LANDASAN FILOSOFIS PEMBELAJARAN BERDIFERENSIASI: (STUDI KASUS PADA ANAK AUTIS DI SLB NEGERI GARUT BAG. B)
A Case Study on Autistic Children at SLB Negeri Garut, Section B
Abstract
This study aims to identify the philosophical foundations underpinning the implementation of differentiated learning for children with autism at SLB Negeri Garut Bagian B. Differentiated learning is considered crucial in addressing the needs, interests, and abilities of students with special needs, such as autism. This research adopts a qualitative approach using a case study method, gathering data through classroom observations, interviews with teachers and parents, as well as document analysis related to the curriculum and learning strategies implemented at the school. The findings reveal that the philosophical foundations of differentiated learning at SLB Negeri Garut are based on three main principles: constructivism, pragmatism, and pedagogical ethics that value students' cognitive and socio-emotional diversity. The implementation of this strategy has shown positive impacts on increasing student engagement, mastering academic skills, and enhancing their socio-emotional development. The learning process focuses on respecting individual diversity, adapting teaching methods, and fostering students' holistic potential. Curriculum adjustments and the use of multisensory approaches have proven effective in improving the engagement and capabilities of students with autism. However, challenges persist in the provision of resources, teacher training, and consistent policy support. This study is expected to contribute to the development of inclusive education policies in Indonesia.
Keywords: differentiated instruction, philosophical foundation, inclusive education, autistic children
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