Implementation strategies in creating social acceptance for slow learners children in included schools

Abstract

The purpose of this study was to identify the social acceptance of slow learners from the perspective of guidance and counseling teachers and the strategies used in inclusive schools. This research is a qualitative research with case study method which was conducted in 4 inclusive junior high schools in western Indonesia (Java). Empirical data were collected from August to November 2021 through several semi-structured interviews. using data reduction, data presentation and conclusions. The low social acceptance of slow learners in inclusive schools causes feelings of discomfort, pressure and is not sure that they are accepted by the environment so they do not want to be involved and hang out with friends. Based on the problems experienced, it requires the help of guidance and counseling teachers in schools. The strategy given by the guidance and counseling teacher to increase the social acceptance of slow learners is by conducting observations, interviews, diagnostic tests to explore the potential of slow learners, and documentation to detect problems that occur.