PENDEKATAN MULTISENSORI DALAM PEMBELAJARAN BAHASA INDONESIA UNTUK ANAK TUNADAKSA DAN TUNAGRAHITA DI SEKOLAH DASAR INKLUSI

Abstrak

Pembelajaran Bahasa Indonesia pada anak berkebutuhan khusus (ABK) di sekolah dasar inklusif menuntut strategi yang responsif terhadap variasi kemampuan kognitif, sensorik, dan sosial-emosional peserta didik. Artikel ini mengkaji peran pendekatan multisensori—yang mengintegrasikan rangsangan visual, auditori, kinestetik, dan taktil—dan strategi individualisasi melalui Program Pendidikan Individual (PPI/IEP) dalam meningkatkan keterampilan berbahasa (membaca, menulis, berbicara, dan memahami). Hasil kajian literatur dan penelitian relevan menunjukkan bahwa kombinasi pendekatan multisensori dan individualisasi pembelajaran efektif meningkatkan ketercapaian kompetensi bahasa dasar, motivasi belajar, serta kemandirian peserta didik ABK dalam konteks sekolah dasar inklusif. Rekomendasi praktis disajikan untuk guru, tenaga kependidikan inklusi, serta pembuat kebijakan pendidikan.

Learning Indonesian for children with special needs (ABK) in inclusive elementary schools requires strategies that are responsive to the varying cognitive, sensory, and social-emotional abilities of students. This article examines the role of a multisensory approach—integrating visual, auditory, kinesthetic, and tactile stimuli—and individualization strategies through the Individualized Education Program (IEP) in improving language skills (reading, writing, speaking, and comprehension). The results of a literature review and relevant research indicate that the combination of a multisensory approach and individualized learning effectively increases the achievement of basic language competencies, learning motivation, and independence of students with ABK in the context of inclusive elementary schools. Practical recommendations are presented for teachers, inclusive education personnel, and education policymakers.