Teachers’ Perceptions of the Identification Process and Implementation of Individualized Education Programs for Special Needs Students in Elementary Schools
DOI:
https://doi.org/10.30997/jtdik.v12i1.15698Keywords:
Special Needs Students, Identification, Individualized Education Programme, perception, Elementary School, InclusiveAbstract
Identifying and developing Individualized Education Programs (IEPs) are essential steps in providing appropriate educational services for students with special needs. However, in practice, not all schools that enroll students with special needs possess the knowledge or ability to identify these needs and create effective IEPs. Consequently, educational services for these students are often considered less than optimal. This study aims to explore teachers' perceptions of students with special needs and the implementation of identification and IEP processes in schools. The participants were teachers at SDN Rangga Mekar, Bogor City, a school that has not been officially designated as inclusive but has enrolled students with special needs. The results indicated that while most teachers recognized the importance of inclusive and specialized educational approaches, only a few had sufficient knowledge regarding student needs assessment and the development of IEPs. Data showed that 90% of teachers acknowledged the necessity of differentiated education to optimize student potential. However, only 63% understood the concept of needs identification, 36% were familiar with IEPs, and none had experience creating an IEP for a student. Teachers' perceptions of students with special needs varied, influenced by their individual levels of knowledge and experience. Nonetheless, teachers expressed optimism that, with the right strategies, students with special needs could develop successfully. This study highlights the urgent need for additional training and resources to strengthen teachers' competencies in supporting students with special needs, thereby fostering a more inclusive learning environment.
References
Arifin, N. (2018). Implementasi Supervisi Non Direktif Pengawas Dalam Meningkatkan Kompetensi Pedagogik Guru Pai Sd Di Kabupaten Kudus. Tarbawi : Jurnal Pendidikan Islam, 14(2). https://doi.org/10.34001/tarbawi.v14i2.622
Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129–147. https://doi.org/10.1080/08856250210129056
De Klerk, M., & De Klerk, W. (2018). Exploring educators’ experiences regarding empathy within inclusive classrooms. International Journal of Special Education, 33(3), 657–674.
Florian, L., & Linklater, H. (2010). Preparing teachers for inclusive education: Using inclusive pedagogy to enhance teaching and learning for all. Cambridge Journal of Education, 40(4), 369–386. https://doi.org/10.1080/0305764X.2010.526588
Fuchs, L. S., & Fuchs, D. (2001). Principles for the Prevention and Intervention of Mathematics Difficulties. Learning Disabilities Research & Practice, 16(2), 85–95. https://doi.org/10.1111/0938-8982.00010
Mastropieri, M., Scrugg, T., & Norland, J. (2006). Differentiated Curriculum Enhancement in Inclusive Middle School Science. The Journal of Special Education, 40(3), 130–137. https://doi.org/10.1177/00224669060400030101
McLeskey, J., & Waldron, N. L. (2011). Educational Programs for Elementary Students with Learning Disabilities: Can They Be Both Effective and Inclusive? Learning Disabilities Research & Practice, 26(1), 48–57. https://doi.org/10.1111/j.1540-5826.2010.00324.x
Miles, M., & Huberman, M. (1994). Qualitative data analysis : an expanded sourcebook. Sage.
Muna, A., Sunardi, S., & Widyastono, H. (2021). Teachers’ Efforts to Improve Pedagogic Competency in Learning Children with Special Needs in Inclusion Basic Schools in Surakarta. IJDS Indonesian Journal of Disability Studies, 8(01), 61–72. https://doi.org/10.21776/ub.ijds.2021.008.01.04
Newton, N., Cambridge, J., & Hunter-Johnson, Y. (2014). Teachers’ perceptions of inclusive education and its implication for adulteducation in the Bahamas. Adult Education Research Conference. https://newprairiepress.org/aerc/2014/papers/56
Priya, A. (2021). Case Study Methodology of Qualitative Research: Key Attributes and Navigating the Conundrums in Its Application. Sociological Bulletin, 70(1), 94–110. https://doi.org/10.1177/0038022920970318
Smith, D. D., & Tyler, N. C. (2011). Effective inclusive education: Equipping education professionals with necessary skills and knowledge. Prospects, 41(3), 323–339. https://doi.org/10.1007/s11125-011-9207-5
Tomlinson, C. . (2014). The Differentiated Classroom. ASCD.
Yin, R. (2018). Case Study Research and Applications. Sage Publication, Inc.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Hanrezi Dhania Hasnin, Rasmitadila, Annisa Mawardini, Nabila Kamaliah, Syahara Putri Kholifah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
1. PROPOSED POLICY FOR JOURNALS THAT OFFER OPEN ACCESS
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
2. PROPOSED POLICY FOR JOURNALS THAT OFFER DELAYED OPEN ACCESS
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication, with the work [SPECIFY PERIOD OF TIME] after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
