analysis) yang dilakukan setiap 1-2 jam sekali sehari dalam ruangan khusus terapi bersama terapis diluar dari guru serta pembelajaran langsung dengan pendampingan guru untuk anak ASD (autistic spectrum disorder).

Kata Kunci : Strategi Guru, Anak Berkebutuhan Khusus, Lembaga PAUD Inklusi

Tiara Iqlima. (2024). Teachers Strategies for Addressing Children with Special Needs in Inclusive Early Childhood Education Institutions. [Skripsi. Universitas Syiah Kuala]. Under direction of Rosmiati, S.Pd., M.Ed., dan Dina Amalia, S.Psi., M.Sc. The development of language and social emotional skills in children, as evidenced by the way the child has the courage to communicate with others, the child's self-confidence increases, his vocabulary increases, and the child begins to be able to control his emotions. This research aims to find out and explain teachers' strategies in handling children with special needs in inclusive PAUD institutions. The research method used is a qualitative method with descriptive research type. Data collection was obtained through interview techniques and observation by observing and explaining teachers' strategies for handling children with special needs in inclusive PAUD institutions. Data analysis was carried out by describing the results obtained according to the records recorded during the research. Based on the research results, it was found that the teacher's strategy in dealing with children with special needs at Harsya Ceria inclusive PAUD is the "kayang" strategy, a love strategy that is applied between the teacher and the child, the teacher teaches and guides the child with love, the teacher also controls behavior, attitudes, speech. , and emotions when dealing with children with special needs (ABK). Furthermore, the strategies given by teachers are adapted to the characteristics of students with special needs, such as verbal reflection therapy strategies for speech-delayed children, extra mentoring strategies where a teacher has to play with children, teachers must be more active and creative in providing learning for children. ADHD (attention deficit hyperactivity disorder), and ABA (Applied Behavior Analysis) therapy strategies which are carried out every 1-2 hours a day in a special therapy room with a therapist outside the teacher as well as direct learning with teacher assistance for children with ASD (autistic spectrum disorder). Keyword: Teachers Strategies, Children with Special Needs, Inclusive Early Childhood Education Institutions.