Differentiated Learning Assessment Model to Improve Involvement of Special Needs Students in Inclusive Schools

Abstract

Inclusive education is the right of all students without exception. One of the learning strategies for the philosophy of inclusive education is differentiated learning. This study aims to develop differentiated learning assessment tools and carry them to the test in the field. The current study uses the Research & Development method, using the ADDIE approach model. Observation, documentation, the Likert scale, and questionnaires carried out data collection. The participants were 42 teachers and 17 experts for validated differentiated learning assessment tools. Then, the differentiated learning assessment tools were carried out to test in the field, 85 students with special needs from four inclusive schools in West Sumatra, Indonesia. Qualitative analysis was used to develop assessment instruments, while quantitative analysis was used to test instrument validation and measure students' level of involvement with special needs. The results showed that the differentiated learning assessment instrument consisted of four aspects, namely: (1) content, (2) process, (3) product, and (4) learning environment. The validity and reliability of learning assessment instruments are distinguished as being suitable for use with a high level of reliability. Teachers in inclusive schools can assess the readiness, interest, and learning profile of students with special needs. There was an increase in teacher skills in differentiated learning and the involvement of students with special needs in learning.