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Teacher Creativity in Class Management for Children with Special Needs (ABK) at Inclusive Schools in Sabang City Murni; Sri Rahmi
Islam Universalia: International Journal of Islamic Studies and Social Sciences Vol 2 No 2 (2020): Islam Universalia
Publisher : Cyber Media Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56613/islam-universalia.v2i2.162

Abstract

The effort to develop the creativity of classroom teachers in schools with special needs is an effort to develop children's potential, in order to have religious spiritual strength, to create interactive and educational classroom management that is comfortable and conducive. However, the creativity of classroom teachers has not been realized and the teacher's own lack of creativity in managing education classes for children with special needs in inclusive schools in Sabang City. Based on the results of research through observation, documentation and interviews with the head of SDN 1 and SDN 4 Sabang as the main subject and four teachers (each school two teachers), it is known that SDN 1 and SDN 4 strongly support every teacher who teaches in class who have children with special needs separately always develop their creativity in planning classes for special needs students. Class planning is very necessary in inclusive schools, because inclusive schools are not separated between normal children and children with special needs. In every planning involved an element of determination which means that in planning implied decision making. Teacher creativity in class planning for children with special needs in inclusive schools in Sabang is: First: Creativity in giving direction. Second: Creativity in helping students to motivate themselves. Third: Creativity in prioritizing the goals or objectives set. Fourth: Creativity in making guidelines for the preparation of strategic plans and operational plans and the selection of alternative decisions. Fifth: Creativity in evaluating progress to be achieved. The constraints of teachers in managing class children with special needs in inclusive schools in Sabang are: First: Lack of training, Second: lack of funds, Third: lack of human resources (HR), Fourth: lack of time.
Co-Authors Sri Rahmi