Manajemen layanan khusus untuk anak berkebutuhan khusus di Sekolah Islam Terpadu Sahabat Alam Palangka Raya

Rahmi, Siti (2017) Manajemen layanan khusus untuk anak berkebutuhan khusus di Sekolah Islam Terpadu Sahabat Alam Palangka Raya. Masters thesis, IAIN Palangka Raya.

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Abstract

Salah satu permasalahan pendidikan inklusif di Indonesia adalah kurangnya ketersediaan unit khusus di sekolah-sekolah inklusif. Namun, tidak demikian dengan Sekolah Islam Terpadu (SIT) Sahabat Alam Palangka Raya. Komitmen SIT Sahabat Alam sebagai sekolah inklusif dapat dilihat dari keberadaan sebuah unit khusus, yang dinamakan Learning Support Center (LSC). Di sekolah ini, LSC bukan hanya sebuah tempat pendampingan dan terapi Anak Berkebutuhan Khusus (ABK), melainkan juga sebuah sistem yang mengelola semua hal yang berkaitan dengan pemberian layanan kepada ABK. Tesis ini menganalisa manajemen layanan khusus untuk ABK dengan pertanyaan-pertanyaan penelitian bagaimana proses perencanaan, pelaksanaan, monitoring dan evaluasi program layanan khusus LSC, dan apa faktor-faktor penghambat dan pendukung pelaksanaan manajemen layanan khusus LSC ini? Dengan menggunakan pendekatan kualitatif dan teknik pengumpulan data berupa observasi, wawancara dan dokumentasi, tesis ini menunjukkan bahwa proses perencanaan program layanan khusus LSC sesuai dengan konsep tentang karakteristik perencanaan pendidikan yang komprehensif, sistematis, mengutamakan nilai-nilai manusiawi, dan berorientasi pada masa depan. Pola pelaksanaan layanan khusus LSC dibuat berdasarkan jenis kebutuhan ABK dan disusun melalui musyawarah, asesmen yang dilaksanakan merupakan jenis asesmen statis dan dinamis, pelaksanaan treatment mengadopsi sebagian metode Montessori, dan terapi yang dilaksanakan adalah terapi ABA dan wicara. Pelaksanaan monitoring dilakukan secara internal dan evaluasi programnya menerapkan model evaluasi formatif dan sumatif. Faktor-faktor penghambat dalam pelaksanaan manajemen layanan khusus LSC antara lain sebagian orangtua kurang kooperatif, jumlah ABK yang sangat banyak, kurangnya SDM dari segi jumlah dan kompetensi, kepala sekolah tidak berdomisili di Palangka Raya, dan kondisi keuangan yang masih minim. Adapun faktor-faktor pendukung terlaksananya manajemen layanan khusus LSC antara lain perencanaan program melalui musyawarah, sikap tegas terhadap orangtua ABK, sering melakukan evaluasi program, kerja sama tim yang solid, dan terus melakukan up-grading ilmu. Hasil penelitian ini secara signifikan memberikan kontribusi bagi kajian tentang manajemen layanan khusus bagi anak berkebutuhan khusus, utamanya tentang penyediaan layanan unit khusus di sekolah inklusif.

ABSTRACT

One of the common problems facing inclusive education in Indonesia is the lack of special units in inclusive schools. However, Sekolah Islam Terpadu Sahabat Alam is not the case as its strong commitment to be an inclusive school is manifested in its establishment of a special unit for students with special needs, which is known as Learning Support Center (LSC). In this school, LSC is not only a place for caring and providing therapy for students with special needs, but also a system that manages all matters related to the provision of services needed by those students. This thesis analyzes the management of a special unit for students with special needs asking the following research questions: how are the processes of planning, implementation, monitoring and evaluation of LSC service programs, and what are the constraints that hinder and and supporting factors that contribute to the implementation of LSC service management? Using qualitative approach and data collection techniques of observation, interview, and documentation, this thesis argues that the process of LSC planning of special service programs at LSC is in accordance with the concept of education planning, which is comprehensive, systematic, human values-prioritized and future-oriented in nature. The pattern of implementation of LSC special services is based on the understanding of different needs of students with special needs, and deliberation among staff members. LSC also did static and dynamic types of assessment and adopted some Montessori method of treatment, and provided the theraphy modes of ABA and speech therapy. The LSC special programs were internally monitored and were evaluated through formative and summative evaluation models. Meanwhile, the constraints facing the well-managed implementation of the LSC specific services include the lack of parents’ cooperation, high number of students with special needs, lack of competent human resources, and lack of financial support. The supporting factors that contribute to the good implementation of LSC special service management are program planning were made through deliberation, staff members’ firm attitude toward parents of students with special needs, high intensity of program evaluation, solid teamwork, and up grading the staff members’ knowledge of special service unit. The findings this study significantly contribute to the existing literature on special services for students with special needs, particularly those in inclusive schools.

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