Teacher Strategies for Supporting Students with Learning Difficulties in Inclusive Primary Education: A Qualitative Case Study from Indonesia
DOI:
https://doi.org/10.59175/pijed.v4i2.836Keywords:
Inclusive Education, Primary School, Slow Learners, Student Development, Teacher StrategiesAbstract
This qualitative case study examines the implementation of inclusive learning for primary school students with learning difficulties, focusing on the role of teachers and the selection of learning materials. The research was conducted at SD Negeri 1 Pandeglang using in-depth interviews, participatory observation, and documentation. Findings reveal that teachers act as facilitators who adapt lesson plans flexibly, employ simple language, and apply differentiation strategies. Learning media are chosen contextually, including concrete teaching aids, visual images, and educational games. Evaluation is carried out individually and comprehensively, covering both academic and non-academic aspects. Results indicate significant improvements in students’ conceptual understanding, active participation in group work, emotional self-regulation, and independent learning. The study underscores the importance of teacher preparedness, contextual media selection, and comprehensive evaluation in creating adaptive inclusive learning environments. The novelty of this research lies in demonstrating how adaptive teaching strategies and contextual media use can effectively support slow learners in primary schools. Its contribution enriches the literature on inclusive education by highlighting the central role of teachers in fostering holistic student development.
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