Model of instructional strategy based on the brain's natural learning system in inclusive classrooms: special teacher perceptions

Abstract

The problems faced by a special teacher (ST) in achieving the success of learning for students
with special needs (SNS) is the difficulty of finding effective instruction that can meet the needs of
SNS with typical characteristics. The purpose of this study is to explore ST's perceptions of the
instructional strategy model based on the brain's natural learning system in inclusive classroom
of primary school. The study involved seven of STs’ primary school which came from several
inclusive primary schools in several cities in Indonesia. Data were collected by classroom
observation and open interviews in inclusive classrooms using instructional strategy model
based on the brain's natural learning system. Data were analyzed using qualitative data
analysis. The research produced five main themes consisting of student learning motivation,
student learning experience, student social skills, students' talents and interests, and ST
competencies. In the end, this research has contributed that ST can develop competencies that
can be used in assisting SNS in instruction, and directly the benefits can be felt by SNS both
academically and non-academically. Instructional strategy model based on the brain's natural
learning system can be used as a model in managing inclusive classrooms by ST, together with
general teachers (GT), to be more effective.