SPECIAL FOUNDATIONS AND EDUCATIONAL SERVICES FOR STUDENTS WITH INTELLECTUAL DISABILITIES IN LEARNING

Abstract

Education is a fundamental right for all citizens, including children with special needs (ABK), as mandated by Article 31 of the 1945 Constitution. However, the implementation of education for students with intellectual disabilities (tunagrahita) requires specific approaches and strategies due to intellectual and adaptive behavioral barriers. This study aims to describe the role of special education teachers in building conceptual and practical foundations, as well as implementing educational services tailored to the characteristics of students with intellectual disabilities. This study highlights the importance of teachers' understanding of special learning principles-including principles of affection, individual services, readiness, demonstration, motivation, group work, skills, and attitude cultivation-as a foundation for designing effective learning programs. The main problem identified is that many teachers and schools have not yet provided appropriate educational services due to a lack of knowledge in recognizing the characteristics and classification of intellectual disabilities (mild, moderate, severe, and profound). Through an analysis of special service needs, this article emphasizes that teachers play a crucial role in designing modified learning strategies, media, and evaluations. The findings indicate that teachers' mastery of competencies in understanding special foundations and the varied needs of students with intellectual disabilities is crucial for the success of students' social and academic adaptation, enabling them to achieve optimal and independent development.