scholarly journals THE PRODUCTION OF BEAN SPROUT WITH AUTOMATIC SPRAYING SYSTEM FOR LOW FUNCTIONING SPECIAL NEEDS STUDENTS IN SMK DATUK HAJI ABDUL WAHAB

2020 ◽  
pp. 56-69
Author(s):  
Shyielathy Arumugam ◽  
Wan Syarifah Amin Wan Ahmad ◽  
Nor Sakinah Shahrudin
Keyword(s):  
Special Needs ◽  
Teaching And Learning ◽  
Consumer Survey ◽  
School Teachers ◽  
High Quality ◽  
Students With Special Needs ◽  
Bean Sprout ◽  
Teaching Tools ◽  
Low Functioning ◽  
Bean Sprouts

This action research is to identify the effectiveness of the activity bean sprout growing by the automatic spraying system for students with special needs who are in the low functioning category in Smk Datuk Haji Abdul Wahab. The research sample of this study are 12 students low functioning students identified by the diagnostic test. The teaching and learning process of this activity was conducted with teaching tools such as pictures, videos and observation. This activity project was carried out for the last 5 months and 10 times of havest. At the innitial stage, the bean sprouts were sold to the school teachers and several other schools nearby. Findings from the consumer survey reports that the majority of the respondents agrres that the bean sprout is fresh, reasonal price, high quality and satisfying. This project is suggested to be expended in a larger scale.

Do Teachers Spend Less Time Teaching in Classrooms With Students With Special Needs? Trends From International Data

2019 ◽  
Vol 48 (5) ◽  
pp. 273-286 ◽  
Author(s):  
North Cooc
Keyword(s):  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Behavioral Problems ◽  
Teaching And Learning ◽  
School Factors ◽  
Students With Special Needs ◽  
International Data ◽  
Teaching Time ◽  
General Education Classrooms

Debates about the inclusion of students with disabilities in general education classrooms often overlook its impact on teachers. In this study, I analyze the concern that teachers may spend less time teaching in classrooms with children with special needs using survey data on 121,173 teachers from 38 participating countries and partners of the Teaching and Learning International Survey (TALIS) 2013. I further examine teacher, classroom, and school factors that may explain disparities in time spent teaching in classrooms with and without students with special needs. The findings indicate teachers, on average, spend marginally less class time on teaching in classrooms that include more students with special needs. The disparity in teaching time is mostly removed when accounting for students with behavioral problems in classrooms.

Distance Learning for Students with Special Needs through 3D Virtual Learning

2014 ◽  
Vol 5 (2) ◽  
pp. 15-27 ◽  
Author(s):  
James M. Laffey ◽  
Janine Stichter ◽  
Krista Galyen
Keyword(s):  
Distance Learning ◽  
Special Needs ◽  
Teaching And Learning ◽  
High Functioning Autism ◽  
Virtual Learning ◽  
Autism Spectrum ◽  
Virtual Learning Environment ◽  
Small School ◽  
Small School Districts ◽  
Students With Special Needs

iSocial is a 3D Virtual Learning Environment (3D VLE) to develop social competency for students who have been identified with High-Functioning Autism Spectrum Disorders. The motivation for developing a 3D VLE is to improve access to special needs curriculum for students who live in rural or small school districts. The paper first describes a number of innovative features developed to translate a targeted curriculum and to undertake teaching and learning to meet special needs in a 3D Virtual Environment. Secondly the paper describes results from a field test of iSocial at 3 sites with 11 students. The results show promise for improvements in social competence, but also challenges for distance learning delivery of 3D VLE.

Building Responsibility for Learning in Students with Special Needs

2004 ◽  
Vol 11 (3) ◽  
pp. 118-126
Author(s):  
Karen Karp ◽  
Philip Howell
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Special Needs ◽  
School Teachers ◽  
Special Needs Students ◽  
Students With Special Needs ◽  
Mathematical Learning

Ways that elementary school teachers can help students with special needs build responsibility for their own mathematical learning. Includes practical classroom applications for teachers of special needs students.

scholarly journals Underutilization of instructional materials for teaching and learning of Chemistry in Nigerian secondary schools: Ohafia Education Zone, Abia State’s Example.

2019 ◽  
Vol 8 ◽  
pp. 261-280
Author(s):  
Ngozi Obiyo
Keyword(s):  
Secondary Schools ◽  
Special Needs ◽  
Teaching And Learning ◽  
National Policy ◽  
Sampling Procedure ◽  
Instructional Materials ◽  
Students With Special Needs ◽  
Chemistry Teachers ◽  
Chemistry Students ◽  
Multi Stage

This study investigated the factors associated with underutilization of instructional materials for teaching and learning of Chemistry in Nigeria. A survey research design was adopted for the study. The study population comprised 86 Chemistry teachers and 1,180 Senior Secondary 2 (SS2) Chemistry students including those with special needs in the 86 public secondary schools in Ohafia Education Zone, Abia State in southeast geopolitical zone of Nigeria. The sample size was 456 respondents of 57 Chemistry teachers and 399 SS 2 Chemistry students selected through multi-stage sampling procedure. The data collection was by questionnaire and Cronbach Alpha was applied in computing the reliability estimate of 0.97. The findings indicated that the inability of teachers to improvise and their lack of manipulative skills, among others, are factors militating against the utilization of instructional materials. The researchers recommended the necessity for adequate provision of instructional materials in the schools and for teachers to ensure that these materials are effectively utilized. Students with special needs should be catered for based on their individualized education program as stipulated by the National Policy on Education in inclusive settings.

scholarly journals An Analysis of the Use of Secondary Reinforcers by Pre-School Teachers for the Students with Special Needs in Inclusive Classes

2020 ◽  
Vol 8 (4) ◽  
pp. 1
Author(s):  
Tansel Yazıcıoğlu
Keyword(s):  
Special Needs ◽  
Problem Behaviors ◽  
School Teachers ◽  
Students With Special Needs ◽  
Descriptive Research ◽  
Educational Environments ◽  
The Social ◽  
New Ideas ◽  
Student Information ◽  
Social Reinforcers

Reinforcement is one of the widely used practices in today's educational environments. Teachers often use reinforcement as a form of discipline in the classroom, and these reinforcements allow students to learn new ideas, skills, and rules. Reinforcers can be used effectively in teaching of the social and academic skills as well as in reducing or eliminating problem behaviors. Therefore, this study aims at identifying how pre-school teachers in inclusive classes employ secondary reinforcers for the students with special needs. The study is designed as a descriptive research. The participants of the study are four pre-school teachers working in Ankara who teach students with special needs. In this study, the data were collected through the Teacher and Student Information Form and Learned Reinforcement Checklist which was developed by the author. The findings of the study indicate that the participants mostly use social reinforcers. In other words, they all prefer to use social reinforcers such as praise words and applauding for the students with special needs. The findings of the study indicate that the participants employ limited number of activity reinforcers and all teachers participated in the study employed token reinforcers for the students with special needs.

scholarly journals PEMAHAMAN GURU TERHADAP PESERTA DIDIK BERKEBUTUHAN KHUSUS DI SEKOLAH DASAR INKLUSIF WILAYAH KEPULAUAN SERIBU

2017 ◽  
Vol 29 (2) ◽  
pp. 216-222
Author(s):  
Siti Nurul Komariyah ◽  
Riana Bagarkorowati ◽  
Leliana Lianty
Keyword(s):  
Data Collection ◽  
Special Needs ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Quantitative Approach ◽  
Descriptive Data ◽  
Students With Special Needs ◽  
Research Results ◽  
The Ideal

This study aims to empirical related understanding to update the data they think of students with special needs in primary schools inclusive kepulauan seribu. Sample of the research is teachers SDN 01 panggang island, teachers of SDN 02 panggang island and teachers sdn 03 panggang island Kepulauan Seribu some 50 people. This approach in this study used a quantitative approach with the descriptive. Data collection in this research using survey by the questionnaire as an instrument used to collect data from respondents.Study was conducted in SDN inclusive in Kepulauan Seribu. The research results show that they think of understanding students with special needs in sdn inclusive kepulauan seribu has not been spread evenly .This can be seen from the acquisition a score respondents a whole that a lot of teachers who are already proficient in ideal and have a score above the limit those teachers ( 72 % ) . But there is some of the teachers did not understand school tuition berkebutuhan special and have a score under the ideal the 14 teachers ( 28 % ).Based on the results of that research shows that understanding teachers for participants students special berkebutuhan in primary schools inclusive kepulauan seribu has not been spread evenly, so this might impact on the implementation of the teaching and learning done that school tuition berkebutuhan special not fully served well Abstrak Penelitian ini bertujuan untuk memperoleh data empirik terkait pemahaman guru terhadap peserta didik berkebutuhan khusus di SD Inklusif wilayah Kepulauan Seribu. Sampel dalam penelitian ini adalah guru SDN 01 Pulau Panggang, guru SDN 02 Pulau Panggang dan guru SDN 03 Pulau Panggang Kepulauan Seribu sebanyak 50 orang. Pendekatan dalam penelitian ini menggunakan pendekatan kuantitatif dengan metode deskriptif. Pengumpulan data dalam penelitian ini menggunakan survei dengan kuesioner sebagai alat yang digunakan untuk mengumpulkan data dari responden. Penelitian ini dilaksanakan di SDN Inklusif di Kepulauan Seribu. Hasil penelitian menunjukkan bahwa pemahaman guru terhadap peserta didik berkebutuhan khusus di SDN Inklusif wilayah Kepulauan Seribu belum merata. Hal ini dapat dilihat dari pemerolehan skor responden keseluruhan bahwa banyak guru yang sudah memahami dan memiliki skor diatas batas ideal yaitu sebanyak 36 orang guru (72%). Namun ada beberapa guru yang belum memahami peserta didik berkebutuhan khusus dan memiliki skor dibawah batas ideal sebanyak 14 orang guru (28%). Berdasarkan hasil penelitian yang menunjukkan bahwa pemahaman guru terhadap peserta didik berkebutuhan khusus di SD Inklusif wilayah Kepulauan Seribu belum merata, maka hal ini berdampak pada pelaksanaan belajar mengajar yang dilakukan bahwa peserta didik berkebutuhan khusus belum sepenuhnya terlayani dengan baik.

scholarly journals Evaluation of Inclusion Thematic Class in Special Needs Students at SD Barusari 01 Semarang

2019 ◽  
Vol 3 (2) ◽  
pp. 77
Author(s):  
Bilal lutfi Mas’ut ◽  
Purwadi Purwadi ◽  
Mudzanatun Mudzanatun
Keyword(s):  
Special Needs ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Theory And Practice ◽  
Students With Special Needs ◽  
Assessment Of Learning ◽  
Teachers And Students ◽  
Qualitative Descriptive ◽  
Evaluation Of Learning ◽  
Thematic Learning

The purpose of this study was to find out how the implementation of inclusive class thematic learning, especially in terms of planning, implementation, and evaluation of learning outcomes in students with special needs SD Barusari 01 Semarang. The research method used is a qualitative descriptive method. Based on the results of data analysis and discussion it can be concluded that in terms of planning of learning carried out by the teacher includes planning in the form of syllabus, rpp, preparation of learning media and approaches taken by the teacher which later makes ABK students feel comfortable in attending the lesson well planned. The results of the analysis plan for the implementation of thematic learning with a percentage of 99%. For the implementation of learning it is also well implemented, can be seen from teaching and learning activities between teachers and students both in theory and practice mutually supportive. The results of the analysis of the implementation of thematic learning reached a percentage of 85%. For evaluation of learning to run well also seen from the results of the assessment of learning outcomes which reached a percentage of 75%.

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