Adaptive and Joyful Individualized Learning Assistance for Students with Disabilities at SLB Negeri KTM Morowali

Pendampingan Belajar Individual Adaptif dan Menyenangkan bagi Siswa Disabilitas di SLB Negeri KTM Morowali

Abstract

often fails to accommodate each child. This community engagement activity arranged needs-based individualized learning assistance through an adaptive and joyful approach at SLB Negeri KTM Morowali, Central Sulawesi. Five primary-to-upper-secondary students were documented in the Special Education field study of Universitas Bina Mandiri Gorontalo. Parents gave written consent and were present when the identification sheet was completed on Tuesday, 4 August 2026. A 46-item developmental assessment that day, and an individualized program dated August 2026 without a day name, exist for one student only. Each session was planned for 30-40 minutes over 12 weeks. That period is a plan: attendance, weekly frequency, and the number of sessions delivered are not on file, so the actual implementation period is unknown, and the plan is not reported as completed. The other four students have identification sheets only, not a full individualized program and not the 46-item assessment. Suspected barriers differed and are reported as screening results, not clinical diagnoses. For the one student assessed on all 46 items, 15 items (32.6%) were performed independently, 20 (43.5%) with guidance, and 11 (23.9%) were not yet performed. The weighted index was 96/138 (69.6%). A score of 1 on every item already yields 33.3%, so this index is not a zero-based mastery percentage and is separate from the 80% target on selected objectives. Weekly outcome columns were unfilled, so the report concerns local feasibility rather than demonstrated effectiveness.