IMPLEMENTATION OF PICTURE-BASED STORY-TELLING TO OPTIMIZE THE MEMORY RETENTION OF CHILDREN WITH SPECIAL NEEDS IN AN INCLUSIVE EARLY CHILDHOOD CLASSROOM

Abstract

Low memory retention among children with special needs (CSN) in inclusive classrooms is often associated with instruction that relies heavily on abstract verbal delivery without adequate sensory support. This study describes the implementation of a picture-based story-telling intervention—delivered through preparation, interactive storytelling, and picture-sequencing practice—to stimulate the memory retention of CSN at TK Avicienna Childhoods Medan. A descriptive qualitative approach supported by simple descriptive quantitative data was used. Participants were 11 students in the Al-Latif class (5 neurotypical children and 6 CSN, comprising diagnoses of ADHD, Autism Spectrum Disorder, and Down syndrome), selected purposively. Data were collected through structured observation, a memory-assessment rubric covering three indicators (recalling characters, recalling the sequence of events, and retelling the story) administered before and after the intervention, semi-structured interviews with teachers, and documentation. The mean class memory-achievement score increased descriptively from 58.14% (Moderate) before the intervention to 81.73% (High) afterward, an average gain of 23.59%; because the design did not include a control group or inferential statistical testing, this increase is reported as a descriptive trend rather than a statistically significant effect. Contextually, picture-based stimuli appeared to function as an attentional support for children with ADHD, as visual cues for children with ASD, and as a scaffold for the child with Down syndrome. These findings suggest picture-based storytelling as a promising adaptive strategy for inclusive early-childhood classrooms, though further studies with larger samples and comparison groups are needed to confirm its effectiveness