Peran Guru Dalam Mendukung Proses Belajar Anak Autisme Di Kelas Inklusi Sekolah AGAPE

Abstract

This research aims to describe the teacher's role in supporting the learning process of children with autism in the inclusive classroom at AGAPE School. Using a descriptive qualitative method, the study collected data through observation, interviews, and documentation. The findings reveal that the characteristics of the inclusive classroom at AGAPE are flexible and adaptive, where curriculum modifications are independently developed based on early psychological assessments. In practice, learning for autistic children prioritizes basic motor skills and self-help skills before transitioning to academic cognitive learning. Teachers play multidimensional roles as facilitators, guides, motivators, mediators, and evaluators, supported by a daily progress log. The study also identifies several challenges, including limited special education facilities, lack of special education teachers (GPK), and the need for sustainable formal training. Overall, despite limitations, the strong commitment of teachers ensures adaptive learning tailored to the individual developmental needs of children with autism.