Identification and Assessment of Learning Readiness of Children with Special Needs

Abstract

The success of children with special educational needs in learning is influenced by the ability and suitability of the learning program designed for them. Schools that accept children with special needs are expected to have identification and assessment results to inform their learning preparation. PAUD Mustika is one such early childhood school. However, the school still experiences obstacles in preparing the program because the identification and assessment results are incomplete and do not support the learning process. The community service activity aims to assess the learning readiness of children with special needs at PAUD Mustika. The implementation method consists of planning, implementation, and evaluation. The identification and assessment process was carried out for 10 children with special educational needs, involving parents and school teachers. The results of the community service activity were 10 learning readiness identification and assessment reports containing identification of children's special needs, assessments of developmental aspects, and learning recommendations based on the findings of the identification and assessment. These reports were submitted to the school to inform the design of a learning program that aligns with the students' characteristics and learning needs. Four teachers completed the questionnaire, achieving an average score of 83.125. This activity has a positive impact in the form of providing learning readiness assessments for students with special needs, which can be used as a reference in the classroom learning process and provide insight into the assessment process for teachers and parents.