Communication, Pedagogy, and Support Systems for Children with Special Needs: A Case Study

Abstract

This study investigates the dynamics of communication and educational strategies for children with special needs at SMPIT Nidaul Hikmah, focusing on three key dimensions: (1) inter-stakeholder communication between the school, parents, and teachers; (2) pedagogical strategies employed in Islamic Religious Education (IRE) and character development; and (3) factors influencing the learning process. Employing a qualitative research design, data were collected through semi-structured interviews, direct observation, and document analysis. Participants included the school principal, IRE teachers, special education support staff, parents, peers, and students with special needs. Supplementary data were gathered from relevant institutional documentation. Findings reveal that school-parent communication is primarily facilitated through the Parent-Teacher Association (PTA) program and individual consultations, while teacher collaboration is fostered through collaborative lesson planning. Despite these efforts, social integration between students with special needs and their typically developing peers remains limited. IRE instructional strategies are adapted to individual student needs, such as utilizing a standard curriculum with in-class support for students with visual impairments and a modified curriculum within a designated learning space for students with dyslexia. Key enabling factors identified include robust school-parent partnerships, support from the educational foundation and local education authority, and the dedicated involvement of special education support personnel. Conversely, challenges include inadequate parental understanding of special needs, a shortage of specialist teachers, the heterogeneous nature of student needs, and insufficient facilities and resources. These findings underscore the imperative for enhanced support systems and resource allocation to optimize educational outcomes for students with special needs.