Special Teachers in Inclusive Classes: Assisting Patterns for Children with Special Needs in Inclusive Settings

Abstract

Inclusive education allows children with special needs to get quality education services together with other regular students. One aspect that contributes to the success of education and development of children with special needs is the assistance given by the special teacher in the classroom. The study aims to determine the effectiveness of the mentoring pattern given to children with special needs in inclusive elementary schools in the city of Banjarmasin, South Kalimantan. This research is descriptive and data collection is done by interview, observation, and documentation. The results of the study are, first, the special teacher should have a bachelor's degree in special education or a bachelor of Education and should have attended training or seminars to acquire insight and skills in assisting children with special needs. Secondly, assistance is provided to one child with special needs and the maximum is two children. Third, special teacher activities in providing assistance include coordinating with class teachers or subject teachers and parents of students with special needs, helping children with special needs in completing assignments, providing assistance during class hours, giving remedial notes, making special notes on children's development, and together with class teachers providing an assessment of the learning outcomes of students with special needs.