Training Program on Identification and Development of Individualized Learning Programs (PPI) to Improve The Competence of Inclusive Primary School Teachers

Abstract

Background - Education is an important pillar in shaping a quality generation, including in providing attention to
students with special needs. The implementation of inclusive education in Indonesia still faces many challenges.
One of the main problems is the lack of teacher competence in identifying the needs of learners with special
needs and designing appropriate Individualized Education Programs (IEPs). Many teachers do not have a deep
understanding of the characteristics of learners with special needs, appropriate identification methods and
effective teaching strategies to support their needs and potential. This problem is also evident at SD Negeri
Rangga Mekar, where most teachers do not have the ability to identify learners' special needs or design an
effective Individualized Education Program (IEP). This situation is exacerbated by limited information from
parents, many of whom do not fully understand their children's characteristics and needs.
Purpose - This Community Service Program (PKM) aims to improve the competence of teachers at SDN Rangga
Mekar, foster the ability to identify students with special needs, and develop appropriate PPI.
methodology - This Community Service Program (PKM) aims to improve the competence of teachers at SDN
Rangga Mekar, foster the ability to identify students with special needs, and develop appropriate PPI. The PKM
implementation method uses a psychoeducation and training approach consisting of several stages, namely: (a)
preparation stage, (b) implementation stage, (c) evaluation stage.
Findings - Based on the results of the activities, this program succeeded in having a positive impact on teachers'
understanding and skills. The pre-test showed that the majority of teachers had limited understanding of the
concept and benefits of IEPs and faced challenges in managing an inclusive classroom. However, through training
and mentoring, teachers made significant improvements in their ability to identify children with disabilities and
develop more structured and appropriate IEPs. In addition, the use of digital applications made it easier for
teachers to document identification results and design more effective learning.
Originality - This community service program (PKM) uses an innovative approach to improve teacher
competence through a combination of psychoeducation, training, and the use of digital applications to facilitate the
identification of students with special needs and the development of Individual Learning Programs (IBP). The
uniqueness of this program lies in the integration of technology with hands-on practice, enabling teachers to
document student needs more accurately and design more effective learning. In addition, the program also
involves collaboration with parents to strengthen support in the school and home environment. Significant results
show improvements in teachers' understanding and skills, making this program a model that can be applied more
widely to support inclusive education in a sustainable way.