Peran Guru dan Orang Tua Terhadap Perkembangan Anak Berkebutuhan Khusus di Kelas Reguler di RA Masyithoh Andongsili

Abstract

Inclusive education provides equal learning opportunities for children with special needs to study alongside their peers in regular schools. The success of inclusive education is influenced not only by the children's abilities but also by the active involvement of teachers and parents in supporting their academic, social, emotional, language, and independent development. This study aimed to describe the roles of teachers and parents and to examine their collaboration in supporting the development of children with special needs in a regular early childhood education setting. The research employed a qualitative descriptive approach conducted at Raudhatul Athfal Masyitoh, Andongsili, Wonosobo. The participants included teachers, parents, the school principal, and a child with special needs. Data were collected through classroom observations and interviews and were analyzed using data reduction, data display, and conclusion drawing. The findings indicate that teachers created an inclusive learning environment by providing equal opportunities, guidance, and emotional support during classroom activities, although individualized instructional programs had not yet been implemented. Parents actively supported their child through consistent home-based stimulation, communication practice, independent living exercises, and regular therapeutic assistance. Continuous communication and collaboration between teachers and parents contributed to consistent support across school and home environments, promoting the child's overall development. The study concludes that effective collaboration between teachers and parents is essential for optimizing the development of children with special needs in regular schools. Strengthening individualized instructional planning and enhancing teacher competence are recommended to improve the quality of inclusive education services.