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Scaffolding collaborative contextual method is a method aimed at providing assistance and collaboration of inclusive teachers to the students with special needs in accordance with the situation of students and schools so that students can exceed their potential. The purpose of this research is to study the Scaffolding Collaborative Contextual Method used by teachers in inclusive classes. The subjects involved in this research were inclusive class teachers (N= 17) from 8 inclusive schools in Batu, Malang, Indonesia. The data were collected through observation and interview. The data were analyzed using a qualitative method by performing data reduction, classification, and collaboration in the inclusive classes. The results of the research showed that (1) inclusive classroom management highly depended on the teachers' competence, facilities, and students’ characteristics. Inclusive schools in Batu implemented 3 inclusive class management models, namely integration of general model, advanced model integration, and two general and advanced model; (2) teachers’ scaffolding had led to teaching strategies and encouraged students to achieve goals in diverse forms such as demonstration, repetition, or providing special hours for material enrichment; (3) there were some schools that performed individual learning programs, yet they had not transferred the responsibility to the students. In general, the collaboration between inclusive teachers and other teachers was generally good. They performed mutual cooperation in the form of sharing learning methods and sharing tasks in dealing with inclusive classes. More details will be discussed further in this paper.

An Analysis of a Scaffolding Collaborative Contextual Method of Inclusive Teacher Toward the Students with Special Needs in Elementary School