DEVELOPMENT OF EDUCATION METHODS FOR EARLY CHILDHOOD DISABLED CHILDREN THROUGH INCLUSIVE SCHOOLS

Abstract

Everyone has the right to receive instruction regardless of physical appearance, religion, ethnicity, etc. One of the parties who has the right to receive teaching and education is disabled children. Disabled children often require a more specialized and integrated approach. Law Number 20 of 2003 in article 32 and Minister of National Education Regulation number 70 of 2009, namely by providing opportunities and opportunities for disabled children to obtain education in regular schools. Inclusive schools allow disabled children to study together with normal children, and are treated like normal children. This research aims to identify, design and implement a model for developing education for early childhood disabled children through an inclusive school approach. This research uses a qualitative approach with descriptive methods. The research results show that the development of early childhood education for special needs through an inclusive school approach utilizes a variety of learning methods. Lecture, question and answer, group discussion and practice methods are important instruments in facilitating the understanding and development of skills of disabled children such as the deaf, speech impaired, mentally retarded and physically disabled. Apart from that, the sorogan, bandongan, drill, cooperative learning and peer tutorial methods also contribute to creating an inclusive learning environment that supports children's cognitive, social and emotional growth. In conclusion, a responsive, inclusive and creative educational approach is very important to ensure that every child with special needs can access and understand lessons well in the context of an inclusive school.

Keywords Education, Disabled children, Early Age, Inclusive Schools