Putri is a student with emotional difficulties that affect her learning. However, thanks to responsive teaching approaches, her teachers have created an inclusive learning environment that allows her to overcome difficulties and showcase her potential.
East Lombok, November 2024 – It was a quiet morning in Class 3 Madrasah Ibtidaiyah at East Lombok. The only sounds were the soft whispers of students working on their assignments. The class consisted of 14 students seated in a U-shape. Most sat in pairs or small groups—except for Putri, a girl who chose to sit alone.
“Putri asked to sit by herself, and I let her so she could feel comfortable,” explained Mrs. Ratna Dewi, the Class 3 teacher and homeroom mentor. This decision reflects the school’s inclusive approach, ensuring every student, including Putri, can thrive at their own pace.
Since Grade 1, Putri’s behaviour had drawn her teachers’ attention. She would easily become emotional, often have tantrums, or refuse to participate in class activities. Outside the classroom, she would sometimes walk out without permission. Her teachers decided to give her space, provided she stayed within the school grounds. “We let her be, and she would usually return to class once she calmed down,” Mrs. Dewi recounted.
In Grade 2, another challenge emerged: Putri struggled with fine motor skills. Her fingers were stiff, and she held her pencil with a full grip, making writing difficult. Mrs Miswanun Uyun, her homeroom teacher at the time, devised a creative method to help. She asked Putri to crumple scraps of paper every day as a simple exercise to strengthen her fingers. Over time, this practice helped Putri hold her pencil properly and write with more ease.
Collaborative Support from Teachers
The teachers at MI NWDI 04 Pancor worked closely together to support Putri’s progress. Regular discussions and a responsive approach in the classroom helped create a supportive culture. With ongoing attention and guidance, Putri began to show improvement.
“Now, if she struggles with a lesson, she doesn’t cry, get angry, or leave the room. She simply lays her head on the desk,” shared Mrs Dewi. When this happens, Mrs Dewi immediately approaches her. “I want Putri to feel seen and know she’s not alone in her learning journey,” she said.
The school also fosters respect among students, creating a safe and inclusive space. These efforts have positively impacted Putri—she now manages her emotions better and rarely gets upset. She has even started to show her academic abilities. “Sometimes it looks like she’s not paying attention, but when we give her assignments, her answers are correct and on point,” said Mrs Dewi proudly. “It shows that with the right support, she learns quickly.”
Beyond academics, Putri has a talent for drawing that stands out. Her classmates often try to copy her artwork, though their attempts lack the same precision. Encouraged by her teachers, this talent has given her greater confidence.
The Role of the MAULANA Program in Inclusive Education
The success of teachers like Mrs Dewi and Mrs Uyun in supporting Putri is partly due to the training they received through the MAULANA program (Madrasah Unggul Anak Hebat). This initiative, run by the Hamzanwadi Islamic Institute (IAI) with support from INOVASI, equips teachers with skills to support students with disabilities. Training includes simple techniques like fine motor exercises and responsive teaching methods.
“This program reminds us that every child has the right to learn, no matter the challenges they face,” said Mrs Dewi. This understanding has strengthened the teachers’ commitment to fostering inclusive and welcoming classrooms for all students.
Putri’s story is a powerful example of how inclusive approaches can turn challenges into opportunities. The dedication of teachers like Mrs Dewi and Mrs Uyun has built a close emotional bond with students like Putri, motivating her to enjoy learning more each day.
“Sometimes, if the bell rings and I’m late to class, Putri will come to the teacher’s room to fetch me. You can hear the sound of her shoes from a distance, and the other teachers know right away—it’s Putri coming,” Mrs Dewi said with a smile.
As we celebrate Teachers’ Day and the International Day of Persons with Disabilities, this story reminds us that inclusive and responsive education is more than just a concept. It’s a real effort to provide equal opportunities for every child. Teachers like Mrs Dewi and Mrs Uyun are pillars of hope, making a difference one small step at a time.
