TEACHER EMPOWERMENT AS A STRATEGY IN IMPROVING THE LEARNING ABILITY OF STUDENTS WITH MENTAL DISABILITIES IN THE AUTIS SLB LABORATORY UM

Ratu Bilqsis Kamila Al Idrus

Abstract


This study aims to analyze the effectiveness of teacher empowerment in improving the learning abilities of students with intellectual disabilities at the Autism Special School (SLB Autis) of the Laboratory School, State University of Malang (UM). Using a qualitative method, data were collected through interviews, observations, and documentation, and analyzed using the interactive model of Miles and Huberman. The findings indicate that continuous teacher training, the implementation of Individualized Education Programs (IEPs), and the use of Problem-Based Learning (PBL) and Project-Based Learning (PjBL) methods contribute to students’ improved understanding of the material. Furthermore, supervision, mentoring, and participation in external academic activities play a significant role in enhancing teacher professionalism. With structured and sustainable empowerment, the quality of learning for students with intellectual disabilities can be continuously improved, fostering a more inclusive and adaptive educational environment.

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