Analisis Pendidikan Inklusi sebagai Tempat Pembelajaran terhadap Anak Penyandang Autisme SD Negeri Pegadungan 11 Pagi
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Page Numbers:
163-172
Digital Object Identifier:
10.58578/alsys.v2i1.152
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Authors:
Septy Nurfadhillah1, Amelia Khoerulnisa2, Muhammad Riski3, Rahmiy Safira Az Zahra4, Salwa Syahida5, Silva Ariyani6, Widya Cahyani7, Wita Riflia8 
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Authors retain copyright and grant the journal right of first publication.
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Abstract
The study aims to determine the role of inclusive school as places of learning for children with autism. The research used interviews and observations at Pegadungan 11 Pagi Elementary school. From the data that has been collected, the next step is to analyze it so that conclusions can be easily drawn. The result show that autism is adevelopmental disorder in children who are unable to communicate and express their feelings and desire. Usually this disorder is seen before the age of 3years. People with autism really need educational services that can accommodate, complate, yhe facilities and infrastructure they need, such as in inclisive schools. In inclusive schools, children with autism can learn independently and develop their abillity to communicate and develop social interaction skills, namelycommunicate well with their peers. So that incluive education is very necessary for children with autism in child development.
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Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.