Abstract
Purpose – This study investigates the application and effectiveness of instructional modifications in an inclusive classroom, specifically focusing on a child with autism, at TK ABA Karanganyar, Yogyakarta. The research addresses the knowledge gap in inclusive education by exploring how teaching strategies can be adapted to meet the diverse needs of students, particularly children with special needs (CSN), and foster their academic and social development..
Design/Methods/Approach – A qualitative case study method was employed, utilizing semi-structured interviews, direct classroom observations, and document analysis. Data were collected from the classroom teacher, principal, and students, including one child with autism, over multiple observation sessions. Analysis was conducted using Miles and Huberman's interactive model, ensuring data triangulation through cross-referencing interviews, observations, and school documents.
Findings – The study found that flexible and individualized instructional modifications—such as adapting learning activities and providing intensive assistance—promote engagement and development in children with special needs. These modifications not only support the child with autism but also enhance peer interactions, fostering a more inclusive classroom environment. However, resource constraints, including the lack of specialized aides and visual tools, were identified as challenges in fully implementing inclusive strategies.
Originality/Value – This research contributes to the literature by demonstrating that effective inclusive education can be achieved through teacher-initiated instructional modifications, even in the absence of formal inclusion programs. The findings provide valuable insights into creating inclusive environments in resource-limited settings, emphasizing teacher flexibility and creativity.
Practical Implications – The results offer practical recommendations for educators on implementing flexible, needs-based strategies in inclusive classrooms. Policymakers are encouraged to support inclusive education through targeted teacher training and resource allocation.
Keywords Inclusive education, instructional modification, early childhood, autism.
Paper type Research paper
Keywords
References
Andini, D. W. (2016). “DIFFERENTIATED INSTRUCTION”: Solusi Pembelajaran Dalam Keberagaman Siswa di Kelas Inklusif. 340–349.
Andini, D. W. (2022). DIFFERENTIATED INSTRUCTION: SOLUSI PEMBELAJARAN DALAM KEBERAGAMAN SISWA DI KELAS INKLUSIF. Trihayu: Jurnal Pendidikan Ke-SD-An, 2(3). https://doi.org/10.30738/trihayu.v2i3.725
Asiyah, D. (2018). Dampak Pola Pembelajaran Sekolah Inklusi terhadap Anak Berkebutuhan Khusus. Prophetic: Professional, Empathy and Islamic Counseling Journal, 1(01), 69–82.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE.
Farida, S. (2017). Pengelolaan Pembelajaran Paud. Wacana Didaktika, 5(02), 189–200.
Hayati, I. R. (2016). Pengelolaan Proses Pembelajaran bagi Anak Berkebutuhan Khusus pada Kelas Inklusi di SD Kepuhan Bantul Tahun Pelajaran 2015/2016. Trihayu: Jurnal Pendidikan Ke-SD-An, 2(3), 373–378.
Hermanto, Sp. (2006). MODIFIKASI MODEL PEMBELAJARAN BAGI ANAK CEREBRAL PALSY (Suatu Tantangan Kreativitas Guru). 2.
Irdamurni. (2019). Pendidikan Inklusif Solusi dalam Mendidik Anak Berkebutuhan Khusus. Prenadamedia Group.
Irham, & Wiyani, N. (2016). Psikologi Pendidikan Teori dan Aplikasi dalam Proses Pembelajaran. Ar-Ruzz Media.
Kvale, S. (2007). Doing Interviews. SAGE Publications, Ltd. https://doi.org/10.4135/9781849208963
Menteri Pendidikan Nasional. (2009). Peraturan Menteri Pendidikan Nasional Republik Indonesia (Vol. 369, Issue 1, p. 1699).
Miles, D. (2017). ARTICLE: “Research Methods and Strategies Workshop: A Taxonomy of Research Gaps: Identifying and Defining the Seven Research Gaps.” 1, 1.
Sanjaya. (2013). Strategi Pembelajaran Berorientasi Standar Proses [Process Standard Oriented Learning Strategy]. Kencana.
Sugiyono. (2016). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Alfabetha.
Sunanto, J., & H., dan. (2016). Desain Pembelajaran Anak Berkebutuhan Khusus dalam Kelas Inklusif. Jassi Anakku, 17(1), 47–55.
Suyadi. (2014). Teori Pembelajaran Anak Usia Dini (N. Muliyawati, Ed.). PT REMAJA ROSDAKARYA.
Suyadi & Dahlia. (2017). Implementasi dan Inovasi Kurikulum PAUD 2013. PT Remaja Rosdakarya.
Licensing
©️ 2024 The Author(s). Published by Global Educational Research Review.
This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
The terms of this license allow the posting of the Accepted Manuscript or Published Version in institutional or subject repositories by the author(s).
Reprints and Permissions
This is an open access article distributed under the terms of the Creative Commons Attribution 4.0
International License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any
medium, provided the original work is properly cited.
Permission is not required to reuse this article, in part or whole, as long as proper attribution is given
to the original work.
Metrics
Views
Downloads
Keywords
References
Andini, D. W. (2016). “DIFFERENTIATED INSTRUCTION”: Solusi Pembelajaran Dalam Keberagaman Siswa di Kelas Inklusif. 340–349.
Andini, D. W. (2022). DIFFERENTIATED INSTRUCTION: SOLUSI PEMBELAJARAN DALAM KEBERAGAMAN SISWA DI KELAS INKLUSIF. Trihayu: Jurnal Pendidikan Ke-SD-An, 2(3). https://doi.org/10.30738/trihayu.v2i3.725
Asiyah, D. (2018). Dampak Pola Pembelajaran Sekolah Inklusi terhadap Anak Berkebutuhan Khusus. Prophetic: Professional, Empathy and Islamic Counseling Journal, 1(01), 69–82.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE.
Farida, S. (2017). Pengelolaan Pembelajaran Paud. Wacana Didaktika, 5(02), 189–200.
Hayati, I. R. (2016). Pengelolaan Proses Pembelajaran bagi Anak Berkebutuhan Khusus pada Kelas Inklusi di SD Kepuhan Bantul Tahun Pelajaran 2015/2016. Trihayu: Jurnal Pendidikan Ke-SD-An, 2(3), 373–378.
Hermanto, Sp. (2006). MODIFIKASI MODEL PEMBELAJARAN BAGI ANAK CEREBRAL PALSY (Suatu Tantangan Kreativitas Guru). 2.
Irdamurni. (2019). Pendidikan Inklusif Solusi dalam Mendidik Anak Berkebutuhan Khusus. Prenadamedia Group.
Irham, & Wiyani, N. (2016). Psikologi Pendidikan Teori dan Aplikasi dalam Proses Pembelajaran. Ar-Ruzz Media.
Kvale, S. (2007). Doing Interviews. SAGE Publications, Ltd. https://doi.org/10.4135/9781849208963
Menteri Pendidikan Nasional. (2009). Peraturan Menteri Pendidikan Nasional Republik Indonesia (Vol. 369, Issue 1, p. 1699).
Miles, D. (2017). ARTICLE: “Research Methods and Strategies Workshop: A Taxonomy of Research Gaps: Identifying and Defining the Seven Research Gaps.” 1, 1.
Sanjaya. (2013). Strategi Pembelajaran Berorientasi Standar Proses [Process Standard Oriented Learning Strategy]. Kencana.
Sugiyono. (2016). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Alfabetha.
Sunanto, J., & H., dan. (2016). Desain Pembelajaran Anak Berkebutuhan Khusus dalam Kelas Inklusif. Jassi Anakku, 17(1), 47–55.
Suyadi. (2014). Teori Pembelajaran Anak Usia Dini (N. Muliyawati, Ed.). PT REMAJA ROSDAKARYA.
Suyadi & Dahlia. (2017). Implementasi dan Inovasi Kurikulum PAUD 2013. PT Remaja Rosdakarya.
Licensing
©️ 2024 The Author(s). Published by Global Educational Research Review.
This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
The terms of this license allow the posting of the Accepted Manuscript or Published Version in institutional or subject repositories by the author(s).
Reprints and Permissions
This is an open access article distributed under the terms of the Creative Commons Attribution 4.0
International License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any
medium, provided the original work is properly cited.
Permission is not required to reuse this article, in part or whole, as long as proper attribution is given
to the original work.