AN ANALYSIS OF ORTHODIDACTIC-BASED LEARNING ON THE ADAPTATION OF CHILDREN WITH MOTOR IMPAIRMENTS IN ACADEMIC AND NON-ACADEMIC ACTIVITIES

Abstract

This study aimed to analyze the application of the orthodidactic approach in supporting the adaptation of children with motor impairments in academic and non-academic activities in inclusive elementary school settings. Children with motor impairments face obstacles not only in cognitive learning but also in socializing and participating in the school’s physical activities. The orthodidactic approach, which emphasizes children’s freedom to choose and construct their own learning process, is considered to have the potential to improve adaptive ability across the various activity contexts at school. This study used a descriptive qualitative method, with five students with motor impairments and two accompanying teachers at Inclusive Elementary School X in Pekanbaru City as participants. Data were collected through direct observation of students’ learning processes in the classroom and in outdoor activities, in-depth interviews with teachers and students, and documentation of learning activities. The data were analyzed using a thematic approach to identify patterns in students’ adaptation to a flexible learning environment. The results showed that the orthodidactic approach had a positive impact on students’ adaptation process in both academic aspects, such as reading, writing, and arithmetic, and non-academic aspects, such as group work, art activities, and light sports. The children became more confident, participated more actively, and were able to adjust to classroom dynamics. This adaptation was achieved because of learning that took the children’s pace into account, the use of adapted learning aids, and two-way communication strategies developed by the teachers. The obstacles that emerged included limited time for individualizing instruction and a lack of teacher training in orthodidactics. Nevertheless, the approach succeeded in improving the overall quality of the children’s learning experience.