Special Assistance Teachers Learning Strategies for Slow Learner Students in Inclusive Elementary Schools

Mukhlis, Akhmad; Havida, Bella Kirana Nur; Nurani, Afif Auliya

doi:10.24036/jippsd.v7i1.122424

Cited by 2 publications

(1 citation statement)

References 26 publications

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“…The constraining factors of these strategies are the requirements for a high level of thinking, which often leads to difficulties and low self-confidence for "slow" learners with special educational needs, especially if this occurs against the background of a lack of active parental support. Positive factors in these strategies include adequate facilities, relevant methods, unimpeded communication among "slow" learners, teachers providing special assistance, and children with special educational needs (Mukhlis, Nur Havida, & Nurani, 2023).…”

Section: Discussionmentioning

confidence: 99%

Inclusive education: strategies and methods of implementation in the context of modern pedagogy

Bessarab,

Antonenko,

Turubarova

et al. 2023

Br. J. Ed., Tech. Soc.

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Currently, the education of children with special educational needs is attracting more and more attention and special efforts from both governmental and non-governmental institutions and agencies. The society's attitude to the general education of children with special educational needs generally reflects the level of the state's development. Inclusive education implies a specific approach to the learning process that creates educational opportunities for all children, especially those with specia l educational needs. The purpose of the academic paper is to identify the major strategies of inclusive education for their subsequent implementation in practice in the modern context. In order to achieve the goal outlined, we conducted a search for releva nt studies in the DOAJ and EBSCOhost databases over the past ten years. According to the literature, creating inclusive classes requires the professional experience of teachers, who must be friendly and understanding leaders in the class. Inclusive educati on promotes equal opportunities through respect for diversity. Inclusive education is based on the belief that all children are equal mem bers of local school communities, the exclusion of any discrimination against children with special educational needs a nd the creation of appropriate conditions for quality, full-fledged education, training and development. Effective inclusive education depends on a variety of factors, and it is not just the inclusion of children with special educational needs into the general education school community. It requires high-quality, experienced teachers with a "great" heart, support and adequate attitude of parents, and comprehensive support on the part of state institutions. The compilation of special educational programs, and assessment systems, the development of effective strategies against the background of using modern methods, including information technologies, a nd the mandatory availability of highly qualified teachers who can organize and motivate students are necessa ry factors for the successful implementation of measures on inclusive education.

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Section: Discussionmentioning

confidence: 99%

Inclusive education: strategies and methods of implementation in the context of modern pedagogy

Bessarab,

Antonenko,

Turubarova

et al. 2023

Br. J. Ed., Tech. Soc.

View full text Add to dashboard Cite

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Analysis of mathematical concept comprehension ability in slow learners students

Sopia,

Balkist,

Nurcahyono

2024

Union J. Ilm. Pendidik. Mat.

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Mathematical comprehension is a fundamental skill that plays a crucial role in understanding and solving problems across various mathematical topics. This study aims to analyze the mathematical comprehension abilities of slow learners in the SPLDV (Two-Variable Linear Equation System) material. A descriptive qualitative approach was employed in this study. The subjects consisted of 20 slow learners in grade VIII of SMPIT in Sukabumi Regency. Data were collected through written tests and interviews, and analyzed using data reduction, data presentation, and conclusion drawing techniques. The results indicate that students with low comprehension skills have not fully mastered the SPLDV material and can only answer questions at levels 1, 2, and 3 but do not fully meet the indicators. Students with medium comprehension skills are able to answer questions at levels 1 and 2 according to the indicators. Meanwhile, students with high comprehension skills can answer questions at levels 1, 2, and 3 while meeting the indicators. The analysis of answers and interview data reveals that students in the low, medium, and high comprehension categories demonstrate distinct indicators of mathematical comprehension ability. In conclusion, slow learners exhibit varied levels of mathematical comprehension, highlighting the need for differentiated teaching strategies to address their specific needs and enhance their understanding of SPLDV concepts.

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Special Assistance Teachers Learning Strategies for Slow Learner Students in Inclusive Elementary Schools

Cited by 2 publications

References 26 publications

Inclusive education: strategies and methods of implementation in the context of modern pedagogy

Inclusive education: strategies and methods of implementation in the context of modern pedagogy

Analysis of mathematical concept comprehension ability in slow learners students

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