Penelitian ini bertujuan untuk mendeskripsikan implementasi pendidikan inklusif Di SD Kreatif Muhammadiyah 16 Surabaya. Jenis penelitian ini adalah penelitian kualitatif deskriptif. Subyek penelitian yaitu, kepala sekolah, koordintaor inklusif, guru kelas, dan gurur pembimbing khusus. Teknik pengumpulan data dengan wawancara, observasi dan dokumentasi. Uji keabsahan data dengan triangulasi sumber dan teknik. Teknik yang digunakan untuk menganalisis data yakni dengan langkah meliputi: pengumpulan data, reduksi data, penyajian data dalam bentuk naratif kemudian penarikan kesimpulan. Berdasarkan hasil penelitian, implementasi pendidikan inklusif di SD Kreatif Muhammadiyah 16 Surabaya sudah dilaksanakan dengan baik. Dalam penerimaan peserta didik baru bersifat inden berdasarkan kuota khusus dan melalui tahap identifikasi dan assesmen. Kurikulum yang digunakan yaitu kurikulum modifikasi yang menyesuaikan kebutuhan dan kemampuan peserta didik, dengan pendampingan GPK pada tiap anak ABK. Faktor pendukung pendidikan inklusif adanya dukungan dari masyarakat dan sumberdaya yang memadai. Upaya yang dilakukan sekolah terus memberikan pelatihan kepada guru pembimbing agar semakin berkompeten dalam bidangnya. Sedangkan faktor penghambat pendidikan inklusif di SD kreatif yaitu serta guru kelas yang kurang memahami kebutuhan khusus dan keberagaman dari peserta didik ABK. Upaya yang dilakukan memberikan pelatihan kepada sebagian besar guru agar dapat memahami cara menghadapi anak berkebutuhan khusus serta dapat meningkatkan kompetensi guru dalam memberikan layanan pendidikan yang sesuai bagi seluruh siswa, khususnya siswa ABK. Kata Kunci:Implementasi, Pendidikan Inklusif, ABK

This study aims to describe the implementation of inclusive education at SD Kreatif Muhammadiyah 16 Surabaya. This study categorizes qualitative description. The subjects of the study were headmaster, inclusive coordinator, class teacher, and shadow teacher. Collecting data were conducted by interview, observation, and documentation. Data validity check was conducted through triangulation sources and techniques. Thequalitative description used to analyze the data include: data collection, data reduction, data display in narrative, and drawing conclusions. The results reveal the implementation of inclusive education at SD Kreatif Muhammadiyah 16 Surabaya has been implemented well. The new student acceptance is rapidly selected based on special quota, identification and assessment. The curriculum used is a modified curriculum that adapts the needs and abilities of students, Each child with special need (ABK) is facilitated by a shadow teacher. Supporting factors of inclusive education are supported by communities and adequate resources. School also continuously provides training to the shadow teachers to be more competent in their field. While the inhibiting factors of inclusive education in creative elementary schools is class teachers who do not understand the special needs and diversity of ABK. The school always updated educational facilities can help students with special need. The school also provides training to the teachers in order to understand how treat students special needs. It can also improve the competence of teachers in providing education services appropriate for all students, especially for ABK. Keywords: ABK, Implementation, Inclusive Education

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