Pelaksanaan pengabdian masyarakatan ini bertujuan untuk melakuan mendampingi guru di SDN teluk dalam 1 sebagai sekolah penyelenggara pendidikan inklusif dalam mengidentifikasi anak berkebutuhan khusus. Adapun metode yang digunakan adalah ceramah bervariasi, demonstrasi, dan latihan. Khalayak sasaran kegiatan pendampingan Identifikasi anak berkebutuhan khusus di sekolah penyelenggara pendidikan inklusif ini adalah warga sekolah SDN Inti Teluk Dalam 1 Banjarmasin yang meliputi Kepala sekolah, Guru kelas, Guru mata pelajaran, dan Guru Pendamping Khusus. Hasil yang diperoleh dari kegiatan pengabdian masyarakat ini adalah (1) menambah wawasan peserta terkait pentingnya pelaksanaan identifikasi bagi anak berkebutuhan khusus sebelum pemberian layanan pembelajaran, (2) peserta mendapatkan gambaran terkait prosedur pelaksanaan kegiatan identifikasi bagi anak berkebutuhan khusus, dan (3) guru-guru mampu mengidenifikasi beberapa anak berkebutuhan khusus di sekolah tersebut.The implementation of community service aims to assist teachers in SDN Teluk Dalam  1 Bajarmasin as an schools organizing inclusive education in identifying children with special needs. The methods used are varied lectures, demonstrations, and exercises. Target audience for assistance activities Identification of children with special needs in this schools organizing inclusive education is a citizen of the SDN Inti Teluk Dalam 1 Banjarmasin, that  include the headmaster, Class teacher, Subject teacher, and Special Assistant Teacher. The results obtained from these community service activities are (1) increasing participants' insights regarding the importance of carrying out identification for children with special needs before providing learning services, (2) participants get an overview of the procedures for implementing identification activities for children with special needs, and (3) teachers is able to identify children with special needs in the school.

This study aims to measure the effect of the index of policy, culture, and teaching practice on the quality of inclusive education in South Kalimantan. This study uses a quantitative approach with a survey method. The population in this study were Special Education Teachers, Classroom Teachers, Staff, Principals, and Parents providing inclusive education in South Kalimantan. The sampling technique used non-probability sampling with incidental sampling using the Slovin formula. Primary data was obtained by using a closed questionnaire. The data were analyzed using the Structural Equation Modeling analysis tool from the AMOS statistical software package through two techniques, namely Confirmatory Factor Analysis and Regression Weight. The results showed that the index of developing inclusive practices had a significant effect on the quality of inclusive education. while the index of creating an inclusive culture and producing inclusive policies has no significant effect on the quality of inclusive education.

Mengidentifikasi anak berkebutuhan khusus berdasarkan karakteristik yang dapat diamati merupakan hal yang belum sepenuhnya dikuasai oleh para guru, sehingga anak memperoleh label tidak tepat, penanganan yang salah, dan performa belajar anak tidak menunjukkan perkembangan. Berdasarkan permasalahan tersebut, guru memiliki kebutuhan berkaitan dengan pengetahuan dan keterampilan dalam identifikasi anak dengan hambatan akademik. Pengabdian Kepada Masyarakat (PKM) ini bertujuan untuk mengetahui hasil penggunaan Aplikasi Identifikasi Anak dengan Hambatan Akademik (SIMAK) dalam meningkatkan pengetahuan guru untuk menemukenali anak dengan hambatan akademik. Metode yang digunakan adalah metode ceramah, diskusi dan praktek penggunaan SIMAK. Sosialisasi PKM dikuti oleh tiga puluh guru di Kecamatan Aranio, Kabupaten Banjar. Hasil evaluasi dari kegiatan PKM menunjukkan bahwa sosialisasi pemanfaatan aplikasi SIMAK terbukti dapat meningkatkan pengetahuan dan keterampilan guru dalam mengenali anak dengan hambatan akademik berupa kesulitan  belajar, lamban belajar, dan hambatan intelektual.One of the competencies teachers in public schools must possess identifying children with special needs based on observable characteristics. The achievement of these competencies will embody the philosophy of inclusive education, namely, education for all. There are still teachers who still need to be able to identify children with academic barriers, resulting in children receiving inappropriate labels, incorrect handling, and children's learning performance not showing progress. Based on these problems, teachers have needs related to knowledge and skills in identifying children with academic barriers. This community service aims to find the results of using the Application for Identification of Children with Academic Barriers (SIMAK) to increase teacher knowledge to identify children with academic barriers. The method used is the lecture method, discussion and practice of SIMAK. Thirty teachers in Aranio District, Banjar Regency, attended this community service socialization. The results of the evaluation of PKM activities showed that the socialization of the use of the SIMAK application was proven to improve teachers' knowledge and skills in recognizing children with academic barriers in the form of learning difficulties, slow learning, and intellectual barriers.

People are able to communicate with other people using language meanwhile deaf people cannot do it. It is caused by the lack of expressive language affected by the loss of sense of hearing that obstructs the way they communicate. In this study, the research participants were deaf children who have hindrances to communicate using expressive language. In order to improve the expressive language of the deaf children, Reflective Maternal Method (RMM) was applied. This study used a quantitative approach using SSR plan with A-B-A design with deaf students in TKLB B/C Dharma Wanita Banjarmasin with A initial. The result of the study showed that there was an improvement in the expressive language of deaf children using the reflective maternal method. Before the children were given the treatment, the average score was only 60%, and after given the intervention, it showed progress 28.6%. After the next intervention, there was an improvement in children's expressive language, which was 100%. From these results, it can be concluded that the Reflective Maternal Method (RMM) can improve the expressive language of deaf children.

Social interaction is a relationship between two people or more that happens because of connected communication and socialization. In this study, social interaction is defined as the interactions between students with disabilities and regular students in a class, the social interaction among students with disabilities, and the social interaction between students with disabilities and volunteers. The social interactions by the students with disabilities in class appear in various patterns because of the different conditions of each student, communication methods, language perceptions, peers acceptance in class, volunteers and the students with disabilities themselves. This research is conducted to know the pattern of students with disabilities social interaction in learning session in the classroom. The research method used is a qualitative research with a case study approach. The data were collected through observation, interview, and documentation. The research subjects were students with disabilities, regular students, and volunteers. The result revealed that there are two patterns of social interaction in a class learning session. The first is the positive social interaction, formed by cooperations, understanding in communication, and acceptances from two sides. The other is the negative social interaction, the one with difficulties because some factors such as communication barrier, introvert personalities of students with disabilities, and the fears to start a communication.