Specific Learning Difficulties and Their Assessment Models: A Study from Inclusive Elementary Schools

DOI

10.2991/icet-19.2019.179How to use a DOI?

Keywords

learning difficulties, assessment, inclusive, elementary school

Abstract

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.

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  - 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  - 10.2991/icet-19.2019.179
ID  - IbnuSyamsi2019/12
ER  -