Pedagogical Contents

The lesson begins with learners leading the prayer and checking attendance, fostering a sense of responsibility and inclusion. To engage the class, preliminary questions such as “Did you have your breakfast?” and “What did you eat?” encourage interaction. The teacher introduces the learning objectives, focusing on understanding, using, and expressing appropriate verbal greetings. During the main discussion, learners explore greetings through self-teaching methods, where they identify and practice various formal and informal expressions like "Hello" and "Good morning" in real-life contexts. They engage in a Bahasa Indonesia-English discussion and participate in a fun, game-based activity using a tactile object to practice greetings in different scenarios, promoting active engagement and variety. The session progresses to introductions, where learners practice phrases like “My name is…” and “I am from…,” enriching their conversational skills through peer discussions. For the final demonstration, learners listen to farm animal sounds, identify them, and match tactile cards or Braille labels to the sounds, integrating auditory and tactile learning. They then reflect on situational conversations, complete prepared worksheets, and receive constructive feedback. The lesson concludes with learners reflecting on their progress, the teacher addressing questions, giving appreciation, and ending the session with a closing prayer and goodbyes, ensuring a holistic and inclusive learning experience.

At SLB Negeri Surakarta, learning materials are thoughtfully designed to cater to the diverse needs of students with disabilities, combining traditional approaches with innovative technologies. Teachers integrate tactile tools like Braille books, embossed maps, and flashcards alongside digital resources, such as screen readers, audio lessons, and interactive apps, to enhance accessibility and engagement.

The learning material I use reflects this inclusive approach, blending technology and traditional methods to ensure all students can participate fully. For example, while traditional materials foster tactile and kinesthetic learning like the picture shown, I had it braille and embossed, manually,and another group photo of a farm animal in a larger size to accomodate the needs of my students with low vision; technological innovations like customized educational games support auditory and visual engagement, creating a holistic and inclusive learning environment that meets the unique needs of each student.

SLB Negeri Surakarta employs a range of inclusive learning resources and technologies to support its students' diverse needs. The school integrates traditional materials such as books, flashcards, and manipulatives alongside modern innovations like audio-visual aids, interactive apps, and online platforms to enhance learning experiences. Assistive devices, including Braille books, tactile teaching tools, and screen readers, ensure accessibility for learners with disabilities. Technology plays a significant role, with tools like speech-to-text software, magnifiers, and digital learning resources enabling students to engage more independently and effectively. This thoughtful combination of traditional and technological sources fosters an inclusive environment where all students can thrive academically and socially.