Social Interaction of Special Advisor Teachers with Children with Special Disabilities in Primary Schools in Lamongan Regency, East Java

Social Interaction of Special Advisor Teachers (GPK) with Children with Special Disabilities (ABK) in Primary Schools in Probolinggo Regency, East Java. abstract This study aims to describe the forms of social interaction between teachers and children with special needs (ABK) in inclusive educational institutions and to describe the meaning of social interactions between teachers and children with special needs in inclusive elementary schools. This study uses a social definition paradigm with a case study research type. Data collection was carried out by using interview, observation and documentation techniques. The results showed that: 1) the form of social interaction between GPK and ABK was carried out in the form of cooperation. In this collaboration, GPK provides psychological and social support. Psychological support is provided in the form of support, positive thinking and grace with the destiny of God Almighty. GPK advised crew members not to give up on the situation. GPK also provides social support in three dimensions, namely (a) Emotional support, which includes feeling comfortable, valued, loved, and cared for. (b) Cognitive support, including: information, direction, and advice. (c) Matterials support, including assistance / easy access to services for ABK; 2) The meaning of social interaction between teachers and children with special needs in inclusive educational institutions. GPK means that students with special needs are God’s creations who must be guided, educated, taught and trained with all their limitations, b) GPK is a person who is grateful, patient and sincere, 3) GPK has a distant sense of sympathy, caring, and humanity higher, and 4) GPK finds uniqueness in each of the children with special needs that every human lacking will become an advantage when trying seriously.