Dalam proses membangun hubungan gur

Dalam proses membangun hubungan guru-siswa inklusi berbasis teori dialektika relasional, ada tiga hal yang harus diperhatikan yaitu
a. Otonomi dan keterikatan
Melalui asumsi ini didapat bahwa, dalam membangun hubungan dengan siswa berkebutuhan khusus, guru selayaknya bisa lebih memposisikan diri sebagai teman bagi siswa berkebutuhan khusus agar komunikasi yang dilakukan lebih mengakomodir keinginan atau minat siswa. Guru juga harus lebih memposisikan diri sebagai pengajar yang menerapkan peraturan juda dengan adanya reward and punishment. Hal ini dilakukan untuk “memaksa” siswa mau mengikuti pembelajaran.

Hasil (Inggris) 1:

In the process of building a relationship of teacher-student of relational dialectics theory-based inclusion, there are three things to watch out for IE a. the autonomy and attachmentThrough these assumptions obtained that, in building relationships with students in need of special, teachers should be able to better position themselves as friends for students in need of special so that communication is done through desire or interest more students. Teachers must also position themselves more as educators who are implementing regulations of juda by the existence of reward and punishment. This is done to "force" the students want to follow the instruction.

Hasil (Inggris) 2:

In the process of building a teacher-student relationship based relational dialectics of inclusion, there are three things that must be considered, namely
a. Autonomy and attachment
Through this assumption is found that, in building relationships with students with special needs, teachers should be better positioned itself as a friend for students with special needs so that the communication is done more to accommodate the wishes or interests of students. Teachers also need to be positioning itself as a teacher who apply the rules of Judah with the reward and punishment. This is done to "force" the students will follow the lesson.