DEVELOPING A LEARNING TEXTBOOK FOR CHILDREN WITH PHYSICAL DISABILITIES

Abstract

The development of a learning textbook for children with physical disabilities is crucial to supporting inclusive education and preparing future special education teachers with practical, evidence-based resources. This study aims to understand the concept, structure, and content of a learning textbook for student with physical disabilities in develop and validate the textbook to ensure its effectiveness as a practical and inclusive teaching guide. Using a Research and Development (R&D) approach adapted from Borg and Gall’s model with seven stages, research and information collecting, planning, develop preliminary form of product, develop preliminary form of product. Data were collected through focus group discussions, expert validation, student questionnaires, and user feedback. The results indicated that the developed textbook achieved high validity scores from media experts (88%) and material experts (88%), as well as highly positive responses from users with an average score above 90%. The textbook successfully integrates theory and practice, offers structured intervention strategies, and supports teacher candidates in understanding and implementing inclusive learning for children with physical disabilities. The findings imply that the textbook can serve as a reference for universities, teachers, and inclusive schools to enhance the quality of education for students with physical disabilities. The novelty of this research lies in its comprehensive integration of theoretical foundations and practical applications tailored to the unique learning needs of children with physical disabilities, supported by case studies and interactive features to improve student engagement and accessibility.