Reading learning for children with Down syndrome
Abstract
This study aimed to describe the effective reading learning process for children with Down syndrome. The method used is a descriptive qualitative study with a case study approach in one of the inclusive schools in Jakarta. Data were collected through observation, interviews with accompanying teachers, and documentation of children's learning outcomes. The results of the study indicate that a multisensory approach, the use of attractive visual media, and consistent repetition greatly help children with Down syndrome in understanding and recognizing letters and simple words. The implication of this study is the importance of the role of teachers and families in creating a supportive and adaptive learning environment for children's needs. Individualized learning and based on children's strengths have proven to be more effective in improving their early literacy skills.
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References
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DOI: https://doi.org/10.17509/jassi.v24i2.83266
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