Is the Integration of Children with Special Needs Happening?: an analysis of recent statistics of pupils in special schools

1985 ◽  
Vol 11 (1) ◽  
pp. 3-18 ◽  
Author(s):  
Will Swann
Keyword(s):  
Special Needs ◽  
Children With Special Needs ◽  
Special Schools

scholarly journals Some specificities of rehabilitation of children with special needs

2005 ◽  
Vol 58 (9-10) ◽  
pp. 483-485
Author(s):  
Milena Kovac
Keyword(s):  
Special Needs ◽  
Speech Therapy ◽  
Mental Disability ◽  
Children With Special Needs ◽  
Disease Treatment ◽  
Special Schools ◽  
Male Predominance ◽  
Treatment Type ◽  
Independent Life ◽  
The Subject

Introduction Children with special needs (with psychophysical developmental disabilities) need rehabilitation in order to live as independent life as possible. The aim of this study was to determine the amount of certain kinds of rehabilitation in children with special needs. Material and methods The study included three groups of children (total of 99 children) hospitalized at the department for extended treatment of the rehabilitation center for children. All children have mental, physical or combined disabilities, as a result of chronic disease. Treatment type and the amount (and also involvement in special schools) depended on the disability Analysis of sex distribution showed male predominance. Most children (59 of them) were aged 0 - 7 (59.6%) and there were 40 children 8-17 (40.4%) years old. Results Most of the subject were involved in: occupational therapy 93 (36.8%). kinesitherapy 47 subjects (18.6%), psychomotor therapy 46 (18.2%), speech therapy 35 (13.8%), and medical therapy 32 (12.6%). School children were mostly with mental disability.

scholarly journals Analysis of Eating Behaviors (Picky Eaters), Parents Knowledge of Nutrition and Nutrition Patterns with Nutritional Status of Children Special Needs in SLB Dlanggu Mojokerto District

1970 ◽  
Vol 4 (2) ◽  
pp. 273-280
Author(s):  
Miftakhul Muthohiroh ◽  
Nurwijayanti Nurwijayanti ◽  
Yuly Periostiawati
Keyword(s):  
Nutritional Status ◽  
Special Needs ◽  
Parenting Styles ◽  
Eating Behaviors ◽  
Sampling Technique ◽  
Children With Special Needs ◽  
Nutritional Knowledge ◽  
Special Schools ◽  
Nutritious Food ◽  
Nutritional Status Of Children

Children with special needs are required to be able to live independently, adapt and socialize with normal people so that it can escape from the dependence of others. This study aims to study the relationship between nutritional status, nutritional knowledge, and parenting styles of parents with picky eaters in children with special needs in special schools in Mojokerto. The design of this research is analytic observational with a quantitative approach. The population is all students of the Special School in 3 schools in Mojokerto, as many as 186 students. Samples were obtained from some of the SLB students in 3 schools in Mojokerto with a total of 117 respondents. The sampling technique used accidental sampling. The results of this study, most of them experienced the eating behavior of picky eaters in the low category, namely 95 respondents (81.2%), mothers who had sufficient knowledge of nutrition, namely 70 respondents (59.8%), parents who applied parenting styles. dominant instrumental feeding (IF) is 38 respondents (32.5%), respondents with normal nutritional status are 54 respondents (46.2%), picky eater variables and knowledge variables have an effect on nutritional status. Parents must always increase knowledge about how to select, process and serve nutritious food to children, because nutritious food does not have to be expensive and the school must increase its role as a provider of education not only for their children but for parents about nutrition.

scholarly journals Teachers' Perceptions on What Inclusion Needs

2010 ◽  
Vol 12 (1) ◽  
pp. 75-84 ◽  
Author(s):  
Ženija Bērziņa
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Special Schools ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Regular Classrooms ◽  
Physical Abilities ◽  
Equal Right

Teachers' Perceptions on What Inclusion NeedsA decade has passed since the equal right of all children to quality education regardless of their mental or physical abilities was declared by the Education Law (Izglītības likums, 1998). During that interlude, the Latvian educational system went through a period of tremendous change from total segregation of children with special needs in special schools to so-called "correction" classes in general schools, then to the special classes in general schools and finally to inclusion of special needs children in regular classrooms. Thus, the idea of inclusive education has been developed and implemented in various forms, which causes people to have a different understanding of what inclusive education means and impedes children with special needs from learning together with their peers in general classrooms. This article reflects on the findings of a qualitative study that was designed and conducted to investigate different perceptions of pre-school and primary school teachers on the preconditions for inclusive education.

scholarly journals Building Independent Character of Children with Special Needs Through the Scrum Strategy in the Homeland of Totochan

2019 ◽  
Vol 4 (1) ◽  
pp. 12-21
Author(s):  
Andhy Surya Hapsara
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Children With Special Needs ◽  
Main Character ◽  
Special Schools ◽  
Government Schools ◽  
Medical Teams ◽  
Community Supports ◽  
Selection Of ◽  
The Ideal

Independence is the main character that needs to be grown in children with special needs, which can be formed through inclusive education in regular schools and special education in special schools. Japan is one of countries that employs inclusive education in all schools at all levels of education. The empowerment of children with special needs in Japan is comprehensively carried out through the formation of a Scrum team that involves medical teams (physician), government, schools (teachers), universities (lecturers), and parent. The Scrum team works together continuously to assist and provide recommendations at every level of education followed by the selection of appropriate employment opportunities for children with special needs. The independent character of children with special needs is the key for them to free themselves as a burden on their family and society. Government, family, and community supports are needed to shape the independence character of children with special needs. The inclusive education system in Japan is one of the ideal models that can be adapted in Indonesia with all of its challenges, both theoretical and practical.

Children With Special Needs in the Netherlands: Impaired Hearing, Adolescent Pregnancy, and Myelomeningocele

PEDIATRICS ◽  
1990 ◽  
Vol 86 (6) ◽  
pp. 1117-1120
Author(s):  
Hans P. Verbrugge
Keyword(s):  
Family Planning ◽  
The Netherlands ◽  
Special Needs ◽  
Adolescent Pregnancy ◽  
Social Insurance ◽  
Children With Special Needs ◽  
Impaired Hearing ◽  
Special Schools ◽  
Financial Barriers ◽  
Impaired Children

In the Netherlands, treatment and management of children with special needs is characterized by the absence of financial barriers to care and the existence of a number of specialized services. For hearing-impaired children, there are special audiologic centers and special schools. Adolescents at risk of unintended pregnancy are protected through education and a dedicated system of family planning clinics. Children with multiple handicaps, such as those associated with myelomeningocele, face greater difficulties but still have an array of services available to them at little or no cost. Families are sheltered from excessive expense through social insurance.

Providing Therapeutic Services to Children in Special Educational Placements: An Analysis of the Related Services Provisions of Public Law 94-142 in Five Urban School Districts

PEDIATRICS ◽  
1990 ◽  
Vol 85 (4) ◽  
pp. 518-525
Author(s):  
Judith S. Palfrey ◽  
Judith D. Singer ◽  
Ellen S. Raphael ◽  
Deborah K. Walker
Keyword(s):  
Special Needs ◽  
Service Provision ◽  
Collaborative Study ◽  
Special Education Students ◽  
Children With Special Needs ◽  
Special Schools ◽  
Related Services ◽  
Class Placement ◽  
Therapeutic Services ◽  
Educational Placements

Using the sample of 1726 special education students from the Collaborative Study of Children With Special Needs, the authors describe the related services being provided to the children and then analyze the relationship between service provision and class placement. Related services are provided in all settings, with a concentration in special schools and special classes. For even the most severely involved children the trade-off with academics is no more than 1 hour per day. It is argued that schools now are major sites of therapeutic service provision for children with special needs.

scholarly journals The Strategy of Forming Religious Characters on the Deaf Children: Study at Special Schools in Rejang Lebong

AL-TA LIM ◽  
2020 ◽  
Vol 27 (1) ◽  
pp. 16-29
Author(s):  
Ahmad Suradi ◽  
Mawardi Mawardi
Keyword(s):  
Special Needs ◽  
Religious Education ◽  
Learning Process ◽  
Qualitative Method ◽  
Learning Strategy ◽  
Deaf Children ◽  
Special School ◽  
Children With Special Needs ◽  
Special Schools ◽  
Special Service

The study aims to determine the strategy used in forming religious characters on the deaf children in Elemantary Special School. A qualitative method was used where the data taken from observation, interview and document analysis. The result showed that the learning strategy of Islamic religious education in the development of morals for children with special needs in special schools is by implementing expository strategy, adding hours of study using the habituation method. The finding also showed that the supporting factors in the learning process to form moral guidance are the involvement of school’s principal who is very concern on the development of students’ morals; the teachers who have great patience in dealing with children with special needs. Then, it was also found that there were some inhibiting factors that faced by the school. They were on the absence of a special curriculum for children with special needs, Islamic education teachers who are not teachers who are graduates of special service schools, as well as the lack of supporting facilities as learning media, doing the learning process run monotonously.

scholarly journals Application of Character Education for Children with Special Needs in Special Schools

2018 ◽  
Author(s):  
Firunika Intan Cahyani ◽  
Eko Purnomo ◽  
Eddy Marheni
Keyword(s):  
Character Education ◽  
Special Needs ◽  
Behavioral Problems ◽  
Children With Special Needs ◽  
Special Schools ◽  
Students With Special Needs ◽  
Interactive Analysis ◽  
West Sumatra ◽  
Mentally Retarded Children ◽  
Analysis Models

This research is a qualitative research,This research was conducted on August 2 to September 29, 2018 at Padang Perwari Special School, West Sumatra. The informants in this study were teachers who taught at the extraordinary Padang Perwari school which amounted to 5 people, with the object of research totaling 64 students with special needs. Data collection methods use observation, interviews and focus group discussions (FGD). Data analysis uses interactive analysis models through the stages of data reduction, data presentation and verification. The findings of the researcher indicate several behavioral problems which indicate that there is no personal character or social character in children with special needs (especially for mentally retarded children). The results of the study show the importance of applying the values of character education to children with special needs for the realization of a better national character.

scholarly journals Barriers in Teaching Science to Students with Special Needs: Exploration From Teachers' Perspectives

2021 ◽  
Author(s):  
Pujaningsih Pujaningsih ◽  
Rochmat Wahab ◽  
Nurdayati Praptiningrum
Keyword(s):  
Special Needs ◽  
Science Learning ◽  
Group Discussion ◽  
Teaching Science ◽  
Children With Special Needs ◽  
Structured Interviews ◽  
Special Schools ◽  
Students With Special Needs ◽  
Teachers And Students

Previous research has identified the benefits of science learning to support post-school independence of children with special needs [9]. However, the portion and quality of teaching science to these students is still very limited. This study aimed to explore the barriers faced by teachers in teaching science to children with special needs in both special schools and inclusive school settings. A mixed methods approach was employed to understand the implementation of science learning for children with special needs, especially the support and obstacles faced by teachers and students with special needs. Data were collected through structured interviews and observations of science learning. Interviews and observations were conducted in 11 special classes and 9 inclusive classes when teaching science to reveal the didactic method used by the teacher and the student responses. Guided interviews were conducted with teachers (n = 20, 15 female and 5 male) to understand the teaching process and obstacles experienced. The results of the interviews and observations were validated through a focus group discussion, which was attended by 7 participants. The quality of textbooks with adjustments for students with special needs was found to be the major challenge for teachers as they explained that they have limited time to adjust the content themselves. It was also identified that there is a need for teachers to shift their mindset, as they focus on students’ learning problems as teaching barriers. This study calls for professional development for teachers, with a focus on mindset, teaching strategies and accommodation in science subjects, which would enable teachers to support students with special needs in special and inclusive classrooms. Keywords: science teaching, students with special needs, barriers in teaching

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