PENGARUH PERBEDAAN KARAKTERISTIK FISIK DAN PSIKIS TERHADAP PENDIDIKAN YANG INKLUSIF

Inclusive education is a vital approach aimed at addressing the individual needs of students, particularly those with special needs (ABK), to foster equitable and effective learning environments. However, disparities in physical characteristics, such as mobility impairments, and psychological factors, such as anxiety, continue to pose significant challenges in the implementation of inclusive education in schools. This issue warrants thorough investigation due to its direct impact on learning effectiveness, which hinges on teachers' abilities to adapt their teaching strategies to meet each student's unique needs. This study aims to analyze the influence of variations in physical and psychological characteristics on inclusive learning and to explore strategies that can assist teachers in creating a learning environment that accommodates the needs of all students. The primary focus is to identify barriers and practical solutions within the context of inclusive education. This research employs a library research approach, analyzing data from books, scientific articles, and relevant prior studies. The research sample consists of literature on inclusive education, learning styles, and student characteristics. The data analysis technique involves identifying key findings and connecting them to the theory of inclusive education. The results indicated that variations in students' physical and psychological characteristics, such as mobility disorders and social-emotional challenges, significantly impact the success of inclusive education. Adjustments to adaptive learning strategies, including the use of learning aids, individualized approaches, and suitable learning media, have been shown to enhance learning effectiveness. These findings underscore the importance of incorporating both physical and psychological dimensions in the creation of more inclusive learning environments. Effective inclusive education necessitates a comprehensive understanding of each student's unique characteristics and the implementation of responsive teaching strategies. This research contributes to the development of a holistic approach that addresses students' physical and psychological needs within inclusive learning settings. The implications of this research include the enhancement of teacher training, the provision of supportive facilities, and the development of a curriculum that is more attuned to student needs.