Slow Learner Learning Facts in Their Inclusion Class

DOI

10.2991/iceri-18.2019.30How to use a DOI?

Keywords

learning implementation, slow learner, inclusion.

Abstract

Education is a medium for processing input (students) in order to become a quality output. Reality assumes that existing students are heterogeneous. All kinds of characteristics of students have the same right to gain knowledge in the formal education system. This is where the role of inclusive education needs to be reviewed more in depth. Moreover, based on observations in primary school, many students detected slow learner and joined the regular class. Thus, this study also aims to describe how the implementation of slow learner learning in inclusion settings. The sub-components include planning, core, and evaluation or follow-up in learners' learning. The approach used is qualitative descriptive. Research subjects were second grade teachers, special escort teachers, principals, and learner learning learners. Data collection includes observation, interviews, and documentation. Analysis of data used data reduction, data display, and verification. The validity of the data is tested through technique triangulation as well as source. The results showed that the second-grade teacher performed the same learning between regular students and slow learner students. This can be seen from planning, implementation, to evaluation or follow-up. There is no special RPP for slow learner students. Learning components include methods, media, tests/evaluations, assessments used are also the same as other students. One special treatment for slow learner students is the addition of time to complete the task after school.

Copyright

© 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/).

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TY  - CONF
AU  - Witrias Nugrahayati
AU  - Ali Mustadi
PY  - 2019/07
DA  - 2019/07
TI  - Slow Learner Learning Facts in Their Inclusion Class
BT  - Proceedings of the 6th International Conference on Educational Research and Innovation (ICERI 2018)
PB  - Atlantis Press
SP  - 421
EP  - 424
SN  - 2352-5398
UR  - https://doi.org/10.2991/iceri-18.2019.30
DO  - 10.2991/iceri-18.2019.30
ID  - Nugrahayati2019/07
ER  -