Specific Learning Difficulties and Their Assessment Models: A Study from Inclusive Elementary Schools
- https://doi.org/10.2991/icet-19.2019.179How to use a DOI?
- learning difficulties, assessment, inclusive, elementary school
This study aims to identify specific learning difficulties and assessment models appropriate for inclusive elementary school (ES) students in Sleman Regency, Yogyakarta, Indonesia. Data were collected through observation, tests, interviews, and surveys, and analyzed by qualitative and quantitative descriptive statistics. The results show that 85 (18.27%) of 465 participants have certain learning difficulties, namely dysgraphia (22.10%), dyslexia (19.55%), and dyscalculia (30.60%). It suggests that for assessing the difficulties, assessment guidelines for formal and informal assessment should be appropriately developed by considering their learning needs.
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Ibnu Ibnu Syamsi AU - Ibnu Syamsi AU - Haryanto Haryanto PY - 2019/12 DA - 2019/12 TI - Specific Learning Difficulties and Their Assessment Models: A Study from Inclusive Elementary Schools BT - Proceedings of the 5th International Conference on Education and Technology (ICET 2019) PB - Atlantis Press SP - 749 EP - 752 SN - 2352-5398 UR - https://doi.org/10.2991/icet-19.2019.179 DO - https://doi.org/10.2991/icet-19.2019.179 ID - IbnuSyamsi2019/12 ER -