Early Identification of Students with Functional Learning Difficulties in Elementary Schools

Aswasulasikin, Aswasulasikin and Muhammad Husni, Husni and Abdul Aziz, Aziz and Yul Alfiian Hadi, Hadi Early Identification of Students with Functional Learning Difficulties in Elementary Schools. 1st International Conference on Innovation in Elementary Education (2023). (In Press)

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Abstract

This study intends to identify elementary school students who have special needs or who are having learning functional issues. Identification is a follow-up procedure used to categorize students in accordance with their abilities and needs so that they can receive the right care and services. PATH (problem-Analysis-Test (Model) - Help) is the research methodology employed in this study. 2822 students and 120 classroom teachers from 30 target schools participated in the study. Interviews, focus groups, and questionnaires are all employed in the data collection process. According to the study's findings, 640 out of the 2822 students who took part in it had functional learning impairments. 12 (2%) students had visual impairments, four (1%) had hearing impairments, 23 (4%) had gross motoric impairments, 34 (5%) had fine motoric impairments, and 86 (6%) had speech impediments. 166 (26%) students had cognitive barriers, 167seven (26%) had speech impediments, 171 (18%) students had attention issues, and 12 (2%) students had emotional barriers. Furthermore, dealing with students who have functional learning impairments presents a challenge for teachers. Keywords: Identification, Learning Functional impairments, Elementary School

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