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Keleyan Bangkalan State SLB is a formal educational institution that provides services for children with special needs, one of which is the deaf. Keleyan State SLB provides extracurricular dance learning activities as one of the mandatory lessons. This research aims to (1) describe the implementation of extracurricular dance learning for deaf students at Keleyan State Special School, (2) describe the impact of implementing extracurricular dance learning for deaf students at Keleyan State Special School. This type of research uses qualitative in the form of descriptive. Data collection methods use observation, interviews and documentation. The data analysis techniques used in this research are collecting data, reducing data, presenting data, and drawing conclusions. The results of this research indicate that extracurricular dance learning activities for deaf students at Keleyan State Special School use the total method and counting techniques. In the learning process, these methods and techniques can make it easier for each student to communicate according to their respective abilities without pressure from anyone and are able to easily memorize movements through counting. Extracurricular dance learning has a positive impact in increasing the confidence of deaf students. Having a sense of self-confidence in deaf students will make them aware that deficiencies are not always an obstacle in life, deficiencies can also look special, and help deaf students blend in without feeling inferior. Dancing can also be an illustration of harmony, creativity, beauty and sensitivity to the environment.    

Inclusive Education is one of the government's programs to realize justice in education. Inclusive education is a form of realizing equal distribution of education without discrimination, both children with special needs and normal children can receive the same education. This research method uses literature studies sourced from books, journals and others. The aim of this research is to find out the challenges faced, among others. ; lack of skills and attitudes of teachers in dealing with special needs children, limited facilities and infrastructure as well as low awareness of parents and the community regarding the rights of children with special needs.  

The aim of this research is to analyze disorders, confounding factors, approaches to dealing with them and educational service models for children with emotional and behavioral disorders. This research was motivated by various cases related to the low level of education of children with special needs, many of whom even experienced discriminatory treatment. The research method used is descriptive with data collection techniques in the form of a literature review of references relating to the various symptoms observed. The collected data was analyzed descriptively and qualitatively so that differences in the characteristics and models of educational services provided to children with special needs and emotional and behavioral disorders were visible. The research results show that children with emotional and behavioral disorders show characteristics such as intelligence and learning ability, social and emotional traits, as well as immature and withdrawn behavior. Models of educational services for children who experience emotional and behavioral disorders can be grouped into three, namely. differentiated education services, integrated/integrated education services, and inclusive education using individual and group approaches.

The aim of preparing this article is to analyze inclusion and an inclusive, learning-friendly environment in public schools. The research used interview and direct observation methods at SDN 196/II Taman Agung and SDN 224/II Sijau. Inclusion is a form of equality and a form of realizing education without discrimination where children with special needs and children in general can receive the same education. Meanwhile, an inclusive environment that is friendly to learning can be interpreted as involving all students without exception.