Pendidikan inklusi sebagai sebuah pendekatan untuk memenuhi kebutuhan pendidikan belajar semua anak, menjadi solusi bagi peserta didik berkebutuhan khusus untuk mendapatkan layanan pendidikan setara dengan peserta didik pada umumnya termasuk siswa berkebutuhan khusus lamban belajar (slow learner). Daerah Istimewa Yogyakarta (DIY) sebagai salah satu provinsi penyelenggara pendidikan inklusi telah menerapkan pendidikan inklusi di semua kabupaten dan kota. Kajian ini penting untuk memperbaiki praktik pendidikan inklusi di DIY selanjutnya. Subjek dalam penelitian ini adalah siswa lamban belajar (slow learner) tingkat dasar (dasar 1-3) di tujuh SD Inklusi di Bantul. Hasil penelitian menunjukkan bahwa 1) implementasi pendidikan inklusi memberikan dampak positif terhadap capaian akademik membaca dan aritmatika siswa lamban belajar; 2) implementasi pendidikan inklusi belum menunjukkan dampak yang positif terhadap capaian akademik menulis siswa lamban belajar. Penelitian masih terbatas pada siswa lamban belajar sehingga perlu pengkajian lebih lanjut akan dampak pendidikan inklusi pada siswa berkebutuhan khusus lainnya. Inclusive education as an approachment to meet the needs of learning all children be a solution for students with special needs to get the services of education equivalent to students in general included in it students slow learner. Daerah Istimewa Yogyakarta (DIY) as one of the provinces of the organizers inclusive education in all of the regency and the city. This study is an important to improve the practice of inclusive education in DIY next time. The subject in this research are students with slow learner the basic (basic 1- 3) in seventh inclusive elementary school in Bantul. The results of the research indicate that 1) implementation inclusive education give a positive impact on their academic reading and arithmetical students with slow learner; 2) implementation inclusive education has not shown a positive impact on their academic wrote students with slow learner. The research is still limited on the students with slow learner so that need to more assessment will be the impact of inclusive education on the other students with special needs.

Developing students' social skills in inclusive schools becomes an important study because of the diverse situation mainly due to students with special needs there and it could be reference of social skills expected by students and become a measure of program success. Previous research has found 46 items of Social Skills Scales based on Diversity Awareness for Elementary School Students (S3DAESS): empathy (15 items), communication and social interaction (13 items), controlling aggression (5 items), open minded (4 items), helping behaviors (4 items), self-understanding (3 items), and learning behavior (2 items). This study aims to establish validity and reliability of S3DAESS. Respondents were 256 students from 13 schools. 12.5% (49) respondents are students with special needs. The scale for each respondent was filled by the teacher. Data analysis through Confirmatory Factor Analysis (CFA) method using statistics with SPSS software. The result shows all items fulfill validity coefficient (≥is 0.40). The smallest coefficient of item is 0.406 (realizing selfstrengths and weakness) and the biggest is 0.845 (interacting without distinguishing non-physical special needs of friends). Invalids items (loading factor of <0.50) found are apologizing, showing good response to friends, working with special needs friends, collaborating; not avoiding teachers or other adults, good speaking or behaving, offering help, and realizing selfstrengths and weakness). Scale reliability test shows a very high consistency or reliability (alpha coefficient of 0.975 (> 0.6)). The norm tests establish the standard norm for scale: <92 indicate low social skills categories; 92-138 medium; and >138 high