A conceptual framework for teaching special needs students in elementary school

Abstract

The absence of counseling teachers and lack of understanding on special needs student are seen aspotential problem in guiding the behavior of students with special needs. The purpose of this research to use the framework of  Individualized Educational Program (IEP) for Special Needs Students in elementary school. One grade 4 students with special needs is selected. This study is qualitative in nature using both interviews and observations. The findings revealed that the respondent who experienced delays in reading and writing was able to progress. Previously, he was less able to control the behavior and not creative,leading to getting lower school grades. After the intervention of individual learning programs with webbed curricula and synectics, he experienced an increase in the ability to write, read, and understand the social environment well. This is shown by the increasing boldness in socializing with peers and the increasing creativity of respondents in the learning process. In this hope that this framework can be used extensively among special needs students who experience Dyslexia, Dysgraphia, Dyscalculia and Slow Learner.