Readiness of Inclusive Elementary Schools for the Implementation of Adaptive Physical Education Learning
Abstract
This study aimed to analyze the readiness of inclusive elementary schools for the implementation of adaptive physical education learning. This study was conducted in an elementary school and employed a qualitative descriptive method with interviews and documentations for collecting data. Participants of this study consisted of the principal and physical education teachers. Data were analyzed using content analysis techniques to obtain an in-depth picture of the school readiness. The results of the study indicated that the school had a basic understanding of the concept of inclusive education and demonstrated an open attitude towards the implementation of learning for students with special needs. Physical education teachers had also attempted to adapt learning methods according to student characteristics. However, the school readiness was still not optimal, especially in the aspects of teacher competency that still required further training, limited facilities and supporting infrastructure, and the suboptimal learning planning such as the preparation of Rencana Pembelajaran Individual (RPI) as the process of preparing individual learning plans for children with special needs. In addition, learning evaluations still tended to be the same as for regular students. Thus, the readiness of inclusive schools in implementing adaptive physical education learning is in the sufficient category, but still requires improvements in the aspects of teacher competency, facilities, and learning planning and evaluation so that the implementation of inclusive education can be more optimal and meet the needs of students with special needs
Keywords
References
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DOI: https://doi.org/10.17509/tegar.v9i2.98954
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