Upaya Kepala Sekolah dalam Mengembangkan Layanan Pendidikan Inklusif pada Anak Terindikasi Slow Learner di SD Negeri 005 Karangan
DOI:
https://doi.org/10.61132/bima.v4i2.3104Keywords:
Inclusive Education, Inclusive Leadership, Inclusive Education Evaluation, School Supervision, Slow LearnerAbstract
This study aims to describe and analyze school principal leadership in developing inclusive education services for students identified as slow learners at SDN 005 Karangan, Karangan District, East Kutai Regency, East Kalimantan. The research focuses on three dimensions: (1) inclusive education policy and management, including the identification of and services for students identified as slow learners; (2) teacher and staff competency development and school-parent partnerships; and (3) evaluation of inclusive education services. The findings reveal: (1) inclusive education policy and management are supported by the principal's strong commitment through a participatively formulated inclusive vision, although student identification remains informal, based on teacher observation without standardized instruments, with services provided through differentiated instruction, classroom teacher assistance, and remedial programs; (2) teacher competency development through training, collegial supervision, and co-teaching yields meaningful yet uneven impact, while school-parent partnerships successfully shifted stigma toward active involvement although marginalized families remain unreached; and (3) evaluation of inclusive education services operates through coordination meetings and semester assessments but is not yet supported by standardized instruments and measurable success indicators. The novelty of this study is the Relational Inclusive Leadership Model as an innovation in developing inclusive education services grounded in field practice within a resource-constrained school, extending the concept of inclusive leadership with relational, sustainability, and identification accuracy dimensions based on the Response to Intervention (RTI) framework. It is recommended that the principal formalize written service procedures, develop standardized identification and evaluation instruments, and build multidisciplinary partnerships with educational psychologists.
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