Specific Learning Difficulties and Their Assessment Models: A Study from Inclusive Elementary Schools

摘要

This study aims to identify specific learning difficulties and assessment models appropriate for inclusive elementary school (ES) students in Sleman Regency, Yogyakarta, Indonesia. Data were collected through observation, tests, interviews, and surveys, and analyzed by qualitative and quantitative descriptive statistics. The results show that 85 (18.27%) of 465 participants have certain learning difficulties, namely dysgraphia (22.10%), dyslexia (19.55%), and dyscalculia (30.60%). It suggests that for assessing the difficulties, assessment guidelines for formal and informal assessment should be appropriately developed by considering their learning needs.