KOLABORASI PERAN GURU DAN ORANG TUA, KUNCI KEMANDIRIAN ANAK DISABILITAS GRAHITA

Abstrak

Kemandirian merupakan aspek krusial dalam pengembangan diri setiap individu, tak terkecuali penyandang disabilitas grahita. Sebab, tidak selamanya orang tua maupun orang-orang terdekat mereka dapat membantu setiap kali membutuhkan. Penyandang disabilitas baik disabilitas grahita maupun disabilitas lainnya, memerlukan pelatihan kemandirian untuk dapat meningkatkan kualitas hidup dan integrasi sosial mereka. Salah satu yang dapat menjadi pelatihnya yaitu seorang guru. Skripsi ini meneliti peran-peran esensial guru, dalam melatih kemandirian siswa-siswi penyandang disabilitas grahita di SLB C Muzdalifah. Penelitian ini menggunakan metode kualitatif-deskriptif dimana data dikumpulkan melalui tiga tahapan yaitu observasi, wawancara, dan dokumentasi sebelum diinterpretasikan secara naratif guna mengidentifikasi bagaimana para guru SLB C Muzdalifah membimbing dan melatih anak murid disabilitas grahita menuju kemandirian. Hasil penelitian menunjukkan bahwa para guru SLB C Muzdalifah menjalani peran sebagai pendidik, manajer, pemimpin, fasilitator, administrator, motivator, dinamisator, evaluator, dan supervisor dalam rangka membimbing dan melatih kemandirian anak disabilitas grahita di lembaga bersangkutan. Dimana sebelum melaksanakan peran-peran ini, para guru memulai proses dengan melakukan assesment individu untuk memahami kebutuhan spesifik siswa. Hasil assesment kemudian digunakan sebagai dasar pengembangan program pembelajaran dan pelatihan kemandirian si murid. Kolaborasi guru dan orang tua penting untuk keberhasilan bimbingan dan pelatihan kemandiriannya. Temuan ini menegaskan bahwa peran guru adaptif dan proaktif adalah kunci menumbuhkan kemandirian penyandang disabilitas grahita. Didukung integrasi peran dan kemitraan kuat dengan keluarga, seorang guru dapat menciptakan pemberdayaan yang akhirnya membantu siswa-siswi disabilitas grahita mencapai kemandirian.

Independency is a crucial aspect in self development of a person. No exception to a child with mental disability. Because, either parents or their closes ones aren’t always be there to help them when needed. The mentally disabled and or any other persons with disability needs to train their independency, in order to improve their quality of lives and their social integration. One example of who can train them is teachers. This thesis research the essential roles of a teacher, in training the mentally disable students at SLB C Muzdalifah. This research use the qualitative-descriptive method, where the data collected through three phases of obvservation, interview, and documentations before interpretate narratively to identify how teachers in SLB C Muzdalifah guide and train their mentally disabled students towards independency. Research result shows that, the teachers in SLB C Muzdalifah role as an educator, manager, leader, fasilitator, administrator, motivator, dinamisator, evaluator, and supervisor in guiding and training the independency of the mentally disabled child in the place being stated. Where before the roles being executed, the process begins with an individual assesment towards the mentally disabled student as the base for the development of the independency study and training program of them. Teacher-parents collaboration is important, to achieve success in the independency training for the mentally disabled child. This finding emphasize that, the adaptivity and proactivity of the teachers when executing the role is the key to nurture the independency for the mentally disabled child. Combined with the integrativity of the teachers roles and strong collaboration within the mentally disabled child family, a teacher can creates an empowerment that resulted in the mentally disabled students to achieve their independency.