The role of mentoring regular school teachers for students with down syndrome (autism) at Ama Ori/Passo public elementary school

Enggelina Erli Anindia Luturmas

doi:10.37196/mc.v12i2.156

Authors

Enggelina Erli Anindia Luturmas Institut Agama Kristen Negeri Ambon

DOI:

https://doi.org/10.37196/mc.v12i2.156

Keywords:

Down syndrome, Special education, Teacher mentoring, Inclusive education

Abstract

Teachers play a pivotal role in shaping the fabric of society as both intellectuals and exemplars for their students. Within this role, they serve as guides for children with disabilities, including those with Down syndrome, who encounter various physical, intellectual, mental, and sensory challenges over time while navigating their environments. This study focuses on children aged 10-11 with special needs, particularly Down syndrome, receiving education in mainstream schools, a prevalent occurrence in Ambon, especially at Ama Ory/Passo public elementary school. Utilizing qualitative methodology, this research involved direct interviews with teachers and gathering relevant literature. The findings underscore the vital role of mentoring regular teachers in supporting children with Down syndrome. Accompanying and educating these students demands unique competencies from educators, distinguishing it from teaching students without special needs. Understanding the concept of special needs education (ABK) serves as the cornerstone for teachers in this role. This understanding, complemented by effective instructional strategies tailored to individual needs, fosters dynamic learning environments conducive to the growth of children with special needs. Educators derive immense satisfaction from witnessing their students achieve targeted learning outcomes. However, encountering student difficulties prompts reflection on teaching practices and necessitates adjustments to instructional approaches. By recognizing the distinct needs of students with Down syndrome and providing targeted support through mentorship, educators can facilitate meaningful educational experiences and foster inclusive learning environments within mainstream schools

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