scholarly journals Pengelolaan Kelas Terhadap Siswa Tuna Rungu-Wicara Di Kelompok A1 PGRA Mamba’ul Hisan

2019 ◽  
Vol 1 (2) ◽  
pp. 98-103
Author(s):  
Aprilia Rahmawati ◽  
Juhaeni Juhaeni ◽  
Siti Aisah ◽  
Ayu Kinasih ◽  
Nur Shibyany
Keyword(s):  
Special Needs ◽  
Children With Special Needs ◽  
Normal Children ◽  
Teaching Process ◽  
Class Management ◽  
Teachers And Parents ◽  
The Right

Children with special needs including children who are deaf-speech are children who have the right to get teaching and develop according to their potential. Like normal children in general, children who are deaf-mute have problems that must be resolved so that they can perform maximally. One of them is by providing education. Education is very important in life to eradicate ignorance. Teachers and parents must also be seen in the teaching process of students. For this reason, class management must also be in accordance with the conditions of students so that students are interested and can follow the learning well and in accordance with what is expected

MODEL OF PEER-MEDIATED SOCIAL SKILLS INTERVENTION FOR CHILDREN WITH SPECIAL NEEDS IN INCLUSIVE PRIMARY SCHOOLS

2018 ◽  
Author(s):  
Marlina - Marlina
Keyword(s):  
Social Skills ◽  
Primary School ◽  
Special Needs ◽  
Primary Schools ◽  
Social Skills Training ◽  
Skills Training ◽  
Training Model ◽  
Children With Special Needs ◽  
Social Skills Intervention ◽  
Normal Children

This research is aimed at investigating a model of social skills training for children with special needs in inclusive primary school. The study is used at research and development. The training model involves the normal children as training mediators, the so-called peer-mediated social skills intervention (PMSSI), PMSSI model is developed into seven steps. The results of the development are: (1) PMSSI model is appropriate to meet the needs of children with special needs and normal children as social skills training; (2) PMSSI model has the steps description of social skills training which are organized, hierarchical, and clear; (3) PMSSI model is useful for classroom teachers and special educator teachers in inclusive primary school; and (4) PMSSI model is efficient in terms of cost but not of time. Based on the results of the development, there are two suggestions: (1) the need for training the trainers on the use of PMSSI model before being applied in inclusive primary school, and (2) the implementation of social skills training should be done integratedly in academic activities or in a playgroup setting.

scholarly journals PSIKOEDUKASI SMART PARENTING TENTANG KARAKTERISTIK ANAK BERKEBUTUHAN KHUSUS (ABK

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Pamela Hendra Heng
Keyword(s):  
Special Needs ◽  
Learning Style ◽  
Education Program ◽  
Developmental Disorders ◽  
Multiple Intelligence ◽  
Special Treatment ◽  
Children With Special Needs ◽  
Normal Children ◽  
Education Services ◽  
Inclusive Schools

Children with special needs (ABK) are very different from normal children in terms of needs, health, education, teaching, how to give advice and attention. Children with special needs require special treatment because they have developmental disorders and others disorders from children in general (Desiningrum, 2016). In 2015, Indonesia had approximately 4.2 million ABK. Baska and Stambaugh (in Juwono and Kumara, 2011) state that education services in Indonesia are still experiencing difficulties due to the lack of knowledge of teachers about ABK. Sunardi, Yusuf, Gunarhadi, Priyono, and Yeager (2011) state that in Indonesia, almost no changes have been made to accommodate the education program for children with special needs in inclusive schools; there is no difference in teaching strategies for children with special needs (Kurniawati, De Boer, Minnaert, and Mangunsong, 2017; Mangungsong 2014). The Holland Interests Test, the written Learning Style test and the Multiple Intelligence seminar were attended by 42 adolescents, analyzed by psychologists to determine their interests and talents. A psychoeducation approach through the smart parenting seminar "Mengasuh kidz jaman now" attended by 101 parents, teachers and church practitioners, aimed to give an understanding of the characteristics of children with special needs at church X in East Java.

scholarly journals The Albanian School Facing the Difficulties for an Education Close to the Needs of the Children with Special Needs

2015 ◽  
Vol 3 (2) ◽  
pp. 8
Author(s):  
Ambera Duka ◽  
Ermira Tati
Keyword(s):  
Focus Groups ◽  
Special Needs ◽  
Education For All ◽  
Children With Special Needs ◽  
Equal Opportunities ◽  
Teaching Process ◽  
Empirical Survey ◽  
Number Of Children ◽  
Students With Autism ◽  
New Challenges

The inclusion in education, is defined as the most favorable mean that creates the equal opportunities in education for all the children, with or without disabled abilities. The increase of the number of children with special needs and especially with those with autism within the classes, but this is followed with new challenges for the teachers of the inclusive classes in the Albanian schools. The problems of the teaching task of the teachers in these classes are a lot, but to minimize them the teaching process worldwide is paying too much favorable space by analyzing and orientations to make these problems a bit slighter. This research aims to be an empirical survey, while from its nature and condition to be qualitative. For the collection of the datas and statistics are used observations, interviews and focus groups. And as for the target group are considered the classes and the teachers that have in their members students with autism.

scholarly journals Penyelenggaraan Pendidikan Inklusif Anak Berkebutuhan Khusus (Studi Multi Situs di SDN-4 Palangka dan SDN-3 Langkai Kota Palangka Raya)

2020 ◽  
Vol 1 (2) ◽  
pp. 134-142
Author(s):  
Bedha Tamela ◽  
Joni Bungai ◽  
Wawan Kartiwa
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Document Analysis ◽  
Substantial Improvement ◽  
Education For All ◽  
Children With Special Needs ◽  
Inhibiting Factors ◽  
Factors Influencing ◽  
Current Implementation ◽  
The Right

Every Indonesian citizen has the right to get education according to Article 31 paragraph (1) of the 1945 Constitution. To date, education for children with special needs (Anak Berkebutuhan Khusus/ABK) is held separately from the majority one. The separation, further, leads to the idea of inclusive education for all. This research aims to describe the implementation of inclusive education in SDN 4 Palangka and SDN-3 Langkai in Palangkaraya City. Besides, it looks for the supporting and inhibiting factors in its implementation. The data derived from observation, interviews and document analysis. The results confirm that the current implementation of inclusive education still needs substantial improvement and support, primarily in terms of qualified teaching staffs, facilities/infrastructure and funding. We found eleven supporting factors and four inhibiting factors influencing the implementation of inclusive education in SDN 4 Palangka and SDN-3 Langkai in Palangka Raya City.

scholarly journals Sistem Pendidikan Inklusif Perspektif Neurosains

2020 ◽  
Vol 8 (1) ◽  
pp. 18
Author(s):  
Ely Novianti
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Soft Skills ◽  
Special Needs Children ◽  
Access To Education ◽  
Normal Children ◽  
Inclusion Education ◽  
The Government ◽  
The Individual ◽  
The Right

Assesing inclusion education in neuroscience perspectives is particularly interesting. This study is a literature review. Given the development of normal and special needs children have different backgrounds. Cognitive development of children are different according to parenting patterns. In this case the parents need to be aware of the type of child and need to understand in terms of neuroscience. Keep in mind education is the right of every child to gain knowledge and educate the individual. The background of every child is not an obstacle in getting a decent education. The government and education authorities now have acces to the concept of inclusive education. With the application of inclusive education can expand access to education for all groups including children with disabilities. This effort is made to develop the potential of intelligence, talent,and soft skills prossessed without discrimination.in addition, at the age of gold, children with special needs are directed to interest and talent. With experience early on hope when adolescents are able to hone and can compete with normal children. This is because there is already a maturity in the individual’s ability and creativity.

scholarly journals LIFE SKILLS AND INCLUSIVE EDUCATION

2018 ◽  
Vol 5 (43) ◽  
Author(s):  
Parul Aggarwal
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Life Skills ◽  
Literacy Skills ◽  
Children With Special Needs ◽  
Main Question ◽  
Social Emotional ◽  
Normal Children ◽  
Rapid Social Change ◽  
Basic Learning

The rapid social change consequent upon modernization, urbanization, globalization and media boon has made the lives of youth, their expectations, values and outlook very different from those of older generations. Youth is considered as the most powerful members of the society due to their physical and intellectual capabilities. But it is sad to see the fact that most of them are unable to utilize their potential in a suitable and pertinent way due to lack of guidance and motivation. Now, the main question arises that if the normal youth is unable to utilize their potential then what about the excluded groups who are deprived of vision, hearing, movement, communication, perceptual-motor, social-emotional, intelligence and adaptive behavior? Therefore, the challenges faced by normal children as well as children with special needs are many and they require more than even the best numeracy and literacy skills. That is why, many countries have included “Life Skills” as basic learning need for all the children including normal children as well as children with special needs (UNICEF).

scholarly journals PATTERN OF ISLAMIC MORAL DEVELOPMENT FOR CHILDREN WITH SPECIAL NEEDS (BLIND)

2019 ◽  
Vol 4 (1) ◽  
pp. 79
Author(s):  
Umar Sidiq ◽  
Nurul Aini
Keyword(s):  
Special Needs ◽  
Educational Institution ◽  
Visual Impairments ◽  
Children With Special Needs ◽  
Normal Children ◽  
Endogenous Factors ◽  
Blind Children ◽  
Physical Disorders ◽  
Exogenous Factors ◽  
Children With Visual Impairments

Blind is a person who has a disorder in his vision. A person's blindness is caused by endogenous factors such as hereditary, or due to exogenous factors, such as accidents, drugs and others. The main obstacle of a blind child is not working in his sense of vision. So that children with visual impairments, including children with special needs, are children who experience physical disorders that are different from normal children so that children with visual impairments need special education services and guidance so they can develop their potential as optimally as possible. This study aims to describe the foundation of guidance carried out on children with special needs (blind), as well as to describe aspects of coaching for children with special needs (blind). This study included qualitative research with a descriptive approach. Aisyiah Ponorogo Orphanage as a non-formal educational institution that carries out its duties and functions in learning and fostering children, including dealing specifically with children who have visual impairments. In such a long period of time, there are certainly many records and experiences in the development of blind children.

scholarly journals Ekstrakurikuler Baca Tulis Al-Qur’an Pada Siswa Anak Berkebutuhan Khusus

2019 ◽  
Vol 1 (2) ◽  
pp. 185-196
Author(s):  
Nisa Maya Sari ◽  
Mahfudh Mahfudh
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Special Needs ◽  
Research Methods ◽  
Children With Special Needs ◽  
Case Study Approach ◽  
Normal Children ◽  
Study Approach ◽  
Inclusive School

Inclusive school is a school that combines children with special needs with other normal children in one class and this school was implemented in Kediri two years ago SMPN 05 Kediri. In order to make it easier for children with special needs to understand the teachings of Islam at school, the school organizes extracurricular writing the Qur'an every Thursday. This study uses qualitative research methods with a case study approach because researchers want to see and understand directly how the extracurricular process is carried out. Data collection techniques, researchers used interviews, observation and documentation. With this extracurricular, children with special needs little by little can already recognize the Hijaiyah letters and read the book Iqra.   Sekolah inklusi merupakan sekolahan yang menggabungkan anak berkebutuhan khusus dengan anak normal lainnya dalam satu kelas dan sekolahan ini sudah terlaksana di Kediri dua tahun yang lalu SMPN 05 Kediri,. Agar anak berkebutuhan khusus lebih mudah memahami pelajaran agama Islam di sekolah, pihak sekolah mengadakan ekstrakurikuler bca tulis Al-Qur’an setiap hari kamis. Penelitian ini menggunakan metode penelitian kualitatif dengan pendekatan studi kasus, karena peneliti ingin melihat dan memahami secara langsung bagaimana proses ekstrakurikuler tersebut terlaksana. Teknik pengumpulan data, peneliti menggunakan wawancara, observasi dan dokumentasi.  Dengan adanya ekstrakurikuler ini, anak berkebutuhan khusus sedikit demi sedikit sudah bisa mengenal huruf Hijaiyah dan membaca buku Iqra

scholarly journals Communicative Approach to Inclusive Education in Pre-School

2015 ◽  
Vol 4 (1) ◽  
pp. 50-56
Author(s):  
Sandra Kraukle
Keyword(s):  
General Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Communication Skills ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Social Emotional ◽  
Basic Principles ◽  
Teachers And Parents

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.

scholarly journals Management of Learning for Children with Special Needs an Early Age

2021 ◽  
Vol 6 (3) ◽  
pp. 648-659
Author(s):  
Lilis Suwandari ◽  
Sutaryat Trisnamansyah ◽  
Hanafiah Hanafiah ◽  
Achmad Mudrikah
Keyword(s):  
Early Childhood ◽  
Special Needs ◽  
Initial Assessment ◽  
Early Age ◽  
Children With Special Needs ◽  
Head Of School ◽  
Management Learning ◽  
Teachers And Parents ◽  
Management Functions ◽  
Different Characteristics

This article aims to describe the concept and implementation of the management of learning for children of early age with special needs. This study systematically describes the facts found in the field and compare the conditions at both institutions verbal or sentence. Object in this research is the process of managing learning for children with special needs, early age to be a child. The process includes planning, learning, organizing, learning implementation, and supervision. methods of data collection using observation, interview and documentation. Managing learning in early childhood Bloom which combines between the child regular with children with special needs require a different management in early childhood education generally. Learning to accommodate children with different characteristics and barriers to the development of different. The results showed the presence of management learning for early childhood needs, namely in the planning of learning begins with the initial assessment to identify the peculiarities of the child to be tailored to the needs of the Program, Individual Learning in children as well as develop a curriculum that is used as a learning reference. Organizing by placing the supervising teacher or special teacher who has competence in the handling of the CREW in accordance with the division of the group of children's learning. The implementation of learning using learning model that is specified each institution, the implementation of learning activities include the opener, the core and the cover, Evaluation and assessment reports carried out to determine the development achieved in the learning process. Differences and similarities of both institutions are located on the concept and implementation in each of the management functions of learning for children with special needs. Recommendation addressed to the head of school, teachers and parents with the aim that the learning can be done well.

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