The needs to develop the appropriate Individualized Education Program for students with Borderline Intellectual Functioning in inclusive schools

Kartika, Aniva (2015) The needs to develop the appropriate Individualized Education Program for students with Borderline Intellectual Functioning in inclusive schools. In: 2nd International Conference on Psychology in Health, Educational, Social and Organizational Settings, November 5-7, 2015, Zheijiang University, Hangzhou, China. (Unpublished)

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Students with Borderline Intellectual Functioning (BIF) who studied at inclusive schools were susceptible to having low academic performance. Their learning objectives were likely to be defined based on the regular curriculum, regardless of the conditions and needs of individual students. Even if there were any adjustments, teacher usually lowered the difficulty levels of the learning materials and the exams. Fulfilling individual learning needs of these students can be done through the Individualized Education Program (IEP). Previous studies have indicated that only several inclusive schools developed IEPs for students with BIF. Instead of having IEP, most of students with BIF were likely to follow lesson plans from regular curriculum with a lower level of competence. Whereas at schools that have devised IEP, the instruction were not in accordance with the IEP that have been prepared. The purpose of this study was to describe the teachers’ perspectives of the needs of IEP for students with borderline intellectual functioning in inclusive school. A qualitative study with in-depth interview was conducted with special needs teachers, special needs coordinators and headmaster as the participants. The interview data was analysed using thematic analysis. The results revealed that there were obstacles in the implementation of IEP, namely: the teachers perceived that they lacked the ability to develop IEP (both in the identification/assessment, planning, implementing, and evaluation phases). Actually, there were some manuals / guidance to create IEPs. Teachers viewed that the IEP manual did not meet the teachers’ needs in conducting the instruction for special needs students. The expected IEP manual should contain practical strategies to overcome the constraints and were equipped to accommodate the weaknesses of previous manual. The need for revisions of the IEP form, the flowchart of IEP procedure, and the division of responsibilities of teaching, were stated as well. Through an appropriate revision of IEP, lesson plan which considers the present level of performance of students would be obtained. Thus, teachers could conduct the instruction according to the needs of students appropriately.

Item Type: Conference or Workshop Item (Paper)
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
Divisions: Faculty of Psychology > Department of Psychology
Depositing User: Aniva Kartika 197026
Date Deposited: 10 Apr 2023 05:59
Last Modified: 10 Apr 2023 05:59

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