Instructional Communication Between Teachers and Children With Different Abilities in the Inclusion School

Children with different abilities have limited senses, but as human beings they have the same need to communicate. Government policy requires some state schools to provide quotas for children with different abilities. Government policy encourages schools to prepare all facilities and skilled teaching staff to handle children with different abilities. The style or way of communicating children with different abilities is not always understood by everyone, only a few have these skills so that communication becomes the main tool for all who are in the school environment to interact with children with different abilities. Instructional communication can be applied by teachers and students when interacting at school, because this communication invites communication participants to understand all verbal and non verbal messages face to face interaction, in line with the theory of SMCR. This research was conducted at Mumtaz Sidoarjo school, in this school has 12 inclusion children with 4 types of ADHD students, 1 Down Syndrome, 6 students with dyslexia and 1 child with dyscalculia. Using a qualitative approach to the case study data collection method, which is digging data through interviews, observations and documents such as school internal magazines for analysis. Then this research will look comprehensively the transactional communication process that occurs between teachers and inclusive children at SD Mumtaz Sidoarjo, East Java

challenges, less satisfaction with speech, and increased avoidance of speaking situations [6] therefore there must be a role for good communication management between teachers and the school environment to reduce the anxiety and uncertainty felt when inclusion learners adjust and can adapt in the school environment [7]. One of the schools that accepts students with different abilities is SD Mumtaz Sidoarjo. SD Mumtaz started the program to accept inclusive children since 2017, this program is the application of government policy. The school categorizes children with different abilities by conducting several psychological tests, assessments and observations. This is done because some parents when registering school for their children with different abilities, they do not know what kind of child is special needs. Each type of different abilities has a different way of handling, that's why psychological testing and checking to experts related to the type of different abilities is very important. SD Mumtaz currently has 12 children with different abilities, with 4 types of ADHD students, 1 Down Syndrome, 6 students with dyslexia and 1 child with dyscalculia. On a daily basis, children with different abilities interact a lot with other friends who are generally normal. Basically, the concern is how to communicate with inclusive children in public school environments, the difference in interpreting certain objects is sometimes a problem that is often encountered. Therefore communication becomes an important factor that is able to bridge between inclusion students and teachers. The

II. METHOD
This research uses a qualitative approach, qualitative research presents data holistically and deeply [12]. with the case study method, in the case study method, the data is extracted by interviewing the research subject in this case the teacher and student with different abilities and observation, the writer will directly observe the communication process that takes place between the teacher and students in the class, therefore the author's presence becomes absolute as an instrument of this research, understanding the situational dimension also involves going beyond observable actions and utterances [13]. In this study, the subject of the study was grade 1 teachers and inclusive students in grade 1. At Mumtaz Elementary School, there were 6 classes for the first grade and each class had one inclusive student. Data Analysis Techniques: Information or data that has been collected will be grouped according to categories with the purpose of the research and the research problem being sought. It is very possible for researchers to interpret the data or information using a number of schemes. According to Marshall and Rossman [12] data collection and analysis must be a concurrent process. Furthermore, the results of this information or data are formatted in the form of narratives or images in accordance with the procedures of analysis techniques in qualitative research approaches. The data of this research will be presented in narrative form in the form of a script or picture and also an explanation of educational communication models found during observation. In ensuring internal validity, qualitative approach strategies can be used as needed. In this study two steps will be used namely; 1. Triangulation of data, data will be collected through multiple sources to include interviews, observations and analysis ofdocuments 2. members' examination, informants will act as examiners throughout the analysis process. Continuous dialogue regarding the interpretation of the reality and meaning of the informants will ensure the honesty of data  While in the teaching and learning process, the teacher applies an approach to teach children with different abilities that have been recommended by experts, namely by being kind and positive, using appropriate and attractive classroom settings, speaking clearly and facing students, using appropriate strategies or modifications learning, using effective learning media (so that students do not tantrum), as well as cooperation between the inclusion coordinator, homeroom teacher, parents, children with different abilities, subject teachers and shadow teachers (special supervisors). As stated by A as follows: "If children with different abilities learn gradually. If they were tantrums, we would take them to the playroom. Still learning there but while playing " All devices in inclusive schools have a role in educational services for inclusive children, one of which is the provision of energy to treat inclusive children, and the provision of learning resource space as a place for channeling emotions when children with different abilities are experiencing high energy turmoil. As for what Mumtaz Elementary School teachers do in providing educational services, that is by training the courage, balance, and coordination of children's motor maturity. These inclusion children are also given gross motor training, such as walking on a long board without holding on. Teachers also provide exercises and guidance so that children with different abilities can control themselves and socially, as revealed by informants N "all of these inclusive school devices, are responsible and have a role in services for children with different abilities" The method of self and social control is done by teachers with games and involving several other fellow children with different abilities themselves. For example by playing ball, then the ball is thrown at the participant. The aim of this game is to instill a sense of social, sharing and responsibility. In addition to instilling a sense of responsibility and social, children with different abilities are also trained to focus and concentrate. For example in ADHD children to solve problems, the media used are toys. When an ADHD child is playing, the teacher keeps watching and directing the child to focus and be able to finish the game. ADHD children have high intelligence but emotional levels are out of control, according to research informant A, ADHD children teach children easier, communicating even more smoothly.

"Children with different abilities ADHD type more quickly accept lessons and new messages than other types of ABK"
The interesting side of this ADHD child is also the voter, this child will not want to obey other teachers or others at school, other than one person who has already comfortable for him. According to the informant, the most important thing is the communication of the children with different abilities assistant teacher with the students' parents. So that the atmosphere of learning at school and when at home can be the same. Children with different abilities have less focus power, if parents teach is not the same as how to learn at school, children with different abilities will be confused and return tantrums then difficult to manage. Basically, communication activities carried out by child companion teachers with different abilities rely on the five senses. Focused eye contact, gentle sounds of positive and consistent words, and expressions of appreciation make these children with different abilities touched their hearts, even they may be more obedient to the companion than to the homeroom teacher.

Picture. 1. SMCR Communication Model
Source: Mulyana, 2007 Referring to Berlo SMCR communication model stands for Source (S) Message (M), Channel (C) and Receicer (R), this SMCR model if adapted in the learning process [14], advantages Berlo's model, this model is not limited to public communication or mass communication, but also interpersonal communication and various forms of written communication [15], it can be analyzed the conditions of teaching conducted by teachers in inclusive schools. As follows, the first aspect of the source or source of the sender of the message in this study are the accompanying teachers who have communication skills, a positive attitude, equipped with knowledge about children with different abilities. This of course is fulfilled because they come from backgrounds according to what the school needs to guide children with different abilities. While the social system and culture aspects are not very influential, because children with different abilities are more easily invited to communicate effectively if all the behaviors and directives of their supervisors feel sincerely. Then in the aspect of the message, teachers and children with different abilities communicate more with subject matter and use a lot of codes either the five senses or other media such as pictures and toys. The channel of the communication process of teachers and children with different abilities is the five senses themselves, all five senses are very reliable to convey messages of lessons for children with different abilities. Starting from seeing, teachers must maintain eye contact, teachers and children with different abilities exchange messages, but teachers must listen more and the five senses most prominent according to data from interviews with informants are sincere feelings and must be sensitive, because children with different abilities this cannot clearly show what they want or don't want. The final element is the recipient, if you see the theory of course children with different abilities lack good communication skills, but they can respond with expressions, such as shouting, angry, sad or silent. Children with different abilities will also be positive if the source of the sender of the message is someone he knows closely. Of course the recipient element of the Berlo model is slightly different when it is a child with different abilities.

IV. CONCLUSION
There are four basic elements of instructional communication teachers and students with disabilities in elementary school Mumtaz, namely: 1. Source; The teacher must be a person with special skills and educational background for children with different abilities, psychology or at least counseling guidance. Because they have good communication techniques with students with different abilities that they accompany. 2. Message; messages delivered to children with different abilities, must be simple, focused, can use attractive visuals such as pictures and interesting objects and carried out repeatedly 3. Channel; are all sense organs, even sincere feelings can be good channels. Because children with different abilities choose who they will communicate with. 4. Reciver; the recipient of the message is a child with different abilities with all its special characteristics, therefore it must be understood that the purpose of communication is not always the same between the sender and the recipient of