Abstract
Educational services for children with special needs are educational services that require special services. This is due to various factors that cause obstacles to students, both cognitive, affective and psychomotor barriers that are caused by developmental disorders in children, either inborn which are permanent or occur during temporary life development. In the Government Regulation of the Republic of Indonesia No. 17/2010 Article 129 paragraph 3 states that students with disabilities include, among others: blind, deaf, speech impaired, mentally retarded, mentally disabled, disabled, learning difficulties, slow learning, autism, motor disorders, including drug victims. banned, and additives, as well as those with disorders that have not yet come. Not much different from Ministerial Regulation No. 70 of 2009 article 3 paragraph 2 states that blind, deaf, speech impaired, mentally retarded, mentally disabled, disabled, learning difficulties, slow learning, autism, motor disorders, including victims of illegal drugs, and additives, those who have a disability, as well as a marker. This study aims to see how educational services in Bekasi, Indonesia provide various facilities and infrastructure in order to service the educational needs of children with special needs and disabilities. This research was also carried out to re-examine the educational background of the teaching staff in these inclusive schools and see how the readiness of the teaching staff to face various updates regarding various information with special needs and disabilities. This study uses a qualitative method with a descriptive approach, from the results of this study it was found that not all inclusive schools have the facilities and infrastructure in accordance with government regulations, besides that the background of the teaching staff in inclusive schools from the four schools only found one person with an educational background specifically, this is of course one of the limitations of the prepared schools and educational infrastructure for children with special needs.
Highlights
Children with special needs (ABK) are children who have physical, mental, intellectual, social and emotional limitations that require special education and attention services compared to other children
Bayu [7] (p.4) Inclusive schools are schools that carry out education for children in general with the government curriculum, but in the classroom the children at these schools learn together with children with special needs, the curriculum and programs are tailored to the needs of children with special needs in each student
In addition to teaching staff, infrastructure is a part that needs to be considered for inclusive schools, it cannot be denied that not all inclusive schools fulfill the facilities and infrastructure according to the needs of children with special needs
Summary
Children with special needs (ABK) are children who have physical, mental, intellectual, social and emotional limitations that require special education and attention services compared to other children. 886) children with special needs are children who have special disabilities, have different characteristics from other children in general Children with these special characteristics make them need special education services that are tailored to their talents, potentials and abilities even though they have physical, mental, social emotional barriers and have limitations as well as abilities and intelligence. 2) education services for children with special needs require special attention according to the needs of each child. 11) that children with special needs are children who have physical, mental and characteristic deviations that make these children need educational services, guidance and various trainings to be able to deal with their limitations. Melda Rumia Rosmery Simorangkir: Conditions of Facilities and Infrastructure for Inclusive School Education Services
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