Developing an Individualized Education Program for Slow Learners in an Inclusive Madrasah: A Needs-Based Framework
DOI:
https://doi.org/10.70550/sowel.v1i2.310Keywords:
Inclusive Madrasah, Individualized Education Program, Learning Assessment, Scaffolding, Slow LearnersAbstract
This study examines the learning needs of pupils identified by a madrasah as slow learners and proposes a feasible Individualized Education Program (IEP; Program Pendidikan Individu, PPI) for an inclusive Islamic primary school. A descriptive qualitative analysis draws on the existing record of observation, interviews and school documentation at Madrasah Ibtidaiyah Al-Hidayah, Surabaya, including an initial observation on 17 October 2022. The school reported 11 pupils in its inclusive provision, most described as slow learners. Observed concerns involved letter recognition, reading, writing and processing classroom instructions, while specialist support and learning resources were limited. Quran reading and writing (BTQ) and Islamic holiday activities (PHBI) were operating, but targeted special-needs services and IEP assistance remained planned rather than implemented. Guided by Vygotsky’s zone of proximal development, the proposed framework links baseline and assisted performance, measurable individual goals, graded prompts, teacher–family roles and periodic review. It also specifies a staged feasibility assessment and small-scale pilot. The contribution is an operational, resource-sensitive IEP design; neither learner improvement nor intervention effectiveness is claimed without implementation data.
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