IMPLEMENTATION OF THE CHILD-FRIENDLY ISLAMIC SCHOOL PROGRAM FOR INCLUSION EDUCATION SERVICES AT SD IT PERMATA HATI BEKASI

Abstract

Children with special needs have the same right to be able to meet educational and learning needs as children in general. To be able to provide this right, an education system is needed that can respond consciously, planned, appropriately, and can fulfill the rights of every aspect of a child's life while still paying attention to the diversity of each child with special needs.  Therefore, the education system for children with special needs can be organized by an educational service based on the implementation of child-friendly schools that can encourage children with special needs to be able to participate in various learning activities, social life, religion, and can be encouraged by the process of growth and development, as well as in their welfare. This is where it is important to conduct a study on the application of child-friendly Islamic schools to inclusive education services. The purpose of this research is to find out and examine the application of a program in child-friendly Islamic school-based inclusion education services at SD IT Permata Hati Bekasi. This study will examine 8 types of children with special needs in elementary schools (SD) in grades 1-6 totaling 26 students. The data collection techniques used are interviews, observations, and documentation. The results of the analysis and discussion of research at SD IT Permata Hati Bekasi regarding the implementation program of child-friendly Islamic schools on inclusion education services, it was found that first the SIRA program planning was carried out by forming a SIRA development team in collaboration with parents. The SIRA development team consists of child assistance teachers, psychologists, and abk curriculum teams. The curriculum development team held a meeting with parents to discuss the program of learning activities by adjusting the development results of each child. Second, the implementation of the SIRA program is carried out by adjusting to the specific needs of each child. Learning programs in the form of Proksus (Special program), morning culture, super camp, and regular classes Third, monitoring is carried out through a liaison book between accompanying teachers, parents, and psychologists to be monitored by the principal. The liaison book is in the form of reporting on child development based on observations from the teacher of the nurse, assessment of psychology, and child development at home by parents. A liaison book is given weekly. Of the three SIRA programs, it can build the potential of students in the form of independence, social, cognitive regardless of their limitations.