Implementing Indonesia’s Independent Curriculum for Students with Intellectual Disabilities: A Case Study of SLB Giri Wiyata Dharma, Wonogiri
DOI:
https://doi.org/10.64538/pathalogy.v1i2.224Keywords:
Differentiated Instruction; , Inclusive Education; , Independent Curriculum; , Intellectual Disabilities; , Special Education in Indonesia; , Student-Centered Learning;, Teacher Professional Development.Abstract
This study investigates the implementation of the Independent Curriculum (Kurikulum Merdeka) for students with intellectual disabilities at SLB Giri Wiyata Dharma Wonogiri, Indonesia. The research aims to describe the processes of curriculum planning, instructional delivery, and evaluation, while identifying factors that support and hinder implementation. A qualitative descriptive design was adopted, utilizing semi-structured interviews, classroom observations, and document analysis. Findings reveal that implementation followed three stages: planning through diagnostic assessments, differentiated instruction tailored to student characteristics, and formative evaluation aligned with learners’ abilities. Teachers employed strategies such as scaffolding, contextualized learning, and performance-based assessment, enabling students to engage meaningfully with abstract concepts. Supporting factors included teacher competence, principal leadership, and parental collaboration, which together created a conducive environment for inclusive learning. Conversely, challenges arose from the heterogeneity of student abilities, insufficient teacher readiness particularly among educators without specialized training and systemic barriers such as limited resources and inadequate support staff. The study concludes that the Independent Curriculum offers significant potential for promoting inclusivity in special education when accompanied by sustainable teacher development, strong school–parent partnerships, and institutional support. These findings contribute to international discussions on inclusive education by emphasizing the need for context-specific strategies that align curriculum design with the lived realities of students and teachers in special schools
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