The New Language of Toys-Teaching Communication Skills to Children with Special Needs

Abstract The understanding of the basic principles of inclusive education motivates the inclusion of children with special needs in general education schools. The paper presents the process of implementing inclusive education in Latvia and the teachers' and parents' understanding of the role of communication in including children with special needs, communication strategies, basic qualities and their use in teachers' work with children with special needs. Teachers and parents were asked to answer a questionnaire to determine if: (1) parents and teachers understand the value of communication in developing social, emotional and cognitive development and the implementation of inclusive education for children with special needs and (2) teachers of general pre-schools are ready to communicate with special needs children with and their parents while implementation inclusive education. This research confirms that teachers lack communicative competencies working with children with special needs (especially with children with limited communication skills) and their parents.

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Pola Komunikasi Trainer dengan Anak Tuli dalam Meningkatkan Kemampuan Berkomunikasi di Gresik

Jurnal Ilmu Komunikasi ◽

10.15642/jik.2020.10.1.32-48 ◽

2020 ◽

Vol 10 (1) ◽

pp. 32-48

Author(s):

Ismail Hasan

Keyword(s):

Special Needs ◽

Interpersonal Communication ◽

Communication Skills ◽

Speech Therapy ◽

Holistic Approach ◽

Qualitative Approach ◽

Communication Patterns ◽

Deaf Children ◽

Children With Special Needs ◽

Resource Center

The problem examined by this study is how the interpersonal communication patterns between trainers and deaf children in the technical implementation unit (UPT) resource center for children with special needs (ABK) in Gresik Regency, East Java Province. The aim of this research is to describe the interpersonal communication patterns between trainers and deaf children in improving their communication skills. This research uses a qualitative approach with descriptive methods. The results of this study indicate that the interpersonal communication patterns carried out by the UPT to ABK are circular communication patterns and primary communication patterns. Early in the process before the implementation of therapy, a holistic approach is carried out on children. The form of learning at the resource center is therapy. To improve language and speaking skills, the therapy is speech therapy. The form of teaching uses Audio Verbal Teraphy.

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Development of Communication Skills in Children with Special Needs (ADHD): Accentuation of the Schoolboy's Personality and Musical Preferences

Universal Journal of Educational Research ◽

10.13189/ujer.2019.071103 ◽

2019 ◽

Vol 7 (11) ◽

pp. 2262-2269

Author(s):

Inobat A. Erina ◽

Elena I. Mychko ◽

Yunna V. Sorokopud ◽

Irina S. Karabulatova ◽

Maria A. Streltsova

Keyword(s):

Special Needs ◽

Communication Skills ◽

Children With Special Needs ◽

Musical Preferences

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Identifikasi Komunikasi Anak Berkebutuhan Khusus Dalam Interaksi Sosial

JPI (Jurnal Pendidikan Inklusi) ◽

10.26740/inklusi.v3n1.p48-52 ◽

2019 ◽

Vol 3 (1) ◽

pp. 48

Author(s):

Refiana Ainnayyah ◽

Rohma Isni Maulida ◽

Amelia Astian Ningtyas ◽

Istiana Istiana

Keyword(s):

Social Interactions ◽

Special Needs ◽

Communication Skills ◽

Junior High School ◽

Research Method ◽

Case Study Research ◽

Qualitative Approach ◽

Children With Special Needs ◽

Research Subjects

The purpose of this study is to find out and explain the forms of communication skills that can be performed by children with special needs, as well as communication skills when conducting social interactions in 2 krian Junior High School. This research method uses a qualitative approach to the type of case study research. The research subjects were children with special needs who sat in class VII. Data collection uses the method of observation, interviews and documentation. The data obtained will be analyzed, data presented by drawing conclusions regarding the meaning of the data that has been collected. The results of the study showed that children with special needs were able to communicate well even though they were a little slow in capturing the message delivered and children with special needs were able to interact socially with their environment but could not be separated from the disorder that is unfocused. AbstrakPenelitian ini bertujuan untuk mengetahui dan menjelaskan mengenai bentuk kemampuan komunikasi yang dapat dilakukan anak berkebutuhan khusus (ABK), serta kemampuan komunikasi ABK ketika melakukan interaksi sosial di SMPN 2 Krian. Metode Penelitian ini menggunakan pendekatan kualitatif jenis penelitian studi kasus. Subjek penelitian merupakan anak berkebutuhan khusus yang duduk di kelas VII. Pengumpulan data menggunakan metode observasi, wawancara dan dokumentasi. Data-data yang diperoleh akan dianalisis, data disajikan dengan menarik kesimpulan mengenai pemaknaan data yang telah terkumpul. Hasil penelitian menunjukkan bahwa anak berkebutuhan khusus mampu berkomunikasi dengan baik meskipun sedikit lambat dalam menangkap pesan yang disampaikan dan anak-anak dengan kebutuhan khusus dapat berinteraksi secara sosial dengan lingkungan mereka tetapi tidak dapat dipisahkan dari gangguan yang tidak fokus.

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The Use of Panel Theatre in Developing Communication Skills for Children with Special Needs: A Case Study of a Child with Developmental Disorders

VNU Journal of Science Education Research ◽

10.25073/2588-1159/vnuer.4553 ◽

2021 ◽

Vol 37 (3) ◽

Author(s):

Nguyen Thi Cam Huong ◽

Bui Ngoc Lan ◽

Nguyen Thi Vy ◽

Nguyen Thi Hoa Xuan ◽

Le Kim Anh

Keyword(s):

Special Needs ◽

Communication Skills ◽

Developmental Disorders ◽

Children With Disabilities ◽

Children With Special Needs ◽

Language Understanding ◽

The Future ◽

Motor Activities ◽

Study Panel

Panel Theatre created from Japan is a method of expression in which pictures or letters made by paper attached or detached on a cloth board to develop drama, stories combined with games, singing and movement. Panel theatre has many advantages to develop communication for children with disabilities. In this study, panel theatre was used in intervention to develop communication skills for 1 child with developmental disorders through exposing him to materials, performing motor activities in combination with listening to stories and letting him participate in the drama activities which were adapted to his communication abilities. The results show that the child has improved attention, imitation, alternation, language understanding and using skills. These results show that it is possible to use panel theatre in intervention for children with developmental disorders and further studies should be considered in the future.

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