Analisis Perkembangan Bahasa untuk Anak Tunagrahita / Slow Learner

Abstract

This study aimed to analyze the language development of children with intellectual disabilities/slow learners in the context of inclusive learning in Class III A at SDN Pondok Bahar 3, Tangerang City, against the backdrop of limitations in intellectual functioning, memory, and adaptation that affect both receptive and expressive language abilities. The research employed a descriptive qualitative approach with data collected through observation and documentation, involving four children with intellectual disabilities/slow learners and the Class III A teacher as research subjects. The findings show that the children’s language development falls into a moderate impairment category, particularly in understanding instructions, retaining information, reading simple words, and interpreting learning symbols. The children were able to follow routine instructions but required two to three repetitions and visual supports to clarify understanding. Their reading abilities were uneven and largely characterized by basic literacy skills that had not developed consistently, with receptive language being stronger than expressive language, while social interaction remained relatively stable in play situations. These results underscore the importance of applying learning strategies based on repetition, the use of concrete visual media, individualized assessment, and systematic vocabulary stimulation so that the language development of children with intellectual disabilities/slow learners can be optimized within inclusive educational settings.