DOI of the published article https://doi.org/10.21070/ups.11180
Teacher Strategies in Dealing with Students with Intellectual Disabilities in Grade 5 of Elementary School
Strategi Guru Dalam Menghadapi Siswa Disabilitas Intelektual Kelas 5 SD
DOI:
https://doi.org/10.21070/ups.11180Keywords:
Teacher Strategies, Intellectual Disabilities, Differentiated Learning, Elementary Schools, Inclusive EducationAbstract
This qualitative research with an interpretive approach aims to examine the characteristics of students with intellectual disabilities, teacher mentoring strategies, and supporting and inhibiting factors in fifth-grade learning at a private elementary school in Sidoarjo Regency. Data were obtained through observation, interviews, and documentation. The results indicate that students with intellectual disabilities have limitations in short-term memory, abstract thinking skills, concentration, and learning speed, requiring frequent repetition of instructions. To address this, teachers implement an individualized approach, use concrete visual media, provide direct examples, and adapt assignments to students' abilities. The learning process is supported by a conducive classroom environment, collaboration between students, and teacher guidance. However, learning still faces obstacles in the form of low concentration and literacy skills, as well as limited learning media. This study emphasizes the importance of implementing adaptive learning strategies to
increase the participation and understanding of students with intellectual disabilities in regular classes
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