Many special-needs children, including students with learning disabilities, are enrolled in public schools. The current state of education is transitioning from online to face-to-face learning due to the improving situation after the COVID-19 pandemic. Hybrid learning is one of the alternative methods applied during the transition period. Therefore, this study aims to explore the experiences of teachers in implementing hybrid learning in students with disabilities in Indonesia using a qualitative description. Data was collected through interviews with one class teacher, two students with learning disabilities and their parents, and one school principal. Furthermore, observations were made on the learning process involving students with learning disabilities, with the data analysis technique referring to the theory of Sandelowski. The results indicated that there are four important aspects conducted by teachers supporting the success of hybrid learning for students with learning disabilities in inclusive classes; namely (1) the use of clear instructions, (2) reducing anxiety in online spaces, (3) special assistance, and (4) the use of adaptive learning media. This study has implications for the importance of teachers applying these four aspects to implement hybrid learning.
hybrid learning, learning disabilities, inclusive schools, qualitative description, primary school
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Recommended APA Citation
Rachmawati, N., Supena, A., Yufiarti, Y., Yarmi, G., & Casmana, A. R. (2022). Analysis of Hybrid Learning for Students with Learning Disabilities in Primary Schools Providing Inclusive Education. The Qualitative Report, 27(10), 2185-2201. https://doi.org/10.46743/2160-3715/2022.5432
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