DIFFERENTIATED INSTRUCTION STRATEGIES FOR STUDENTS WITH SPECIAL NEEDS

DIFFERENTIATED INSTRUCTION STRATEGIES FOR STUDENTS WITH SPECIAL NEEDS IN INCLUSIVE SCHOOLS: Implementation and Challenges for Teachers by: Dr. Marlina, S. Pd. M. Si. Department of Special Education FIP Universitas Negeri Padang

Why Is Learning Differentiated? 1. Students are different 2. Their learning needs are also different 3. Talents, interests, readiness and learning preferences also different Is it still taught the same way?

What Is Differentiated Learning? A learning approach that accommodates different academic needs by considering student readiness, interests, and student learning styles. content, process, product, and learning environment

Concept of Differentiated Learning? DIFFERENTITED LEARNING 1 Flexible, students learn with peers of different abilities according to their strengths and interests 2 Provide learning assignments according to student interests and learning readiness, but still refer to the learning objectives 3 Learning based on assessment and learning needs 4 Students learn with the same curriculum but use varying success criteria NON DIFFERENTITED LEARNING 1 Labeling students, students are grouped by ability. 2 Assuming students are unable to do assignments and think at high levels 3 Learning is not based on assessment and learning needs 4 Students learn with the same curriculum with the same success criteria 5 Students decide for themselves how to learn 5 Teachers are fully responsible for student learning 6 Structured learning activities 6 Unstructured learning activities

Differences between the traditional class and the differentiated class (1) No Traditional Class 1. Student differences were seen as a problem 2. Assessment is carried out at the end of the lesson to find out who masters the material 3. More highlight intellectual intelligence 4. There is only one definition of excellence 5. Student interest is rarely noticed 6. The student learning profile is rarely considered 7. Learning dominates the whole class Differentiated Class Student differences were addressed as a basis for planning Assessment is carried out continuously, and assessments are carried out to understand how to design learning to be more responsive More to acknowledge the existence of multiple intelligences Excellence is measured by individual growth and development Students are often guided to make study choices based on interests There are many choices of study profiles Uses many learning settings

continued (2) No Traditional Class Differentiated Class 8. Materials and curriculum cover all learning 9. The focus of learning is mastery of the material 10. Single choice mastery is the norm Learning is based on the readiness, interests and learning profiles of students The focus of learning is the use of skills to understand key concepts and principles Use multi-option assignments 11. Time is not flexible 12. Events, ideas that occur in class are Flexible time based on student needs There are varied perspectives on ideas and events that occur in class Students help other students with the teacher to solve problems Students work with teachers to achieve common goals The assessment is carried out in various ways interpreted singly 13. Teachers who solve problems 14. The teacher sets the marking standards 15. for the whole class The assessment is carried out singly

Component Differentiated Learning?

a. Using reading material with various reading level. b. Provides teaching materials in various forms (multimedia). c. Use the vocabulary list to find out the readiness level of students. d. Present ideas through hearing and vision. e. Use small groups to re-teach ideas or skills to students who are experiencing difficulties, as well as expand the thinking or skills of students who have mastered. Differentiated in Content

1. Using tiered activities, students work with the same understanding, but with various levels of support, challenges, and complexity. 2. Provides a center of interest that encourages students to explore themselves. 3. Develop a personal agenda (list of tasks written Differentiated in Process by the teacher) that must be completed during the allotted time. 4. Provide other direct support for students in need. 5. Vary the time available for students to complete assignments.

1. Give students choices on how to express learning needs (such as making puppet shows, writing letters, or making poetry). 2. Use suitable rubrics and broaden the diversity of students' skill levels. 3. Allow students to work alone or in small groups to complete assignments. 4. Encourage students to make their own assignments. Differentiated in Product

1. Ensuring there is a place in the room to work quietly and without distractions, as well as places that provide students collaborating. 2. Providing material that reflects various cultures. Establish clear guidelines for independent work Differentiated that suits students' needs. in Learning 3. Develop activities that allow students to get Environtment help when the teacher is busy with other students. 4. Helping students understand that there are students who need to move to learn, while others prefer to sit quietly.

Content Quality Curriculum Respectful Tasks DL Identification and Assessment of SSN Process Product Learning Environtm ental Readiness Learning Profile Formative Assessment Teachers Make DL Comfortable Learning Environment Adjusted to Student Conditions Interest Through Learning Strategies • Learning Resources • Intellegence preference • Learning contract • Independent study • Small group learning • Expression options • Grafik organizer • And Others

The Problems 1. The implementation of inclusive education (IE) in Indonesia has tended to be mass classical. 2. West Sumatra has also been declared an inclusive province since 2014. In terms of quantity, there are many inclusive schools, but from the quality aspect, there are still many things that need to be improved, especially in the learning process (Rachmawati, et all, 2016). 3. One of the causes of the failure of the student with special needs (SSN) in inclusive schools is their difficulty adjusting the demands of learning (Marlina, et all, 2019).

4. The research findings Marlina, et al (2019) indicate that: (1) curriculum modification is appropriate to the conditions disability of the SSN, (2) needed modification of the learning plan adapted to the SSN' abilities, and (3) DL programs for the SSN are needed that are in accordance with the potential and characteristics of specific needs. 5. The teacher must understand all students in the class, how students learn, and how students make their learning choices. 6. Teachers must make modification to their learning, at least in terms of (1) the content (what is learned), (2) the process (how the material is taught), and (3) the product (how to evaluate learning).

The Research Purposes 1. To investigate the ability of teacher to implement the differentiated learning toward the students with special needs in the content, processes, products, and learning environments; 2. To investigate the challenges encountered by the teacher during the implementation of differentiated learning when teaching students with special needs.

Method q Research Design Mixing methods. Qualitative methods to explore data on teacher needs in implementing DL. The quantitative descriptive method to investigate the skills and challenges in implementing DL for children with SN. q Participants 32 inclusive school teachers from the elementary, junior, and senior high schools levels. Criteria: (1) at least five years of teaching in an inclusive school, (2) willing to be involved in this research as evidenced by filling out a letter of willingness as a research respondent. Participants Demographic Conditions Total 12 Percentage Junior High School 10 31, 25 Total Years of Experience Senior High School Less than 8 years 10 32 7 31, 25 100 21, 87 Total More than 8 years 25 32 78, 13 100 Educational Level Target Group Primary School 37, 50

Method (cont) The 32 participants taught students with special needs in inclusive schools. The recruitment process was carried out with the Disability and Inclusive Education Service Unit Padang and the Special Education Sector for Special Services, West Sumatra Provincial Education Office. q Settings and Data Collection Techniques 1. Compile the DL manual, then validate (http: //repository. unp. ac. id/23547/1/2019%20 Buku%20 Panduan%20 Mo del%20 Pembelajaran%20 Berdiferensiasi%20 di%20 sekolah%20 inklusif. pdf. ) 2. Train participants, with materials (1) basic concepts of DL, (2) basic concepts of SSN, (3) identification of SSN, (4) preparation of assessment instruments to determine learning readiness, interests, and styles learning of SSN, and (5) planning, implementing, and evaluating learning in accordance with the learning preferences of SSN.

Method (cont) q Instruments 1. DL questionnaire (developed from theory Carol Ann Tomlinson & Moon, 2014). 2. Questionnaire challenges faced by teachers in implementing differentiated learning(Coubergs, Struyven, Vanthournout, & Engels, 2017). 3. Interviews with open-ended questions were also conducted with teachers about the challenges faced in implementing differentiated learning. All interviews were recorded and transcribed, then returned to the teacher to check the data obtained.

Result 1. Teacher Ability to Apply Differentiated Learning 1 DIFFERENTIATED IN CONTENT Make learning plans before teaching Using the DL process in lessons planning Establish clear and specific learning objectives Set the time according to the conditions of students in making learning goals Pay attention to individual differences Material tailored to the needs of students Emphasize problem solving in students Pay attention to the abilities and needs of students Motivate students Presenting material according to student abilities

Learning activities according to studenys abilities Provide support to motivate students Special plan for students with special needs Provide special task for students with special needs Completion of study assignments adjusted to the time required by SSN Provides additional support for SSN Completion of assignments is based on the level of student ability Using multiple learning strategies Encourage ssns to participate in class Formed a small team to help SSN 2 DIFFERENTIATED IN PROCESS

3 DIFFERENTIATED IN PRODUCT 1. All students participate actively in group activities 2. Allow students to present learning outcomes verbally 3. Allow students to present learning outcomes nonverbally 4. Allow students to present learning outcomes in writing 5. Allow students to present learning outcomes with performance 6. Provide time for students to display learning outcomes according to the modality 7. Assessing student learning outcomes based on their abilities and skills 8. Provide additional time to assess SSN learning outcomes 9. Assess learning outcomes based on the results of the initial assessment 10. Make various assessment criteria for learning outcomes

1. Dividing students into small groups 2. Make commitments with students in starting and completing assignments 3. Make agreements with students about how to submit their study assignments 4. Train students to tidy up equipment after studying 5. Explain the discipline of learning to students 6. Give SSN extra time 7. Train students responsibly with academic assignments 8. Train students to train their own learning outcomes 9. Monitor student learning progress through progress reports 4 DIFFERENTIATED IN LEARNING ENVIRONTMENTAL

2. Challenges Faced by Teachers in Applying Differentiated Learning 1. Seventy five percent (75%) of teachers have difficulty managing the class. 2. Seventy-two percent (72%) of teachers have difficulty changing the role of a teacher to a facilitator. 3. Seventy five percent (75%) of teachers have difficulty choosing suitable strategies in learning. 4. Seventy-nine percent (79%) of teachers have difficulty in developing differentiated learning strategies. 5. Sixty-three percent (63%) of teachers have difficulty managing classrooms to accommodate all students with special needs. 6. Sixty-three percent (63%) of teachers have difficulty providing technologybased learning media. 7. Ninety-one percent (91%) of teachers need training on how to use differentiated learning strategies.

Discussion q The results of this study indicate that the teacher's ability to apply differentiated learning is still low, both in terms of differentiation in content, processes, products, and the learning environment. It means that training is needed on how to apply DL to inclusive school teachers. q It requires a comprehensive understanding of SSN and how to assess DL which includes student readiness, interests and preferences. q DL implementation will run well if you pay attention to the following principles: (a) a focus on skills in each content area, (b) responsiveness to individual student differences, (c) integration of assessment and instruction, and (d) an ongoing adjustment of content, process, products, and environmental learning to meet individual students’ levels of prior knowledge, critical thinking, and expression styles (Morgan, 2014).

Discussion (cont) q The results of this study also show that teachers face many challenges in implementing DL in inclusive schools. q The challenge is caused by the teacher's lack of understanding of the characteristics and learning needs of SSN. q Another challenge is because differentiated learning is still new in Indonesia. There are no schools that have implemented differentiated learning properly. q The paradigm of thinking that curriculum demands become a necessity for all students to achieve. The teacher still thinks that students must master the same material in the same way and at the same time (Marlina, 2014).

Discussion (cont) q Therefore, comprehensive training is needed to meet the learning needs of SSN and how to apply DL for SSN in inclusive schools. q Inclusive schools must be able to accommodate all the learning needs of SSN, which include 1. Modification of the curriculum according to the conditions of the special needs of students, 2. Modification of learning plans tailored to the abilities of students with special needs, and 3. Learning programs tailored to preferences learn students with special needs