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Inclusive Clay Batik Learning Design Model (ICB-LD Model)

Students with Learning Disabilities (LD) at SK Pendidikan Khas Tuaran face limited engagement in art education due to a lack of tailored learning approaches. This study proposes the Clay Batik Inclusive Learning Model (ICB-LD Model), a multisensory design integrating clay batik practice to enhance engagement, creativity, and participation among LD students. The model combines cultural heritage with visual guidance, sensory exploration, and scaffolded activities. Using a practice-based research approach, the study examines how multisensory interaction with clay supports motor skills, attention, emotional expression, and confidence. Findings show clay batik activities create an inclusive environment bridging cultural heritage, art, and accessible pedagogy. The model contributes to inclusive art education by offering a structured yet adaptable framework for multisensory learning.

Keywords: Inclusive Education, Multisensory Learning, Clay Batik, Learning Disabilities, Art Education