Early reading learning for special needs students: challenges on inclusive primary school during COVID-19 pandemic

https://doi.org/10.21744/lingcure.v5nS1.1489

Authors

  • Dahlia Novarianing Asri Universitas PGRI Madiun, Madiun, Indonesia
  • Bambang Eko Hari Cahyono Universitas PGRI Madiun, Madiun, Indonesia
  • Rischa Pramudia Trisnani Universitas PGRI Madiun, Madiun, Indonesia

Keywords:

COVID-19 pandemic, early reading learning, inclusive primary school, special need students

Abstract

This study is meant to describe the types of disability faced by students in inclusive schools and the challenges faced by teachers as well as students in early reading learning for students with special needs in inclusive primary schools during the COVID-19 pandemic. The research was conducted in 12 inclusive primary schools in Magetan Regency, Indonesia. This research is a descriptive qualitative research in which psychological assessment consisting of intelligence tests CPM, and WISC, documentation, passive observation, and in-depth interviews were used to collect the data. The data were collected from informants, events or activities of student interaction in school, and documents of students’ backgrounds and other related documents. The subjects of this study were 72 special needs students with special needs in 12 inclusive primary schools. The data were then analyzed using an interactive analysis model. The results showed that slow learning is the most common type of disability faced by students with special needs in inclusive elementary schools around Magetan Regency, Indonesia. During the COVID-19 pandemic, early reading learning was conducted through distance learning which encountered many obstacles, such as lack of mobile phone due to the low socioeconomic status of parents.

Downloads

Download data is not yet available.

References

Amrita, G. (2011). How teachers can help slow learners to come out with flying colours. Educational and Schools.Clarity Digital.

Balkist, P. S., & Agustiani, N. (2020, October). Responses of students with special needs to online mathematics leaning during pandemic. In Journal of Physics: Conference Series (Vol. 1657, No. 1, p. 012031). IOP Publishing.

Brown, C. S. (2014). Language and literacy development in the early years: Foundational skills that support emergent readers. Language and Literacy Spectrum, 24, 35-49.

Chan, T., & Yuen, M. (2015). Inclusive Education in an International School: A Case Study from Hong Kong. International Journal of special education, 30(3), 86-97.

Chauhan, S. (2011). Slow learners: their psychology and educational programmes. International journal of multidisciplinary research, 1(8), 279-289.

Clementson, T. (2010). Natural Reading and Writing Skills Engslish Elementary Resource Book. Oxford University Press.

Connor, C. M., Son, S. H., Hindman, A. H., & Morrison, F. J. (2005). Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes. Journal of School Psychology, 43(4), 343-375. https://doi.org/10.1016/j.jsp.2005.06.001

Danchikov, E. A., Prodanova, N. A., Kovalenko, Y. N., & Bondarenko, T. G. (2021). Using different approaches to organizing distance learning during the COVID-19 pandemic: opportunities and disadvantages. Linguistics and Culture Review, 5(S1), 587-595. https://doi.org/10.37028/lingcure.v5nS1.1444

Dapudong, R. C. (2014). Teachers’ knowledge and attitude towards inclusive education: Basis for an enhanced professional development program. International Journal of Learning & Development, 4(4), 1-24.

Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22.

Dibia, N. G., & Ajoku, M. U. (2018). TEACHERS’ROLE IN IDENTIFICATION AND SUPPORT FOR SLOW LEARNERS AT THE LOWER BASIC EDUCATION LEVELS: IMPLICATIONS FOR COUNSELLING. European Journal of Education Studies.

Elihami, E. (2021). Bibliometric analysis of islamic education learning loss in the COVID-19 pandemic. Linguistics and Culture Review, 5(S1), 851-859. https://doi.org/10.37028/lingcure.v5nS1.1469

Emam, M. M., & Mohamed, A. H. H. (2011). Preschool and primary school teachers’ attitudes towards inclusive education in Egypt: The role of experience and self-efficacy. Procedia-Social and Behavioral Sciences, 29, 976-985. https://doi.org/10.1016/j.sbspro.2011.11.331

Fahrurrozi, F. (2016). PEMBELAJARAN MEMBACA PERMULAAN DI SEKOLAH DASAR. Jurnal Ilmiah PGSD, 10(2), 111-118.

Fawcett, A. J. (2003). The international adult literacy survey in Britain: Impact on policy and practice. Dyslexia, 9(2), 99-121.

Galevska, N. A., & Pesic, M. I. (2018). Assessing children with special educational needs in the inclusive classrooms. Ss. Cyril and Methodius University.

Hornby, G. (2015). Inclusive special education: development of a new theory for the education of children with special educational needs and disabilities. British Journal of Special Education, 42(3), 234-256.

Kim, S. W., & Su, K. P. (2020). Using psychoneuroimmunity against COVID-19. Brain, behavior, and immunity, 87, 4-5. https://doi.org/10.1016/j.bbi.2020.03.025

Kucukera, S., & Cifci Tekinarslan, I. (2015). Comparison of the Self-Concepts, Social Skills, Problem Behaviors, and Loneliness Levels of Students with Special Needs in Inclusive Classrooms. Educational Sciences: Theory and Practice, 15(6), 1559-1573.

Laurencin, C. T., & Walker, J. M. (2020). A Pandemic on a Pandemic: Racism and COVID-19 in Blacks. Cell systems, 11(1), 9-10. https://doi.org/10.1016/j.cels.2020.07.002

Lenhard, W., & Lenhard, A. (2013). Learning difficulties. Learning Disabilities, 25, 33-45.

Lyon, G. R. (2002). Reading development, reading difficulties, and reading instruction educational and public health issues. Journal of School Psychology, 1(40), 3-6.

Magnifico, A. M., Woodard, R., & McCarthey, S. (2019). Teachers as co-authors of student writing: How teachers’ initiating texts influence response and revision in an online space. Computers and Composition, 52, 107-131.

Malik, N. I., Rehman, G., & Hanif, R. (2012). Effect of academic interventions on the developmental skills of slow learners. Pakistan Journal of Psychological Research, 135-151.

McGeown, S. P., Johnston, R. S., & Medford, E. (2012). Reading instruction affects the cognitive skills supporting early reading development. Learning and Individual Differences, 22(3), 360-364. https://doi.org/10.1016/j.lindif.2012.01.012

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. sage.

Muhammad, S., Long, X., & Salman, M. (2020). COVID-19 pandemic and environmental pollution: A blessing in disguise?. Science of the total environment, 728, 138820. https://doi.org/10.1016/j.scitotenv.2020.138820

Mwoma, T. (2017). Children's reading ability in early primary schooling: Challenges for a Kenyan rural community. Issues in Educational Research, 27(2), 347-364.

National Reading Panel (US), National Institute of Child Health, Human Development (US), National Reading Excellence Initiative, National Institute for Literacy (US), United States. Public Health Service, & United States Department of Health. (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development, National Institutes of Health.

Niklas, F., Cohrssen, C., & Tayler, C. (2016). The sooner, the better: Early reading to children. Sage Open, 6(4), 2158244016672715.

Panel, N. E. L. (2008). Developing early literacy: Report of the national early literacy panel. National Institute for Literacy, Washington, DC.

Ramlakshmi, T. B. (2013). Slow learners: role of teachers in developing the language skills. Shanlax International Journal of English, 2(1), 21-28.

Rosada, D., & Rosada, U. (2016). Diagnosis Of Learningdifficulties And Guidance Learningservices To Slow Learner Student. Journalof Guidance and Counselin, 2442-7802.

Rozek, M., & Stobäus, C. D. (2016). Teachers dealing with learning difficulties during the process of schooling. Creative Education.

Ruijs, N. M., & Peetsma, T. T. (2009). Effects of inclusion on students with and without special educational needs reviewed. Educational Research Review, 4(2), 67-79. https://doi.org/10.1016/j.edurev.2009.02.002

Sandelowski, M. (2000). Whatever happened to qualitative description?. Research in nursing & health, 23(4), 334-340.

Seguin, J. A. (2011). Inclusive Education: International Policy and Practice. Journal of Educational Administration.

Shapiro, L. R., Carroll, J. M., & Solity, J. E. (2013). Separating the influences of prereading skills on early word and nonword reading. Journal of experimental child psychology, 116(2), 278-295.

Szumski, G., Smogorzewska, J., & Karwowski, M. (2017). Academic achievement of students without special educational needs in inclusive classrooms: A meta-analysis. Educational research review, 21, 33-54. https://doi.org/10.1016/j.edurev.2017.02.004

Terpstra, J. E., & Tamura, R. (2008). Effective social interaction strategies for inclusive settings. Early Childhood Education Journal, 35(5), 405-411.

Thomas, G., & Whitten, J. (2012). Learning support for students with learning difficulties in India and Australia: Similarities and differences. International Education Journal: Comparative Perspectives, 11(1), 3-21.

Unianu, E. M. (2012). Teachers’ attitudes towards inclusive education. Procedia-Social and Behavioral Sciences, 33, 900-904. https://doi.org/10.1016/j.sbspro.2012.01.252

Vaishya, R., Javaid, M., Khan, I. H., & Haleem, A. (2020). Artificial Intelligence (AI) applications for COVID-19 pandemic. Diabetes & Metabolic Syndrome: Clinical Research & Reviews, 14(4), 337-339. https://doi.org/10.1016/j.dsx.2020.04.012

Vasudevan, A. (2017). Slow learners-causes, problems and educational programmes. International Journal of Applied Research, 3(12), 308-313.

Yazcayir, G., & Gurgur, H. (2021). Students with Special Needs in Digital Classrooms during the COVID-19 Pandemic in Turkey. Pedagogical Research, 6(1).

Zakaria, N. A., & Tahar, M. M. (2017). The effects of inclusive education on the self-concept of students with special educational needs. Journal of ICSAR, 1(1), 25-31.

Published

2021-09-27

How to Cite

Asri, D. N., Cahyono, B. E. H., & Trisnani, R. P. (2021). Early reading learning for special needs students: challenges on inclusive primary school during COVID-19 pandemic. Linguistics and Culture Review, 5(S1), 1062-1074. https://doi.org/10.21744/lingcure.v5nS1.1489

Issue

Section

Research Articles