Reading Learning Difficulties through Body Movement: An Inclusive Reflection Children with Special Needs.

Abstract

Learning difficulties, especially reading difficulties are expressed not only through academic performance but also through children’s bodily responses. This study explores how significant adults interpret the body movements of children with special educational needs (SEN) as indicators of reading-related learning difficulties. A qualitative approach using Interpretative Phenomenological Analysis (IPA) in a third-person phenomenological framework was employed. Data were collected through semi-structured interviews with special education teachers, adaptive physical education instructors, and parents, supported by contextual classroom and adaptive sports observations. The findings show that children’s body movement functions as a meaningful communicative channel through which reading difficulties become visible. Dyslexia, decoding problems, and attention-related reading difficulties each display distinctive motor patterns—such as muscular tension, avoidance postures, compulsive fidgeting, or motor restlessness. Adaptive physical activity settings further amplified these expression patterns, providing a natural environment where children reveal motor tendencies associated with cognitive load and emotional regulation. These findings affirm that in inclusive education, interpreting bodily expression is an essential pedagogical act. Recognizing motor cues helps teachers provide timely support, reduce frustration, and design flexible learning pathways aligned with the principles of Universal Design for Learning. Understanding body movement as an expressive “second language” enables educators to build more empathetic, responsive, and humanizing inclusive practices.

Keywords: reading difficulties, body movement, third-person phenomenology, inclusive education, adaptive physical activity

Abstrak: Kesulitan belajar—khususnya kesulitan membaca—tidak hanya tampak melalui capaian akademik, tetapi juga melalui respons tubuh anak. Penelitian ini mengeksplorasi bagaimana orang dewasa yang signifikan menginterpretasikan pola gerak tubuh anak berkebutuhan khusus sebagai indikator kesulitan membaca. Pendekatan kualitatif dengan desain Interpretative Phenomenological Analysis (IPA) berbasis fenomenologi pihak ketiga digunakan. Data diperoleh melalui wawancara semi-terstruktur dengan guru pembimbing khusus, instruktur pendidikan jasmani adaptif, dan orang tua, serta didukung oleh observasi kelas dan konteks olahraga adaptif.

Hasil penelitian menunjukkan bahwa gerak tubuh berfungsi sebagai saluran komunikasi yang memperlihatkan hambatan membaca. Disleksia, hambatan decoding, dan kesulitan membaca terkait atensi masing-masing memperlihatkan pola motorik khas seperti ketegangan otot, gerakan menghindar, fidgeting kompulsif, atau kegelisahan motorik. Aktivitas olahraga adaptif semakin memperjelas ekspresi tersebut, karena memberikan ruang alami bagi anak untuk menunjukkan dinamika motorik yang berkaitan dengan beban kognitif dan regulasi emosi.

Temuan ini menegaskan bahwa dalam pendidikan inklusif, interpretasi terhadap ekspresi tubuh merupakan tindakan pedagogis yang esensial. Membaca sinyal motorik membantu guru memberikan dukungan yang tepat waktu, mengurangi frustrasi anak, dan merancang pembelajaran fleksibel sesuai prinsip Universal Design for Learning. Memahami gerak tubuh sebagai “bahasa kedua” membuka jalan bagi praktik pendidikan inklusif yang lebih empatik, responsif, dan memanusiakan.

Kata kunci: kesulitan membaca, gerak tubuh, fenomenologi pihak ketiga, pendidikan inklusif, aktivitas jasmani adaptif