This study explores learning strategies implemented by educators in handling students with speech delay at the third-grade level of SDIT Ulil Albab. The research urgency stems from the need for personalized and adaptive learning strategies to accommodate the unique characteristics of students with communication challenges. Using a qualitative descriptive approach, the study employs observation, interviews, and document analysis as data collection methods. The findings reveal the effectiveness of several strategies, including systematic instructional communication, learning approach adjustments, and continuous mentoring. The implementation of these strategies not only impacts verbal competency enhancement but also strengthens students' psychosocial aspects within regular learning contexts. Research implications highlight that organized and adaptive learning strategies contribute significantly to creating an inclusive and supportive learning environment for students with speech delay. These findings are projected to serve as constructive references for education practitioners and policymakers in developing more optimal inclusive learning models.

Learning for children with special needs has its own method according to their needs. Not only children with special needs have needs, but also all children have needs. One of them is education. The aim of this research is to find out how teachers work in handling children who have special needs, especially those who are Slow Learners in learning. The method used in this research is to use a qualitative method with a descriptive approach. In collecting data, researchers used interviews and observations conducted at Baddurih Elementary School. In the results of interviews that have been conducted, the teacher's efforts to handle children who are slow learners are by using special strategies, namely by using an individual approach and a remedial approach in the learning process.
 
 

Keleyan Bangkalan State SLB is a formal educational institution that provides services for children with special needs, one of which is the deaf. Keleyan State SLB provides extracurricular dance learning activities as one of the mandatory lessons. This research aims to (1) describe the implementation of extracurricular dance learning for deaf students at Keleyan State Special School, (2) describe the impact of implementing extracurricular dance learning for deaf students at Keleyan State Special School. This type of research uses qualitative in the form of descriptive. Data collection methods use observation, interviews and documentation. The data analysis techniques used in this research are collecting data, reducing data, presenting data, and drawing conclusions. The results of this research indicate that extracurricular dance learning activities for deaf students at Keleyan State Special School use the total method and counting techniques. In the learning process, these methods and techniques can make it easier for each student to communicate according to their respective abilities without pressure from anyone and are able to easily memorize movements through counting. Extracurricular dance learning has a positive impact in increasing the confidence of deaf students. Having a sense of self-confidence in deaf students will make them aware that deficiencies are not always an obstacle in life, deficiencies can also look special, and help deaf students blend in without feeling inferior. Dancing can also be an illustration of harmony, creativity, beauty and sensitivity to the environment.
 
 

This research was conducted at SLB Negeri Keleyan which aims to find out how to provide educational services for children with visual impairments. This type of research uses a qualitative method with a descriptive approach and uses data collection techniques including observation, interviews and documentation. SLB Negeri Keleyan provides various methods to provide the best services for children with special needs, especially for those with visual impairments. One commonly used method is through audio or voice, which helps improve a child's vocabulary. In addition, the curriculum at SLB is not differentiated from public schools, so all subjects are applied as a whole. In learning, teachers use tools such as braille learning media, counting boards and abacus. For object recognition, children are given the opportunity to touch the object they want to be introduced. If the object cannot be touched, the teacher uses words.
 

This research aims to describe the problems of children with special needs (autism) studying at the Keleyan Bangkalan State Special School. Autism is a type of child with special needs (ABK). The type of research used in this study is qualitative research with a descriptive approach. In this research, data was obtained by researchers by conducting interviews, observation, and documentation. The research subjects were children with special needs (autism) at the Keleyan Bangkalan State Special School. The results of the research show that the problems of children with special needs (autism) in studying at the Keleyan Bangkalan State Special School include difficulties in communicating, limited social interaction, behavioral problems, and difficulty concentrating and paying attention. The solution provided to overcome this problem is that the teacher takes an in-depth and structured approach. The teacher creates a friendly learning environment, minimizes environmental stimuli that disturb students, and uses teaching techniques that are adapted to the needs of autistic children.