The ‘See-Say-Do’ Strategy in Improving Learning Independence of Students with Special Needs: A Case Study at Special Needs Study Program

DOI

10.2991/978-2-38476-489-1_71How to use a DOI?

Keywords

See–Say–Do; independent learning; students with special needs; inclusive learning; Special Education study program

Abstract

This study aims to examine the effectiveness of the See–Say–Do learning strategy in improving the learning independence of students with special needs. This strategy involves visualization (see), explicit verbal (say), and direct practice (do) processes designed to respond to various learning styles and individual needs of students. This study involved five students with special needs from the Special Education or Pendidikan Luar Biasa Undergraduate Study Program at Surabaya State University as the main subjects. This study was conducted within the academic environment of Unesa, specifically in lectures and learning activities organized by the PLB Study Program. The study was conducted during the odd semester of the 2024/2025 academic year, from September to December 2024. The method employed was a qualitative case study approach, utilizing data collection techniques that included observation, in-depth interviews, and documentation. The See–Say–Do strategy was systematically applied in the learning of selected courses. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion. The results of the study showed that the See–Say–Do strategy was able to improve students’ learning independence in the cognitive (understanding of the material), affective (self-confidence and motivation), and psychomotor (independent task execution) aspects. Students demonstrated improvements in taking initiative in their learning, completing assignments on time, and reducing their dependence on mentors or lecturers. These findings can be used as a basis for developing inclusive learning practices in similar study programs.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Pamuji
AU  - Asri Wijiastuti
AU  - Nurul Khotimah
PY  - 2025
DA  - 2025/11/24
TI  - The ‘See-Say-Do’ Strategy in Improving Learning Independence of Students with Special Needs: A Case Study at Special Needs Study Program
BT  - Proceedings of the International Conference on Educational Science and Teacher Education (ICESTE 2025)
PB  - Atlantis Press
SP  - 901
EP  - 910
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-489-1_71
DO  - 10.2991/978-2-38476-489-1_71
ID  - 2025
ER  -