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inks the cover term “student roles” with the included terms listed above.
In addition, in deciding the methodology of research the writer usedthe thought of Miles and Huberman 1994 that break down the analysis of
qualitative study into three processes which are not sequential steps but which happens in the same time and happen over and over again. These three quick
guides is organized into three processes including reducing data, displaying data and drawing and verifying conclusions. The data analysis also includes
these following points:
1. Contextual Information
The contextual information here refers to Senior High School landscape of SMA Lazuardi Global Islamic School Depok. SMA Lazuardi
Global Islamic School is an inclusive school which accommodates all students from all background regardless their social status, gender, faith,
race even intelligence level. This school accepts not only ordinary students but also extraordinary students including those who are with special need
especially those with autism.
2. Characters
The characters or the objects of research here were all students of SMA Lazuardi Global Islamic School with autism. They were identified as the
children with special needs as they are proven to have autism after having been assessed by psychologists assigned by this school. And the results of
this assessment have been confirmed by the parents of each student with special need. These students include
1. EAT, Student of XI science 1,with autism
2. MB, Student of XI social 1, with autism
3. TPW, Student of XI social 1, with autism
4. IN, Student of XI social 2, with autism
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3. Teachers’ Landscape in-classroom and out-of-classroom.
In classroom, teacher taught the same subjects with the same methods to these students. However, in certain circumstance, these students had to
be taken out from the classroom and be encouraged to join IEP Individualized Educational Program because these students needed to
focus more as the material given was harder and these students need a more convenient condition which is unlikely to happen for them to study in
ordinary classroom.
4. Identification of the Borders ownership, negotiations, home
places.
Ownership, negotiation and home places played significant roles in encouraging these students with autism to learn. A mutual partnership was
highly required in order for these students to be successful in reaching their goals. Here, intensive communication made by ownership school and
their home places parents were highly required to make the success as well. Therefore, parents would be well-informed concerning the academic
progress of these students.
5. The Identification of Themes classroom experiences and
