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Abstract

Suboptimal social support in inclusive education hinders the formation of a learning identity for students with intellectual disabilities. This study aims to identify the characteristics of learning needs, analyze the forms of social support received, and explain their contribution to the construction of a learning identity for students with intellectual disabilities. The study used a qualitative approach with an interpretive phenomenological design. Participants comprised four students with mild and moderate intellectual disabilities, three classroom teachers, two principals, and two parents/guardians, selected through purposive sampling from three inclusive elementary schools in Banyumas Regency. Data were collected through semi-structured interviews, non-participant observation, and documentation, then analyzed using the Interpretative Phenomenological Analysis (IPA) approach. The results of the study indicate that students' learning needs are concrete, repetitive, gradual, and personalized through the use of concrete media, varied repetition, task-based learning, and interest-based motivation. The social support students receive includes emotional, instrumental, and reward support from teachers, peers, and the principal. There is a gap in policy and practice regarding the availability of Special Assistant Teachers (GPK) which is not evenly distributed. Consistent social support contributes to identity formation through increased self-efficacy, the development of autonomy, and social engagement. These findings confirm that the learning identity of students with intellectual disabilities is formed dynamically, relationally, and across contexts. This study recommends strengthening inclusive services through adaptive learning, Individual Learning Programs, equal distribution of GPK, and collaboration between schools and families so that students develop as capable, independent, confident, and socially accepted learners in a sustainable manner.

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