Equality or Differentiation? Pedagogical Accommodation for Students with Special Educational Needs in Inclusive Online Learning

Abstract

Inclusive education is often associated with treating students equally, yet identical treatment can reproduce barriers when learners require different forms of access and support. This qualitative secondary analysis revisits a case study of inclusive learning at SMA Negeri 2 Bukittinggi during the Covid-19 period. The original dataset had previously generated a publication on teaching strategies for students with special educational needs; the present study asks a distinct question about how teachers negotiated equality and pedagogical differentiation across face-to-face and online settings. The archived corpus includes 15 school informants—two vice principals and 13 teachers across subject areas—together with non-participant observations, repeated in-depth interviews, and documentation. Findings show four patterns. First, equality was expressed through shared membership in regular classes and the use of common digital platforms. Second, ‘the same for everyone’ became problematic when online delivery shifted adaptation burdens onto students. Third, teachers developed accommodations through seating position, repeated explanations, simpler questions, visual and audiovisual media, worksheets, and closer monitoring. Fourth, parents became important learning partners when direct teacher support diminished. The discussion distinguishes procedural equality from pedagogical equity: learning goals and social membership can remain common while representation, interaction, pacing, and assessment require flexible support. The study argues that inclusive education should evaluate access by participation and demonstrated competence rather than by identical treatment.