Identifikasi Anak Berkebutuhan Khusus sebagai Upaya Mitigasi Pembelajaran di SDN Tingkir Tengah 02
DOI:
https://doi.org/10.24246/audiensi.vol4.no12025pp58-70Keywords:
Children With Special Needs, Pre-school Identification, Early Mitigation, Inclusive EducationAbstract
The identification of children with special needs is an important step in supporting educational services that meet students’ individual needs. This study aims to describe the mechanism of pre-school identification of children with special needs, analyze the characteristics of identified students, and explore its relevance as an early mitigation effort at SD Negeri Tingkir Tengah 02, Salatiga City. This research employed a qualitative approach using a case study method. Data were collected through interviews with the school principal, observations, and documentation of support programs for children with special needs. The findings show that identification is conducted through assessments organized by the Department of Education before students enter elementary school. The process provides information regarding students’ characteristics and needs, including those with Intellectual Development Disorder (IDD), Attention Deficit Hyperactivity Disorder (ADHD), and learning difficulties. The identification results are used as the basis for developing support programs and appropriate learning services. The study concludes that pre-school identification serves as an early mitigation effort that helps schools prepare more targeted and responsive educational services for students with special needs.
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Copyright (c) 2025 Niken Setyowati, Dwi Maryani Devi Rohmawati, Anastassya Anastassya, Sriyanto Sriyanto
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AUDIENSI: Jurnal Pendidikan dan Perkembangan Anak is licensed under a Creative Commons Attribution 4.0 International License
