Learning Accommodation for Slow Learners in Inclusive Elementary Schools
Main Article Content
Abstract
Abstract
Teachers should understand slow learners to reduce behavioral problems. Thus, this study aims to identify forms of practical action taken by teachers to help with learning problems faced by slow learners. The method used is research and development to develop a questionnaire about teacher actions in overcoming learning problems faced by slow learners. The subjects of this study were 40 regular elementary school teachers in the Special Region of Yogyakarta. Furthermore, the data analysis technique used is quantitative with percentages. The results of the study show that regular elementary school teachers have taken tactical action to provide solutions to the learning problems of slow learners. Most teachers help students by maximizing student potential, meaning that they support all efforts students can make to learn. However, teachers have not utilized learning resources and media to bridge the metacognitive learning of slow learners. . Consequently, teachers need training on effective learning media for the development of students' metacognition.
Downloads
Abstract Viewed = 96 times
PDF downloaded = 56 times
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
* Author(s) are the copyrigth holder(s) of their published articles and to retain publishing rights without restrictions.
References
Ayub, A., & Khan, S. S. (2013). A Study on Implementation of Suggested Pedagogical Practices in ADE & B.Ed. (Hons.). Bulletin of Education and Research, 35(2), 1–17.
Bakar, R. (2018). The Influence of Professional Teachers on Padang Vocational School Students’ Achievement. Kasetsart Journal of Social Sciences, 39(1), 67–72. https://doi.org/10.1016/j.kjss.2017.12.017
Baker, D., & Scanlon, D. (2016). Student Perspectives on Academic Accommodations. Exceptionality, 24(2), 93–108. https://doi.org/10.1080/09362835.2015.1064411
Booth, T., & Ainscow, M. (2016). Index for Inclusion: A Guide to School Development Led by Inclusive Values (4th edition). Index for Inclusion Network Limited.
Butler, F. M., Miller, S. P., Lee, K., & Pierce, T. (2001). Teaching Mathematics to Students with Mild-to-Moderate Mental Retardation: A Review of the Literature. Mental Retardation, 39(1), 20–31. https://doi.org/10.1352/0047-6765(2001)039<0020:TMTSWM>2.0.CO;2
Calik, N. C., & Kargin, T. (2010). Effectiveness of the Touch Math Technique in Teaching Addition Skills to Students with Intellectual Disabilities. International Journal of Special Education, 25(1), 195–204.
Chauhan, S. (2011). Slow Learners: Their Psychology and Educational Programmes. ZENITH: International Journal of Multidisciplinary Research, 1(8), 279–289.
Conderman, G., Liberty, L., & DeSpain, S. (2017). Understanding Accommodations, Modifications, and Interventions. Kappa Delta Pi Record, 53(2), 70–75. https://doi.org/10.1080/00228958.2017.1299545
Creswell, J. W. (2018). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (6th edition). Pearson.
Emdin, C. (2011). Moving Beyond the Boat without a Paddle: Reality Pedagogy, Black Youth, and Urban Science Education. The Journal of Negro Education, 80(3), 284–295. https://doi.org/10.2307/41341134
Imran, M., Ahmad, D. N., Al-Harthy, A. A. Q., & Jat, Z. G. (2023). Early Identification and Intervention: Amplifying the Voice of Slow Learners. AITU Scientific Research Journal, 1(2), 17–25. https://doi.org/10.5281/zenodo.8394354
Imran, M., Oad, L., Jat, Z. G., Hafeez, A., & Sultana, Z. (2024). Enhancing Support for Slow Learners Evaluating Inclusive Education Models in Contemporary Classrooms. Research Journal for Societal Issues, 6(3), Article 3. https://doi.org/10.56976/rjsi.v6i3.268
Ironside, P. M. (2015). Narrative Pedagogy: Transforming Nursing Education Through 15 Years of Research in Nursing Education. Nursing Education Perspectives, 36(2), 83–88. https://doi.org/10.5480/13-1102
Joyce, B. R., Weil, M., & Calhoun, E. (2011). Model-Model Pengajaran (Cet.2). Pustaka Pelajar.
Joyce, J., Harrison, J. R., & Gitomer, D. H. (2020). Modifications and Accommodations: A Preliminary Investigation into Changes in Classroom Artifact Quality. International Journal of Inclusive Education, 24(2), 181–201. https://doi.org/10.1080/13603116.2018.1453876
Kauffman, J. M., & Hallahan, D. P. (Eds.). (2011). Handbook of Special Education (1st edition). Routledge.
Kauffman, J. M., Hallahan, D. P., & Pullen, P. C. (Eds.). (2017). Handbook of Special Education (2nd edition). Routledge.
Krishnakumar, P., Geeta, M. G., & Palat, R. (2006). Effectiveness of Individualized Education Program for Slow Learners. The Indian Journal of Pediatrics, 73(2), 135–137. https://doi.org/10.1007/BF02820203
Lovett, B. J., & Leja, A. M. (2013). Students’ Perceptions of Testing Accommodations: What We Know, What We Need to Know, and Why It Matters. Journal of Applied School Psychology, 29(1), 72–89. https://doi.org/10.1080/15377903.2013.751477
Malik, N. I., Rehman, G., & Hanif, R. (2012). Effect of Academic Interventions on the Developmental Skills of Slow Learners. Pakistan Journal of Psychological Research, 27(1), 135–151.
Malik, S. (2009). Effect of Intervention Training on Mental Abilities of Slow Learners. ResearchGate, 1(1), 61–64.
Meynert, M. J. (2014). Inclusive Education and Perceptions of Learning Facilitators of Children with Special Needs in a School in Sweden. International Journal of Special Education, 29(2), 35–52.
Mumpuniarti, M. (2017). Challenges Faced by Teachers in Teaching Literacy and Numeracy for Slow Learners. Journal of Sustainable Development, 10(3), Article 3. https://doi.org/10.5539/jsd.v10n3p243
Mumpuniarti, M., Handoyo, R. R., Phytanza, D. T., & Barotuttaqiyah, D. (2020). Teacher’s Pedagogy Competence and Challenges in Implementing Inclusive Learning in Slow Learner. Jurnal Cakrawala Pendidikan, 39(1), Article 1. https://doi.org/10.21831/cp.v39i1.28807
Peltopuro, M., Ahonen, T., Kaartinen, J., Seppälä, H., & Närhi, V. (2014). Borderline Intellectual Functioning: A Systematic Literature Review. Intellectual and Developmental Disabilities, 52(6), 419–443. https://doi.org/10.1352/1934-9556-52.6.419
Rudiyati, S. (2013). Kompetensi dan Tugas Guru Sekolah Inklusif: Pendidikan untuk Pencerahan dan Kemandirian Bangsa. Fakultas Ilmu Pendidikan Universitas Negeri Yogyakarta.
Rudiyati, S., Mumpuniarti, & Pujaningsih. (2015). Elementary School Teacher’s Competence In Accommodating and Modifying Learning Process of Student’s with Learning Disabilities In Inclusive’s Classroom. International Conference on Current Issue in Education., Yogyakarta.
Rudiyati, S., Pujaningsih, P., & Mumpuniarti, M. (2017). Teacher Knowledge and Experience Dealing with Students with Learning Disabilities in Inclusive Elementary School and Implications to Learning Accommodation and Modification. 272–278. https://doi.org/10.2991/yicemap-17.2017.47
Sanger, C. S. (2020). Inclusive Pedagogy and Universal Design Approaches for Diverse Learning Environments. In C. S. Sanger & N. W. Gleason (Eds.), Diversity and Inclusion in Global Higher Education: Lessons from Across Asia (pp. 31–71). Springer. https://doi.org/10.1007/978-981-15-1628-3_2
Schissel, J. L. (2014). Classroom Use of Test Accommodations: Issues of Access, Equity, and Conflation. Current Issues in Language Planning, 15(3), 282–295. https://doi.org/10.1080/14664208.2014.915458
Singh, A., & Pallai, P. (2023). Paving the Way Ahead: A Systematic Literature Analysis of Inclusive Teaching Practices in Inclusive Classrooms. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 27, Article 27. https://doi.org/10.7358/ecps-2023-027-sipa
Sintawati, M., Sukma, H. H., Mardati, A., Feruzi, S. M., & Satrianawati, S. (2024). Pre-Service Teachers’ Pedagogical Knowledge and Attitudes towards Slow Learner Students. Journal of Education and Learning (EduLearn), 18(4), Article 4. https://doi.org/10.11591/edulearn.v18i4.21626
Sucuoglu, N. B., Akalin, S., & Pinar, E. S. (2014). Instructional Variables of Inclusive Elementary Classrooms in Turkey. International Journal of Special Education, 29(3), 40–57.
Sugapriya, G., & Ramachandran, C. (2011). Assessing Visual Memory in Slow Learners by Teaching with Computer Animated Models. BioMedSciDirect Publications, 2(4), 946–949.
Zulfija, M., Indira, O., & Elmira, U. (2013). The Professional Competence of Teachers in Inclusive Education. Procedia - Social and Behavioral Sciences, 89, 549–554. https://doi.org/10.1016/j.sbspro.2013.08.892