Abstract
This study aims to describe the implementation of the Individualized Education Program in Inclusive Elementary Schools in South Jakarta. The research method used is a descriptive qualitative research that is casuistic in nature at SDN 01 Lebak Bulus and SDN 02 Lebak Bulus in South Jakarta. The subjects in this study were principals, teachers and students with special needs. In this study, the researcher used several instruments, namely document studies, interviews and observations that were used in various ways which were also used to measure the level of validity of the data through the triangulation process. The samples of this study were teachers, principals, and students in 2 (two) inclusive elementary schools  in South Jakarta, namely SDN 01 Lebak Bulus and SDN 02 Lebak Bulus. The results showed that the recruitment of Special Advisor Teachers from graduates of Special Education had been carried out at SDN 01 and 02 Lebak Bulus, South Jakarta. However, the 95% Individual Education Program could not be implemented in these schools due to the absence of a legal protection that protects the rights of Special Guiding Teachers so that they cannot provide proper academic services to students with special needs. Teachers who were originally recruited to become Special Guidance Teachers were turned into classroom teachers in regular classes. As a result, students with special needs cannot be served properly and their learning achievement becomes retarded. Self-development and self-development for these students also cannot be carried out because of the clash of funds and human resources.
Highlights
Pemenuhan hak mengenyam pendidikan merupakan hak semua anak tidak terkecuali bagi anak dengan kebutuhan khusus (ABK)
This study aims to describe the implementation of the Individualized Education Program in Inclusive Elementary Schools in South Jakarta
The results showed that the recruitment of Special Advisor Teachers from graduates of Special Education had been carried out at SDN 01 and 02 Lebak Bulus, South Jakarta
Summary
Pemenuhan hak mengenyam pendidikan merupakan hak semua anak tidak terkecuali bagi anak dengan kebutuhan khusus (ABK). Persamaan hak dalam pendidikan dan pengajaran bagi anak dengan kebutuhan khusus memang menjadi sebuah keniscayaan sesuai Undang-undang Dasar 1945 pasal 31 di mana setiap warga negara berhak memperoleh pengajaran dan pendidikan yang sama. Anak berkebutuhan khusus merupakan bagian dari warga negara yang menjadi sasaran pendidikan nasional yang bertujuan untuk mengembangkan kemampuan serta meningkatkan mutu kehidupan dan martabat manusia Indonesia seutuhnya. Maka anak reguler perlu disiapkan untuk dapat belajar, kesiapan guru, media atau sarana prasarana, lingkungan, dan yang tidak kalah penting untuk disiapkan adalah proses pembelajaran itu sendiri, yakni pembelajaran yang sesuai dengan kurikulum yang telah ditetapkan sebagai pedoman pembelajaran demi tercapainya tujuan pendidikan dan juga sesuai dengan kebutuhan peserta didik. Program pembelajaran individual merupakan suatu kurikulum terindividualisasi yang didasarkan kepada kebutuhan khusus anak dalam belajar, karena dalam sekolah dengan pendekatan pendidikan inklusif tersebut, terdapat anak dengan kebutuhan yang memiliki karakteristik, kebutuhan dan kemampuan yang berbeda. Hal ini melatarbelakangi peneliti untuk menggali secara lebih mendalam tentang bagaimana implementasi PPI (Program Pendidikan Individual) pada SD/MI inklusi di DKI Jakarta
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