TINJAUAN TEORITIS MENGENAI STRATEGI PEMBELAJARAN SISWA TUNAGRAHITA DAN PERAN GURU PENDAMPING KHUSUS DI SEKOLAH INKLUSI

Abstract

Inclusive education demands that all students, including those with intellectual disabilities such as students with mild intellectual disabilities, receive equal access to learning within regular school environments. However, the cognitive and adaptive characteristics of intellectual disabilities students require well-directed instructional strategies. This article aims to theoretically examine various instructional strategies that can be applied to intellectual disabilities students in inclusive schools and analyze their implications for the role of Special Needs Assistant Teachers. The study is based on a review of ten national journal articles published in the last ten years, analyzed using a thematic synthesis approach. The results indicate that individualized strategies, cooperative learning, and behavior modification through positive reinforcement are among the most effective approaches. Additionally, the Individualized Education plays a crucial role in supporting individualized strategies, with Special Needs Assistant Teacher taking an active part in its implementation. Several studies from special schools and technology-based learning contexts are also critically considered as adaptable references. This review is expected to contribute theoretically to the development of inclusive, flexible, and responsive instructional strategies for intellectual disabilities students.