TINDAKAN ORANGTUA DALAM MENYEKOLAHKAN ANAK BERKEBUTUHAN KHUSUS PADA LAYANAN PENDIDIKAN INKLUSIF DI SEKOLAH DASAR NEGERI 1 TANJUNG KECAMATAN PURWOKERTO SELATAN KOTA PURWOKERTO

Abstract

Education is the right for every Indonesian citizens, include the education for
children with special needs (disability). Every parents who has child like this has a
problem in looking for special schools in order to give a good education for their
children for their child. It becomes a dilemma for every parents to send their child to
the special school or public school. The purpose of this research to figure how
actions of parents in educating children on inclusive education services, as well as to
describe the actions of parents in educating children with special needs in inclusive
school SDN 1 Tanjung, Purwokerto.
This research was done in Purwokerto, precisely at SDN 1 Tanjung. This study uses
qualitative method with case study strategy. The sampling technique used was
purposive sampling technique, the main informants were parents of students with
special needs in SDN 1 Tanjung. Data collection techniques used in this study is indepth

interviews, indirect observation technique (Non-participatory observation)
and document analysis techniques. The validity of the data in this study include
source triangulation, triangulation method and review the informant. In this study,
the interactive model was used for the analysis of the data.
The results showed that there are internal and external factors that influence the
actions of parents who have child with special needs in determining education for
their children. In addition, parentsactalsodivided intofourtypes
ofactionasdictatedbyMaxWeber. These actionsareinstrumentalrationalaction,
whichactsasa parenthas hopesand dreamsfor their children, sotheysend their
children topublicschoolsthatprovideformaleducationinclusive. Action secondly is
rational action gets value orientation, which is action which done by parent by
merges ethical points, esthetic and religious in its child education that gets special
needs. Third act is afektif action which is action which done by parent because mood
or feel, severally parent gets that assumption its child doesn't child get special
needs, they finally are opting school by service inclusive education than
extraordinary school. The last act is traditional action where parent school its child
because vicinity environment charge. Happening interaction in social life parents
student gets special requirement result many signification symbols as lingual as.
Symbol as lingual as in such event information that is passed on to student parent
gets special requirement that is be next at interpretation by parents by undertaking
action school its child on inclusive school service

Keyword: child with special needs, parent, inclusive education service, social action,
interactionisme symboli