Teacher Knowledge and Experience Dealing with Students with Learning Disabilities in Inclusive Elementary School and Implications to Learning Accommodation and Modification
Sari Rudiyati, Pujaningsih Pujaningsih, Mumpuniarti Mumpuniarti
Available Online May 2017.
- https://doi.org/10.2991/yicemap-17.2017.47How to use a DOI?
- Children with learning disabilities, Inclusive classroom, learning accommodation and modification
- This study aims to portray teachers' knowledge and experience dealing with students with learning disabilities in inclusive elementary school Yogyakarta Special Province, Indonesia; and its implication in providing learning accommodations and modifications for students with learning disabilities. This study employed descriptive qualitative research as a research method. Data collection techniques by questionnaire and observation guides in the form of a checklist of students with learning disabilities that arise based on the knowledge and experience of teachers, along with the efforts of teachers to accommodate and modify learning. Results showed that students with learning disabilities in inclusive elementary schools found for slow learner learning disabilities, mild mental retardation, learning disabilities and students with fewer than learners slow learner and mild mental retardation. The teachers do not know how to distinguish children with learning disabilities among children with learning difficulties. Furthermore, the teachers provide curriculum adjustments as a part of learning accommodation and modification on the basis of the knowledge and experience they have.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Sari Rudiyati AU - Pujaningsih Pujaningsih AU - Mumpuniarti Mumpuniarti PY - 2017/05 DA - 2017/05 TI - Teacher Knowledge and Experience Dealing with Students with Learning Disabilities in Inclusive Elementary School and Implications to Learning Accommodation and Modification BT - 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017) PB - Atlantis Press SP - 272 EP - 278 SN - 2352-5398 UR - https://doi.org/10.2991/yicemap-17.2017.47 DO - https://doi.org/10.2991/yicemap-17.2017.47 ID - Rudiyati2017/05 ER -