Curriculum Accommodations for Students with Intellectual Disabilities in Madrasah Ibtidaiyah

Abstract

Intellectual disability is characterized by significant limitations in intellectual functioning and adaptive behavior. Children with intellectual disabilities are entitled to educational services, whether in special schools (SLB) or in inclusive schools and madrasahs. This study aims to describe curriculum accommodations for students with intellectual disabilities in Madrasah Ibtidaiyah. Curriculum accommodations in this context refer to the process of adjusting graduate competency standards, content standards, process standards, and assessment standards. This research employed a qualitative approach using a case study design. The findings indicate that the madrasah implements curriculum accommodations at three different levels: (1) fully applying the 2013 Curriculum, (2) applying the 2013 Curriculum with modified learning indicators, and (3) using an adaptive curriculum. These three levels are also reflected in the content standards, process standards, and assessment standards. It can therefore be concluded that curriculum accommodations for students with intellectual disabilities in Madrasah Ibtidaiyah are developed based on the abilities, needs, and conditions of each child.