Journal of ICSAR ISSN (print): 2548-8619; ISSN (online): 2548-8600 Volume 7 Number 1; DOI: http://dx.doi.org/10.17977/um005v7i12023p130 130 Differentiation Learning Model for Students with Special Needs at UNIMA Manado Aldjon Nixon Dapa *, Tiersa R. Undap Faculty of Education, UNIMA Manado, Manado, Indonesia *Corresponding Author e-mail: aldjondapa@unima.ac.id Abstract: Differentiated learning is a learning approach process for students with different abilities in the same class. The purpose of differentiated learning is to maximize the growth/progress of each student and individual success through the adjustment of each student (from where he or she is), and assistance in the learning process. It is very urgent for students with special needs to be served according to their capacity.. From the research results obtained data, students with special needs at Unima consist of the blind, deaf, and physically disabled, without intellectual barriers, with diverse learning needs. With the act of making a difference in the media and learning models, they are able to master the lecture material well. Universities such as Manado State University, are able to implement it, and have an influence on the optimization and existence of inclusive learning services. Keywords: Differentiated Learning Model, Students with Special Needs. INTRODUCTION In accordance with Permenristek Dikti Number 46 of 2017 concerning Special Education and Special Services in Higher Education, among other things it is emphasized that the implementation of special education in higher education aims to improve the quality of education services for students with special needs. Students with special needs or persons with disabilities are those who experience difficulties/barriers in carrying out certain activities so that they require special aids, environmental modifications or appropriate alternative techniques so that they can follow the learning optimally so that in the future they can participate fully and productively in social life. There are many people with special needs who have academic potential and high motivation to continue their education to higher education. Many of them succeeded even though they had to go through a very heavy adjustment process. Some of them are even able to complete educational programs up to doctoral level. Opportunities for people with special needs to participate in education at the tertiary level are increasingly wide open with the issuance of Law Number 8 of 2016 concerning Persons with Disabilities. In the law, it is emphasized in Article 10 Paragraph a: Persons with Disabilities have the right to receive quality education in educational units in all types, pathways, and levels of education in an inclusive and special way. Article 18: Every Person with Disabilities has the right to accessibility in Article 40 Paragraph 1: The Government and Regional Government are obliged to organize and/or facilitate education for Persons with Disabilities in every path, type, and level of education in accordance with their authority. The various regulations above show that the government's attention to persons with disabilities has been very positive in regulations. The readiness of Indonesian universities to receive and manage education for students with special needs has been stated in the Ministerial Regulation concerning Special Education and Special Services in Higher Education. The Permenristek Dikti regulates, among other things, the rights and obligations of students with special needs, the rights and obligations of