Anak berkebutuhan khusus pada Sekolah Dasar Suryo Bimo Kresno Semarang berada di Jl. Borobudur Barat XII RT 12 RW 13 Kelurahan Purwoyoso, Kecamatan Ngaliyan, Semarang memiliki berbagai macam interaksi sosial. Interaksi sosial merupakan bagian penting dalam kehidupan manusia. Interaksi sosial anak berkebutuhan khusus dilakukan melalui kontak sosial dan berkomunikasi dengan teman sebaya, guru, dan lingkungan sekitar selama proses pendidikan inklusif. Penelitian ini bertujuan untuk mengetahui tentang proses pendidikan inklusif dan interaksi anak-anak dengan kebutuhan khusus di Sekolah Dasar Suryo Bimo Kresno dengan interaksionisme simbolik George Herbert Mead.
Metode yang digunakan dalam penelitian ini yaitu metode kualitatif dengan pendekatan Studi kasus. Teknik pengumpulan data dalam penelitian ini berupa observasi, wawancara, dan juga dokumentasi. Observasi dilakukan di dalam kelas dan lingkungan sekolah. Sedangkan wawancara mendalam dilakukan dengan guru dan anak berkebutuhan khusus. Wawancara dilakukan dalam suasana yang familiar dan aman bagi anak, memberikan waktu ekstra dan jeda supaya anak mengekspresikan diri dengan lebih bebas dan nyaman tanpa adanya tekanan. Terakhir dokumentasi dilakukan mencakup kebijakan sekolah, prosese pendidikan inklusi, serta catatan perkembangan anak. Interaksi sosial anak berkebutuhan khusus dalam penelitian ini dianalisis menggunakan teori interaksionisme simbolik dari George Herbert Mead.
Hasil penelitian menunjukkan bahwa proses pendidikan inklusif di Sekolah Dasar Suryo Bimo Kresno telah berhasil menciptakan lingkungan belajar yang ramah dan mendukung bagi semua anak, mulai dari kerja sama, komunikasi, toleransi, gotong royong dan tolong menolong sehingga kegiatan sosial dalam pendidikan inklusif anak berkebutuhan khusus diantaranya percakapan dan komunikasi, membaca, menulis, menghitung, dan sesi tanya jawab dengan nilai nilai yang melandasi proses pendidikan inklusif dalam kesamaan kepentingan kebutuhan, latar belakang, kepercayaan, dan ketertarikan. Adapun interaksi sosial antara anak berkebutuhan khusus di sekolah tersebut menunjukan sisi positif, meskipun masih terdapat beberapa hambatan seperti kurangnya pemahaman dari anak berkebutuhan khusus lain saat memahami informasi atau intruksi yang diberikan. Guru dan lingkungan menjadi panutan utama dalam menciptakan lingkungan yang mendukung interaksi sosial yang sehat antara anak berkebutuhan khusus dalam pendidikan inklusif.
 
ABSTRACT:
Children with special needs at Suryo Bimo Kresno Elementary School Semarang located on Jl. Borobudur Barat XII RT 12 RW 13 Purwoyoso Village, Ngaliyan District, Semarang have various kinds of social interactions. Social interaction is an important part of human life. Social interaction of children with special needs is carried out through social contact and communicating with peers, teachers, and the surrounding environment during the inclusive education process. This study aims to find out about the inclusive education process and the interaction of children with special needs at Suryo Bimo Kresno Elementary School and George Herbert Mead's symbolic interactionism.
The method used in this study is a qualitative method with a case study approach. Data collection techniques in this study include observation, interviews, and documentation. Observations were conducted in the classroom and school environment. Meanwhile, in-depth interviews were conducted with teachers and children with special needs. Interviews were conducted in a familiar and safe atmosphere for children, providing extra time and breaks for children to express themselves more freely and comfortably without pressure. Finally, documentation was carried out covering school policies, inclusive education processes, and child development records. The social interactions of children with special needs in this study were analyzed using George Herbert Mead's symbolic interactionism theory.
The results of the study indicate that the inclusive education process at Suryo Bimo Kresno Elementary School has succeeded in creating a friendly and supportive learning environment for all children, starting from cooperation, communication, tolerance, mutual cooperation and helping each other so that social activities in inclusive education for children with special needs include conversation and communication, reading, writing, counting, and question and answer sessions with values that underlie the inclusive education process in common interests, needs, backgrounds, beliefs, and interests. The social interaction between children with special needs at the school shows a positive side, although there are still some obstacles such as a lack of understanding from other children with special needs when understanding the information or instructions given. Teachers and the environment are the main role models in creating an environment that supports healthy social interactions between children with special needs in inclusive education.