Strategi Pembelajaran Inklusi untuk Anak dengan Speech Delay melalui Pendekatan Visual dan Taktil
DOI:
https://doi.org/10.36312/gv446r83Keywords:
Pembelajaran Inklusif, Keterlambatan Bicara, Pendekatan Visual, Pendekatan TaktilAbstract
Anak dengan keterlambatan bicara di kelas inklusif sering menghadapi kesulitan dalam memahami instruksi verbal dan mengekspresikan diri, yang dapat menghambat perkembangan akademik dan sosial mereka. Penelitian ini bertujuan untuk mendeskripsikan implementasi dan efektivitas strategi pembelajaran berbasis pendekatan visual dan taktil bagi anak dengan keterlambatan bicara. Pendekatan ini dirancang untuk memanfaatkan gaya belajar visual-kinestetik yang dominan pada anak-anak tersebut, yang masih jarang dieksplorasi dalam pendidikan inklusif di Indonesia. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus, yang dilakukan di TK Permata Bangsa, Mataram. Data dikumpulkan melalui triangulasi observasi, wawancara mendalam dengan guru, dan analisis dokumen. Hasil penelitian menunjukkan bahwa kombinasi pendekatan visual dan taktil secara signifikan meningkatkan pemahaman bahasa, kosakata, dan komunikasi anak. Pendekatan taktil juga mendukung perkembangan psikomotor dan pemrosesan sensorik yang esensial untuk kemampuan bicara. Keberhasilan ini dipengaruhi oleh lingkungan belajar yang fleksibel dan guru yang responsif. Secara keseluruhan, strategi pembelajaran visual-taktil yang berpusat pada anak terbukti efektif dalam mendukung perkembangan anak dengan keterlambatan bicara dalam konteks pendidikan inklusif.
Inclusive Learning Strategies for Children with Speech Delay through Visual and Tactile Approaches
Abstract
Children with speech delay in inclusive classrooms often face difficulties in understanding verbal instructions and expressing themselves, which can hinder their academic and social development. This study aims to describe the implementation and effectiveness of a visual and tactile-based learning strategy for children with speech delays. This approach is designed to leverage the dominant visual-kinesthetic learning styles of these children, which has been rarely explored in inclusive education in Indonesia. The study employs a qualitative approach with a case study design, conducted at Permata Bangsa Kindergarten, Mataram. Data were collected through triangulation of observation, in-depth interviews with teachers, and document analysis. The results show that the combination of visual and tactile approaches significantly improves language comprehension, vocabulary, and communication skills in children. The tactile approach also supports psychomotor development and sensory processing, which are essential for speech development. This success is influenced by a flexible learning environment and responsive teachers. Overall, the child-centered visual-tactile learning strategy proves effective in supporting the development of children with speech delay in the context of inclusive education.
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