English Learning Needs of Children with Speech Delay: A Basis for Developing an Individualized Education Plan

Abstract

Children with speech delays may experience challenges in English learning, particularly in communication, comprehension, attention, and classroom participation. This study aimed to identify their English-learning needs and to establish a basis for developing an Individualized Education Plan (IEP). A qualitative approach was employed using the Context, Input, Process, and Product (CIPP) evaluation model, integrated with the Organizational Evaluation Model (OEM) to identify gaps between existing practices and desired educational conditions. The study was conducted at TK Dwijendra Denpasar and involved three children, an English teacher, three parents, and three therapists, all selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis, then analyzed thematically. Trustworthiness was supported through triangulation, member checking, and systematic documentation. The findings revealed that the children demonstrated limited vocabulary, unclear articulation, inconsistent two-way communication, short attention spans, and difficulties with behavioral regulation. Visual supports, simple instructions, and adult guidance facilitated comprehension and participation, but their implementation remained inconsistent. Existing lesson plans also lacked individualized objectives, systematic progress monitoring, and documented collaboration among teachers, parents, and therapists. Although initial progress in communication, comprehension of instruction, and classroom participation was observed, outcomes remained inconsistent and dependent on adult assistance. The needs analysis identified four areas for IEP development: individualized learning needs, limitations of instructional strategies and support, gaps between needs and existing practices, and the basis for individualized planning. The study highlights the importance of measurable learning objectives, adapted instructional strategies, collaborative support, and systematic progress monitoring. Future research should implement and evaluate the proposed IEP to determine its effectiveness across learning environments.