Improving the quality of inclusive education through the assessment process of students with special needs

Abstract

[Bahasa]: Program pengabdian masyarakat ini dilatarbelakangi oleh minimnya kemampuan guru khususnya di wilayah rural untuk melakukan identifikasi kondisi siswa dalam pelaksanaan pendidikan inklusif. Program ini dilakukan secara berkelanjutan dari program terdahulu dengan tujuan untuk meningkatkan kemampuan guru Lembaga PAUD di Kecamatan Cipanas, Kabupaten Cianjur, dalam melalukan proses assesment yang terdiri dari wawancara dan observasi, pengisian instrumen, dan evaluasi. Metode yang digunakan adalah Participatory Action Research (PAR), yang meliputi tahap Define Problem, Action (pelatihan), Observe (pendampingan), dan Reflect (evaluasi). Pada tahap pelatihan dan pendampingan tim pelaksana melibatkan tenaga ahli dari bidang Psikologi sebagai mentor dan narasumber. Hasil dari program menunjukkan adanya peningkatan signifikan dalam pemahaman dan keterampilan guru dalam melakukan assessment, dengan rata-rata peningkatan pemahaman sebesar 35%. Penggunaan pendekatan Appreciative Inquiry dan penerapan Uncertainty Reduction Theory pada proses identifikasi kondisi siswa dapat menunjang pelaksanaan program berupa pelatihan dan pendampingan, sehingga efektif dalam mengatasi permasalahan mengenai minimnya aksesibilitas informasi guru di wilayah rural untuk menunjang pelaksanaan pendidikan inklusif. Saran bagi program pengabdian masyarakat selanjutnya adalah perlu dilakukan penyuluhan lanjutan dengan meningkatkan kemampuan guru dalam melakukan terapi bagi siswa berkebutuhan khusus untuk menunjang proses pengajaran sehingga membutuhkan dukungan dari para pemangku kepentingan terutama tenaga ahli. Selain itu proses assessment siswa dapat dikembangkan melalui penggunaan platform digital pada penggunaan instrument pra skrining untuk menunjang aksesibilitas pemantauan kondisi siswa.

Kata Kunci: pendidikan inklusif, assesmen, anak berkebutuhan khusus

[English]: This community service program was implemented in response to the limited ability of teachers to identify students’ needs in implementing inclusive education, particularly within rural contexts. This program aims to build on the previous program, which has been carried out continuously, to enhance teachers' assessment skills in early childhood education institutions in the Cipanas District, Cianjur Regency. The program will involve conducting interviews and observations, completing questionnaires, and evaluations. This program employed a Participatory Action Research (PAR), which includes the Define Problem, Action, Observe, and Reflect stages. At the training and mentoring stage, the implementation team involves experts from Psychology as mentors and speakers. The program's results show a significant improvement in teachers' understanding and skills in conducting assessments, with an average increase in understanding of 35%. The use of the Appreciative Inquiry approach and the application of Uncertainty Reduction Theory in the process of identifying students' conditions can support the implementation of programs in the form of training and mentoring, so that it is effective in overcoming the problem of lack of access to teacher information in rural areas to support the implementation of inclusive education. The suggestion for the next community service program is that it is necessary to conduct further counseling by enhancing the ability of teachers to provide therapy for students with special needs, thereby supporting the teaching process and requiring support from stakeholders, especially experts. In addition, the student assessment process can be enhanced through digital platforms and pre-screening instruments to support the accessibility of monitoring student progress.

Keywords: inclusive education, assesment, children with special needs