Teachers’ Strategies for Supporting Slow Learners in Inclusive Elementary Schools

Abstract

This study highlights the importance of appropriate instructional strategies for supporting slow learners in inclusive elementary school settings. The study aimed to analyze teachers’ strategies in assisting slow learners during classroom instruction in inclusive elementary schools. This study employed a qualitative descriptive approach conducted at an inclusive elementary school in Cilegon, Indonesia. Data were collected through classroom observations, semi-structured interviews with teachers, and document analysis involving students with slow learning characteristics in grades 3 and 5. The collected data were analyzed using data reduction, data display, and conclusion drawing techniques to identify instructional challenges and support strategies implemented by teachers. The findings revealed that slow learners experienced difficulties in academic comprehension, emotional regulation, and social interaction during classroom learning. Teachers addressed these challenges by modifying instructional materials, simplifying learning tasks, providing individualized guidance, and collaborating with accompanying teachers to improve students’ engagement and concentration. In addition, teachers implemented supportive learning environments and adaptive instructional approaches to accommodate students’ diverse learning needs. In conclusion, effective instructional support for slow learners requires adaptive teaching strategies, emotional support, and individualized learning assistance in inclusive classrooms. The findings imply that elementary school teachers need adequate pedagogical competence and inclusive teaching preparation to optimize learning outcomes for slow learners.