Abstract
<p>This paper provides illustrations of how a personalized learning approach is implemented in the Basic Grammar course to empower a student with an autism spectrum disorder is taking the ownership of learning and meeting his learning needs based on his strengths, weaknesses, and interests. Building upon literature and pedagogical practices of personalized learning, this paper details the innovations implemented in the Basic Grammar course for a student with an autism spectrum disorder to take more control of his learning, facilitate decision-making and communication skills, and engage in the learning process. Additionally, the innovations implemented in this course mirror the essence and principles of personalized learning. This paper is expected to enrich educators in the attempts to adopt a personalized learning approach and to give new insight into how to implement personalized learning in an inclusive classroom. Moreover, it is hoped that the idea of equity in inclusive education by implementing personalized learning could be an omnipresent practice to improve the quality of education for all in Indonesia.</p>
Highlights
As personalized learning has gained its popularity in an inclusive educational setting, its literature and practices have become more refined that there is no single definition across the field of the study (NCLD, n.d.)
To provide a clear picture of how personalized learning was implemented in Basic Grammar course, this paper provides essential information, such as the description of the course, the student’s with autism spectrum disorder profile, the rationale of implementing personalized learning for a student with autism spectrum disorder, and how the personalized learning was implemented through some innovations
Jigsaw's discussion is an innovation done in the Basic Grammar course, and this innovation involved the student with an autism spectrum disorder in discussing the content materials with their peers
Summary
As personalized learning has gained its popularity in an inclusive educational setting, its literature and practices have become more refined that there is no single definition across the field of the study (NCLD, n.d.). Personalized learning aims to put students as active participants in their learning process and incorporate some approaches which accommodate the different needs of students, including those with disabilities. It promotes the success of learning by creating students learning engagement, providing meaningful assessment, establishing individualized learning plan, and exercising students’ problem solving and critical thinking skills (Jenkins and Keefe, 2002; Jones and Casey, 2015; Kim, 2012; Pane et al, 2015). It is expected that educators, practitioners, and researchers may adopt this approach and modify the activities based on the corresponding contexts to accommodate the needs of both regular students and students with an autism spectrum disorder in promoting their learning
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