Needs Analysis of Adaptive Teaching Strategies In Primary Schools to Support Inclusive Education in Langsa
DOI:
https://doi.org/10.51278/aj.v8i4.3020Keywords:
Adaptive Teaching, Differentiated Instruction, Inclusive Education, Needs Analysis, Primary EducationAbstract
Inclusive primary education requires teaching that responds to diverse learning needs. This study mapped priorities for adaptive teaching across seven purposively selected primary schools in five subdistricts of Langsa, Indonesia. Seven principals provided one school-level response each, informed by teachers, using a four-point rating instrument covering ten indicators in human resources and instructional practices. Available field notes provided contextual information. Indicator scores were summed and expressed as percentages of their theoretical maxima. The lowest attainment was recorded for variety of instructional media (32.14%), planning based on students’ needs (35.71%), and variety of teaching methods (39.29%). Differentiated instruction and task adaptation each attained 42.86%, while identification of learning barriers and flexible formative assessment each attained 50.00%. The findings identify priorities for planning, accessible resources, and instructional flexibility. As the instrument received only a general expert review and no formal psychometric testing, the findings should be interpreted as descriptive school-level assessments rather than direct measures of teaching effectiveness.
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