Sekolah Dasar yang telah menyelanggarakan pendidikan inklusif memiliki keberagaman peserta didik dintaranya adalah bergabungnya siswa berkebutuhan khusus (ABK). Diharapkan saat Pembelajaran pendidikan jasmani siswa (ABK) juga ikut terlibat dalam aktivitas tersebut.Pada kenyaatannya tidak semua ABK dapat mengikuti pelajaran pendidikan jasmani disebabkan karena hambatan yang dialami. Selain itu, guru penjas masih belum memahami layanan yang harus diberikan kepada ABK agar bisa aktif dalam pembelajaran. Olehnya itu, dalam pelaksanaan pembelajaran pendidikan jasmani bagi ABK diperlukan pengembangan yang dapat mengakomodasi keberagaman kebutuhan belajar siswa ABK, salahsatunya melalui permainan tradisional. Penerapan permainan tradisional terbukti dapat meningkatkan keaktifan seluruh siswa tidak terkecuali siswa yang mengalami hambatan khusus. Selain itu secara tidak langsung permainan tradisional dapat berperan sebagai bentuk terapy bagi siswa yang mengalami kebutuhan khusus.

Kata kunci : Model, Permainan tradisional, Penjas, SD inklusif

Elementary Schools that have held inclusive education have a diversity of learner is the joining of students with special needs (Children with Special Needs). It is expected that the student's physical education (Children with Special Needs) is also involved in the activity. In its kenyaatannya not all Children with Special Needs can follow physical education lesson due to obstacles experienced. In addition, the gatekeeper still does not understand the services that must be provided to the Children with Special Needs to be active in learning. By that, in the implementation of physical education for the needs of children with special needs, it is necessary to develop that can accommodate the diversity of learning needs of students with special needs children, one of them through traditional games. The implementation of traditional games proved to increase the activity of all students is no exception students who experience special obstacles. In addition, indirectly traditional games can serve as a form of terapy for students who experience special needs.

Keywords: Model, Traditional Game, Physical Education, Primary School Inclusive