Adaptive Physical Education Management in Improving the Social Skills of Children with Special Needs: A Case Study at Elementary School Girimekar 1 and Girimekar 2 Bandung
DOI:
https://doi.org/10.59944/postaxial.v3i2.2161Keywords:
Adaptive Physical Education, Learning Management, Social Skills, Inclusive Education, Children with Special NeedsAbstract
A crucial issue in inclusive physical education is the low level of social skills among children with special needs (CWSN) in elementary schools, due to the implementation of physical education that tends to be conventional and not fully adaptive. Many physical education teachers focus more on motor skills than on social development, causing CWSN to often be isolated from group activities. Previous studies have emphasized the effectiveness of adaptive physical education in improving physical skills (coordination, balance, fitness), while the social dimension has rarely been studied, especially in inclusive elementary schools in rural areas. This study explores the management of adaptive physical education based on the POAC theory (planning, organizing, actuating, controlling) to improve the social skills of CWSN at SDN Girimekar 1 and SDN Girimekar 2 in Cilengkrang District, Bandung Regency. The aim of this research is to analyze how planning, organizing, implementing, and controlling adaptive physical education can support the development of CWSN’s social skills. The study employed a qualitative approach with a case study design at SDN Girimekar 1 and SDN Girimekar 2. Data were collected through in-depth interviews, participatory observation, and documentation studies, then analyzed using Miles and Huberman’s model, which includes data reduction, data display, and conclusion drawing.The results indicate that the implementation of POAC in adaptive physical education at SDN Girimekar 1 and SDN Girimekar 2 has not been fully optimal: lesson planning remains general, adaptive learning methods and media are incomplete, group organization is not yet fully inclusive, instructional activities are insufficiently modified to meet individual needs, and controlling emphasizes motor aspects more than social ones. The main challenges include limited teacher competence in inclusive education, lack of adaptive physical education methods and media, an unbalanced teacher–student ratio, inadequate facilities, and insufficient support for specialized training.Solutions identified involve collaboration between PE teachers, support teachers, and parents, the use of simple modified physical activities, and continuous evaluation focusing on children’s social development. This study recommends enhancing PE teachers’ social competence through adaptive physical education training, developing learning tools based on the needs of CWSN, and strengthening curriculum policies specifically related to adapted physical education. Thus, the management of adaptive physical education can serve as an effective strategy to improve the social skills of children with special needs in inclusive elementary schools.
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