The Strategic Role of Homeroom Teachers in Supporting Inclusive Learning in Primary SchoolsThe Strategic Role of Homeroom Teachers in Supporting Inclusive Learning in Primary Schools
Keywords:
Inclusive Education, Homeroom Teachers, Adaptive StrategiesAbstract
This study aims to describe the strategic role of homeroom teachers in supporting inclusive learning in elementary schools, identify the challenges faced, and the strategies applied in dealing with them. The research method used was descriptive-qualitative with a case study approach, which was conducted in class IV of SD Negeri 06 Malang Jiwan. Data collection techniques included observation, interviews, and document analysis. The results showed that homeroom teachers play an important role not only in academic aspects, but also social-emotional, especially in dealing with students with special needs who are classified as slow learners and ADHD-like behavior. Teachers apply adaptive learning strategies such as customized assignments, positive reinforcement, and alternative assessments. Despite facing obstacles such as the absence of Special Assistance Teachers (GPK), limited facilities, and not optimal training, teachers show high initiative by building active communication with parents and school principals. Cross-party collaboration, including with the Technical Service Unit for Disability Services and Inclusive Education (UPT PLDPI), strengthens efforts to create an inclusive learning environment. This research confirms the importance of homeroom teachers' adaptive capacity and systemic support as keys to successful inclusive education in primary schools.
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