ADAPTIVE LEARNING IMPLEMENTATION FOR SLOW LEARNERS IN AN INCLUSIVE ELEMENTARY SCHOOL: A PEDAGOGICAL CASE STUDY AT SD NEGERI SERANG 21

Abstract

^{Providing inclusive education often presents technical hurdles in regular schools lacking official inclusive status. This research evaluates the curriculum framework, instructional delivery, and the use of general and specialized pedagogical strategies for a student with mild intellectual disabilities (slow learner) at SD Negeri Serang 21. We applied a qualitative case study design. Researchers gathered data using non-participant observation, semi-structured interviews with the classroom teacher, and a review of student assessment records. Findings indicate the school operates without an Individualized Education Program (IEP). It relies on the standard 2013 Curriculum, limiting adjustments strictly to how teachers present materials and simplify tests. The teacher adapts instruction by placing the student in a strategic seat, repeating content, and using personalized communication to reduce cognitive and social-emotional challenges. The teacher clearly attempts to accommodate the student effectively. However, lacking a Special Education Teacher and a tailored curriculum limits the child's cognitive development. We suggest structural changes, specifically providing regular teachers with specialized pedagogical training and formally adopting IEPs.}