Strategies Implementing Deep Learning for Children with Special Needs in The Digital Era

• P. Indra Murthi Suputra

  Indonesia University of Education

  Author

• Annisa Tsamratul Fuadah

  Indonesia University of Education

  Author

• Akhmad Junaedi

  Indonesia University of Education

  Author

• Befita Puti Aprita

  Indonesia University of Education

  Author

This study was conducted due to limitations in the application of deep learning integrated with digital technology for children with special needs. This is due to differences in the abilities and needs of each individual, which require adaptive, contextually relevant, and enjoyable learning strategies. The purpose of this study is to analyze the application of deep learning for children with special needs. This analysis covers the planning, implementation, evaluation, obstacles, and solutions carried out by teachers at Special Schools. This study uses a qualitative approach with in-depth interviews with a special education teacher who has 15 years of experience and has implemented a deep learning approach and a contextual project-based learning model. The results of the study show that learning must be student-centered, oriented towards real experiences, and integrate adaptive technology in vocational skills learning to support their independence after graduating from school. Evaluation is carried out comprehensively through formative and summative assessments to assess students' understanding, application, reflection, and emotional well-being, thereby supporting conscious, meaningful, and enjoyable learning. The main obstacle faced, namely differences in student abilities, was overcome through alternative assessments and teacher flexibility in designing learning strategies. The success of deep learning was also supported by partnerships between schools, parents, and the government. In conclusion, the implementation of deep learning for students with special needs is highly dependent on good initial assessment, adaptive and contextual teaching strategies, and an inclusive learning environment that supports students' cognitive and emotional aspects. Recommendations from this study emphasize the importance of developing interactive media and adaptive educational technology as inclusive educational innovations that can improve the quality of learning in the digital age.

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