Electronic Theses and Dissertation

Penyelenggaraan pendidikan inklusi memerlukan pengelolaan lebih khusus dibandingkan sekolah yang melayani anak normal.` Pelaksanaan pendidikan inklusif pada jenjang Taman Kanak-Kanak (TK) di Kota Banda Aceh masih menghadapi berbagai tantangan, terutama pada aspek manajemen sekolah, kesiapan sumber daya manusia, dan layanan pembelajaran bagi anak berkebutuhan khusus (ABK). Penelitian ini bertujuan menganalisis manajemen sekolah inklusif dalam meningkatkan efektivitas program pendidikan inklusi pada TK di Kota Banda Aceh yang meliputi perencanaan, pelaksanaan, evaluasi, serta kendala dan solusi penyelenggaraan pendidikan inklusif. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus pada tiga TK inklusif di Kota Banda Aceh, yaitu TK Negeri 5 Banda Aceh, TK Harsya Ceria, dan TK IT Permata Sunnah. Informan penelitian terdiri atas kepala sekolah, guru reguler, guru pendamping khusus (GPK), dan orang tua ABK. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa perencanaan pendidikan inklusif dilakukan melalui asesmen awal dan pelibatan orang tua, sedangkan pelaksanaan pembelajaran berlangsung secara adaptif melalui pendampingan dan modifikasi pembelajaran sesuai kebutuhan anak. Evaluasi berorientasi pada perkembangan anak, namun belum menggunakan instrumen yang baku. Kendala utama meliputi keterbatasan GPK, pelatihan, sarana, dan dukungan kebijakan. Disimpulkan bahwa manajemen sekolah inklusif di TK Kota Banda Aceh berkembang secara adaptif berbasis praktik lapangan dan kolaborasi sekolah–orang tua, tetapi masih memerlukan penguatan sistem manajemen dan kompetensi guru untuk meningkatkan efektivitas layanan pendidikan inklusif.

Kata Kunci: Manajemen Sekolah, Pendidikan Inklusif, Efektivitas Pembelajaran

The implementation of inclusive education requires more specialized management than schools serving typically developing children. The provision of inclusive education at the kindergarten level in Banda Aceh continues to face various challenges, particularly in the areas of school management, human resource readiness, and learning services for children with special needs. This study aimed to analyze inclusive school management in enhancing the effectiveness of inclusive education programs in kindergartens in Banda Aceh, focusing on planning, implementation, evaluation, as well as the challenges and solutions associated with the provision of inclusive education. This study employed a qualitative approach using a case study design involving three inclusive kindergartens (TK) in Banda Aceh: TK Negeri 5 Banda Aceh, TK Harsya Ceria, and TK IT Permata Sunnah. The research participants consisted of school principals, regular classroom teachers, shadow teachers, and parents of children with special needs. Data were collected through interviews, observations, and document analysis. The findings indicated that the planning of inclusive education was conducted through initial assessments and active parental involvement. The implementation of learning activities was carried out adaptively through individualized support and instructional modifications tailored to the needs of each child. Evaluation focused on monitoring children’s developmental progress; however, standardized assessment instruments had not yet been systematically employed. The primary challenges identified included the limited availability of special education teachers, insufficient professional training, inadequate facilities, and limited policy support. The study concludes that inclusive school management in kindergartens in Banda Aceh has developed adaptively through school-based practices and school–parent collaboration. Nevertheless, strengthening management systems and enhancing teacher competencies remain necessary to improve the effectiveness of inclusive education services. Keywords: School management, inclusive education, learning effectiveness.