THE DYNAMICS OF SOCIAL INTERACTION AMONG STUDENTS WITH SPECIAL NEEDS IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT

Abstract

This study was motivated by the importance of inclusive education as an effort to achieve justice and equality in educational services, particularly in supporting the social interaction of students with special needs. Although inclusive education policies have been implemented, various empirical findings indicate a gap between ideal conditions and on-the-ground practices, especially regarding the identification of needs and the quality of social interaction. This study aims to analyze the relationship between the inclusive educational environment and the social interactions of students with special needs at the junior high school level. The study employs a quantitative approach with a correlational survey design. The study sample consisted of 60 students, comprising 30 students with special needs and 30 regular students, selected purposively from five inclusive schools in the city of Bukittinggi. Data were collected using a Likert-scale questionnaire and analyzed using descriptive statistics as well as correlation and linear regression with the aid of statistical software. The results indicate that both the inclusive educational environment and social interaction fall into the relatively high category, and there is a significant positive relationship between the two variables (R = 0.655; p < 0.05). These findings indicate that the quality of the educational environment is related to the dynamics of students’ social interactions. However, the results also reveal potential perceptual biases and limitations in the system for identifying students with special needs. This study contributes to enriching the literature on inclusive education and provides practical implications for strengthening the role of teachers and developing a more inclusive learning environment.