scholarly journals A Case Study of Teacher with Hearing Impairment in the Inclusive Classroom Using a Balanced Literacy Approach

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Yvonne J. John ◽  
Ms. Avril Sampson
Keyword(s):  
Hearing Impairment ◽  
Balanced Literacy ◽  
Inclusive Classroom ◽  
Balanced Literacy Approach

scholarly journals Teacher-Student’s Instructional Communication: A Case Study of Students with Attention Deficit Hyperactivity Disorder (SwADHD) in Inclusive Classroom

2021 ◽  
Vol 35 (2) ◽  
Author(s):  
Annisa Nurul Hidayah ◽  
Rasmitadila Rasmitadila ◽  
Teguh Prasetyo
Keyword(s):  
Instructional Communication ◽  
Inclusive Classroom ◽  
Educational Goals ◽  
Quality Of Instruction ◽  
Instructional Process ◽  
Hyperactivity Disorder ◽  
Instructional Evaluation ◽  
Individual Education

The purpose of this study is to explore the types of instructional communication between general teacher (GT) and ADHD students (SwADHD) during activities of the: pre-instructional, instructional process, and instructional evaluation. Data collection was carried out by observation and interviews. The data analysis used was thematic analysis. The results showed that the types of instructional communication between GT and SwADHD were: verbal, non-verbal, and verbal-non-verbal. The three types of instructional communication aim to: improve the socio-emotional relationship between GT and SwADHDs, reduce negative behavior that often appears in SwADHDs in the classroom, and improve quality of instruction; to achieve quality educational goals according to their characteristics and needs. The type of communication used between GT and SwADHDs has a significant impact on teachers in developing individual education programs. These result in a more humane experience for SwADHDs both academically and non-academically.

Teaching and Learning Method in Inclusive Classroom: A Case Study in EAP Class at Sampoerna University

2016 ◽  
Vol 10 (4) ◽  
pp. 301
Author(s):  
Anddy Steven ◽  
Athifah Utami ◽  
Rangga Akbar Sahidin ◽  
Victor Hutomo Desetyadi
Keyword(s):  
Teaching And Learning ◽  
Inclusive Classroom ◽  
Learning Method

scholarly journals KEMAMPUAN MEMBACA PERMULAAN ANAK TUNARUNGU USIA DINI

2018 ◽  
Vol 13 (2) ◽  
pp. 83-90
Author(s):  
Murni Winarsih
Keyword(s):  
Hearing Impairment ◽  
Reading Ability ◽  
Reading Programs ◽  
Deaf Children ◽  
Special School ◽  
Hearing Impairments ◽  
Learning To Read ◽  
Childhood Education ◽  
Hearing Difficulties

The purpose of this article is to provide an overview of the ability to read early for children with hearing impairment in Extraordinary Kindergarten in DKI Jakarta. This research is motivated by the limitations of the language possessed by children with hearing impairment due to hearing difficulties they experience. Due to hearing impairments, children with hearing impairment does not experience the acquisition of language, so they experience various problems, one of which is learning to read. Characteristically children with hearing impairment use the visual senses in learning to read the beginning. Reading the beginning for deaf children begins with the process of identifying words through images and writing in the form of visualization. The research method used is a case study. This research was conducted at Pangudi Luhur Special School in March-April 2017. Based on the results of the research, the reading ability of children with hearing impairment is still low and the ability of nouns dominates in reading the beginning, so it needs to be optimized using special media specifically designed to read the beginning.    References Allen, K. E., & Cowdery, G. E. (2009). The exceptional child: Inclusion in early childhood education. Clifton Park, NY: Thomson Delmar Learning. Bunawan, L., & Yuwati, C.S. (2007). Pemerolehan bahasa tunarungu. Jakarta: Yayasan Santirama. Chard, D. J., & Osborn, J. (2012). Phonics and word recognition instruction in early reading programs: Guideslines for accessibility. Diakses dari http://www.readingrockets.org/article/phonics-andword-recognition¬instruction-early-readingprograms-guidelines-accessibillity pada tanggal 24 Maret 2017  Choate, et all. (1992). Curriculum-bases assessment and programing. USA: Allyn and Bacon.  Endaswara, S. (2012). Metodologi penelitian kebudayaan. Yogyakarta: Gadjahmada University Press.  Santrock, J.W. (2008). Psikologi pendidikan. Jakarta: Kencana.  Tjoe, J.L. (2013). Peningkatan kemampuan membaca permulaan melalui pemanfaatan multimedia. Jurnal Pendidikan Usia Dini, 7(1), 17-48. https://media.neliti.com/media/publications/118623-ID-peningkatankemampuan-membaca-permulaan.pdf Widuri, A. (2010). Kemampuan membaca pada anak tuna rungu di SLB-B Karnnamanohara Yogyakarta. Jurnal Mutiara Medika, 10(1), 29-36. http://journal.umy.ac.id/index.php/mm/article/view/1558 Winarsih, M. (2007). Intervensi dini bagi anak tunarungu dalam pemerolehan bahasa. Jakarta: Depdiknas Dirjen Dikti. Winarsih, M. (2017). Membaca ideovisual untuk siswa tunarungu. Jurnal Perspektif Ilmu Pendidikan, 31(2), 130-133. doi: https://doi.org/10.21009/PIP.312.8

Cochlear implants in the inclusive classroom: a case study

2010 ◽  
Vol 25 (1) ◽  
pp. 33-37 ◽  
Author(s):  
ZORA JACHOVA ◽  
JASMINA KOVACEVIC
Keyword(s):  
Cochlear Implants ◽  
Inclusive Classroom
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