Management Analysis of Inclusive Educators

Rezi Akbar Zarnazi; Rika Ariyani; Suparno Suparno; Replianis Replianis

doi:10.31538/ndh.v9i1.4378

Rezi Akbar Zarnazi Universitas Negeri Yogyakarta, Yogyakarta
Rika Ariyani Institut Agama Islam (IAI) SMQ Bangko
Suparno Suparno Universitas Negeri Yogyakarta, Yogyakarta
Replianis Replianis SLBN Muara Bulian

DOI: https://doi.org/10.31538/ndh.v9i1.4378

Keywords: Education, Inklusif, Management, Teacher

Abstract

Education holds a significant role in the progress of a nation and its communities. Inclusive education is a concept that ensures schools can cater to the needs of all children, irrespective of their physical, intellectual, social, emotional, linguistic, or other diverse conditions. Within the realm of learning, teachers assume the roles of facilitators and motivators, entrusting tasks and responsibilities to students themselves and promoting active engagement in learning. The research was undertaken to investigate the implementation of inclusive educational staff management at SD N 131/IV Jambi City, one of the schools championing inclusion in Jambi City. The findings of this educational institution research underscore a commitment to the principles of inclusive education. This commitment is evident through the provision of relevant training, the acknowledgment of contributions, and the provision of compensation to educators. Moreover, the school's emphasis lies more on the abilities and competencies of teachers rather than their specific educational backgrounds. These practices reflect a positive approach toward fostering an inclusive learning environment that caters to the needs of all students.

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