STRATEGI GURU DALAM MENANGANI SISWA DENGAN KESULITAN BELAJAR DI KELAS INKLUSIF

Abstract

This study aims to describe teacher strategies for supporting students with learning difficulties in inclusive classrooms. Inclusive classrooms are learning environments that accommodate diverse student needs, including students with special needs and those experiencing learning challenges. Using a descriptive qualitative method, data were collected through classroom observations, interviews, and documentation analysis, with inclusive classroom teachers at a public elementary school as research subjects. Key findings reveal that teachers implement various adaptive strategies: Curriculum modifications Varied instructional media Differentiated learning approaches Individualized reinforcement systems Additionally, teachers establish active communication with parents and collaborate with special education teachers to optimize learning outcomes. Identified challenges include: Limited resources Insufficient teacher training in inclusive education Classroom management difficulties The study demonstrates that with appropriate strategies and adequate support, teachers can create inclusive and supportive learning environments for all students. These findings may serve as a reference for educators and policymakers in developing learning practices that respect individual differences and student needs.