scholarly journals University libraries: The role of an accessible campus on the inclusion of users with special needs

2019 ◽  
Vol 31 ◽  
Author(s):  
Isabel Cristina dos Santos DINIZ ◽  
Ana Margarida ALMEIDA ◽  
Cassia Cordeiro FURTADO
Keyword(s):  
Special Needs ◽  
Library Directors ◽  
University Libraries ◽  
Online Questionnaire ◽  
Students With Special Needs ◽  
Ongoing Research ◽  
Future Scenario ◽  
Accessibility Issues ◽  
Users With Special Needs

Abstract The purpose of this paper is to present preliminary results of an ongoing research that seeks to diagnose inclusive practices in Brazilian and Portuguese university libraries, particularly in what concerns to the role of an accessible campus on the inclusion of users with special needs. The results were collected through an online questionnaire applied to 87 library directors (54 Brazilian and 33 Portuguese). Fifty valid answers were collected (28 Brazilian and 22 Portuguese).The results allowed to identify accessibility issues, namely in what regards to the access to the campus and to the lack of teams of librarians with specific skills to aid and assist these users. We conclude that many of these libraries are integrated in campuses without accessible infrastructure, and therefore, are not able to promote the inclusion of the students with special needs. Respondents say they are aware of their limitations and weaknesses when facing this challenge and show openness to change their practices and attitudes towards a new future scenario in which they could build solutions to improve the accessibility and inclusion in these libraries.

scholarly journals Analyzing Students with Special Needs' Sense of Humor in Emerald School South Jakarta

2020 ◽  
Vol 6 (2) ◽  
pp. 156
Author(s):  
Helda Jolanda Pentury ◽  
Itsar Bolo Rangka
Keyword(s):  
Special Needs ◽  
Assessment Instrument ◽  
Limited Attention ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Sense Of Humor ◽  
Current State ◽  
The Social

This study collates the current state of knowledge regarding the sense of humor attitude in the social interactions among children with special needs, which aims to explore the current state of knowledge and quality of empirical evidence relating to humor among children with special needs. In the study there were involved 78 students of Emerald School of Cinere in South Jakarta. There were more over 20% students in normal condition and students with special needs were 80%. Research had assessed humor in the classroom and humor expression in different groups including those with autism, down syndrome, and other special needs. This study was designed by using the descriptive qualitative method to analyze, describe, and explain the data. The procedure of data collection was done by observation and filled the questionnaire of the Richmond Humor Assessment Instrument (RHAI). The result of the study showed that there were 47, 08% of favorable criteria, and 52, 92% of unfavorable ones. Based on gender, more boys answered favorable criteria compared to girls. Moreover, boys were dare to express their senses of humor than the girls. The girls showed their shynesses to express their sense of humor. The results of the study showed that the children with special needs in Emerald school had less sense of humor. Furthermore, the role of humor in communication development, social facilitation, creativity, and stigma had all received some limited attention among children with special needs in Emerald School, South Jakarta.

scholarly journals The Collaborative Role of Counselors in Inclusive Schools

2019 ◽  
Vol 4 (1) ◽  
pp. 68-74
Author(s):  
Redita Yuliawanti
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
School Counselor ◽  
Shared Responsibility ◽  
Guidance And Counseling ◽  
Students With Special Needs ◽  
Developmental Guidance ◽  
Institutional Settings ◽  
Inclusive Schools

Strengthening Inclusive Education requires the role of various parties in educational institutions including guidance and counseling. Guidance and counseling services at the Inclusive Schools currently oriented towards developmental guidance and counseling with targeted services not limited to normal students in institutional settings, but will be directed to all students in various life and cultural settings including their special needs. Inclusive education is a shared responsibility between school Counselor, Teacher, Special Assistant teacher (GPK), and also Parents. Teachers cannot do everything themselves, because parents need to be involved so that the implementation of activities in school continues with the activities of students at home. Collaboration forms the basis between school and parents, as well as other experts, to provide assistance in a systematic, programmed, consistent and ongoing manner. Thus, the collaborative role of the counselors is needed, the development of the counselor's skills, and the professional implementation of the guidance and counseling program to optimize the development of students with special needs in inclusive schools. Collaboration for student success is an integral part of educational reform in inclusive schools

scholarly journals PERAN PENDIDIKAN DALAM PROSES PEMBELAJARAN INKLUSIF (STUDI KASUS DI SD MUHAMMADIYAH DADAPAN KABUPATEN SLEMAN)

2018 ◽  
Vol 1 (1) ◽  
pp. 29
Author(s):  
Arum Umamil Banati ◽  
Nurul Hidayati Rofiah
Keyword(s):  
Special Needs ◽  
Learning Process ◽  
Classroom Teacher ◽  
Target Object ◽  
Classroom Teachers ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Regular School ◽  
Inclusive Learning

Inclusive learning is to provide a service system for children with special needs to be served in the nearest school or regular school with their peers. In the implementation of inclusive learning in schools requires serious handling from related parties, especially parents, the school, government and the community. Therefore, researchers want to know how the role of educators in the inclusive learning process in SD Muhammadiyah Dadapan Sleman District. This research is a qualitative research with descriptive approach of case study. The subject of this research is principal, classroom teacher, subject teacher, special tutor and student. Target object in this research is the role of educator (classroom teacher, special tutor, and children with special needs) in inclusive learning at SD Muhammadiyah Dadapan, Sleman District.Based on the research results obtained conclusions as follows: (1) Educators referred to in this study are classroom teachers, special tutors and subject teachers. The role of special mentor teachers is only as a consultant if the class teacher has difficulty in guiding students with special needs during the learning process in the classroom. The role of classroom teachers and subject teachers is crucial in the inclusive learning process, in schools because students with special needs are more often guided by classroom teachers and subject teachers. (2) Competent educators will be better able to create an effective, enjoyable learning environment, and will be better able to manage the class, so that learning can run optimally. To create a conducive learning atmosphere the educator must have 4 competencies, namely pedagogic competence, personality competence, social competence, and professionalism.

scholarly journals Peran Guru Bimbingan Konseling dalam Membina Kecerdasan Emosional dan Spiritual Siswa Berkebutuhan Khusus

Nadwa ◽  
2015 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Adita Pramanasari Dan Zainal Arifin
Keyword(s):  
Special Needs ◽  
Social Relationships ◽  
Family Background ◽  
Teacher Morale ◽  
Spiritual Intelligence ◽  
Students With Special Needs ◽  
Inhibiting Factors ◽  
Role Of Teachers

<p>The background of this research is the need for Students with Special Needs (SBK) in SMP PGRI will Pity the extra handling of teacher Counseling (BK) in the development of Emotional and Spiritual Intelligence (ESQ). The results showed:First, SBK is emotionally not able to manage their emotions, but capable of fostering social relationships with both. Spiritually, SBK has not been able to practice<br />well, but was able to do good to both parents. Second, the role of teachers Counseling (BK) in fostering ESQ as: a communicator, facilitator, motivator and advisor. Third, the implementation of the BK inhibiting factors include: the student's family background differences, and differences in the characteristics of individual students. While supporting factors include: BK teacher morale in providing guidance and mentoring, and guardians </p><p>Abstrak</p><p>Latar belakang penelitian ini adalah kebutuhan Siswa Berkebutuhan Khusus (SBK) di SMP PGRI Kasihan akan penanganan ekstra dari guru Bimbingan Konseling (BK) dalam pengembangan Kecerdasan Emosional dan Spiritual (ESQ). Hasil penelitian menunjukkan: Pertama, SBK secara emosional belum mampu mengelola emosi, namun mampu membina hubungan sosial dengan baik. Secara<br />spiritual, SBK belum mampu menjalankan ibadah dengan baik, namun mampu berbuat baik kepada kedua orang tua. Kedua, Peran guru Bimbingan Konseling (BK) dalam membina ESQ sebagai: komunikator, pendamping, motivator dan penasehat. Ketiga, faktor penghambat pelaksanaan BK meliputi: perbedaan latar<br />belakang keluarga siswa, dan perbedaan karakteristik individu siswa. Sedangkan faktor pendukungnya meliputi: semangat kerja guru BK dalam memberikan bimbingan, dan pendampingan, dan wali murid.</p>

scholarly journals Neonatal Occupational Therapy in Australia: A Survey and Recommendations for Developing Guidelines for Clinical Practice

2020 ◽  
Vol 1 (1) ◽  
pp. 1-28
Author(s):  
Nancy McPharlin ◽  
Hugh Stewart ◽  
Deanna Gibbs ◽  
Holly Bowen-Salter ◽  
Kobie Boshoff
Keyword(s):  
Clinical Practice ◽  
Occupational Therapy ◽  
Occupational Therapists ◽  
Online Questionnaire ◽  
Ongoing Research ◽  
Part Time ◽  
The Many ◽  
High Level ◽  
Training Opportunities

Aim and Background: Occupational Therapists form an essential part of the development and care of infants and families in Neonatal Units (NNU) across the world, however, little is documented about their practice in Australia. This article aims to develop a greater understanding of the role of Occupational Therapy in NNU in Australia, compared with international practice guidelines, and recommends the adoption of UK guidelines until Australia specific guidelines emerge. Method: An online questionnaire was developed from a systematic scoping review and piloted by an expert panel. Invitations were sent to thirty Occupational Therapists working in NNUs around Australia. Data analysis included using descriptive statistics and qualitative themes. Results: Twenty two (73%) of NNU Occupational Therapists responded to the survey, representing all levels of NNU. Results describe the current Occupational Therapy role in Australia as encompassing assessment, intervention, teamwork and a variety of ‘other’ activities, all of which required advanced knowledge, skills and paediatric experience, and involved ongoing high-level professional development. Occupational Therapy has a unique role to play in neonatal units. Future development of the role is reliant upon good advocacy and promotion, specialised training opportunities, prospects for networking, support and mentorship for the many Therapists working part-time, and ongoing research. The Australian Occupational Therapy NNU role compares similarly with those cited internationally (UK & US). The development of guidelines for evidence based clinical practice of neonatal Occupational Therapy in Australia was highly sought by clinicians. The adoption of the ‘Occupational Therapy in neonatal services and early intervention: practice guideline’ (RCOT 2017) is proposed until the emergence of specific Australian guidelines.  

Managing Portable Technologies for Special Education

2017 ◽  
pp. 977-987
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Special Education ◽  
Public Education ◽  
Special Needs ◽  
Local State ◽  
Collection Development ◽  
Access To Information ◽  
Academic Needs ◽  
Students With Special Needs ◽  
The Impact

This chapter focuses on the management aspects of portable technologies for special education. Public education has a responsibility to insure that all students learn to the fullest feasible extent. Several pieces of legislation specifically address the academic needs of students with special needs. Part of that legal picture focuses on the role of technology. Increasingly, portable technologies provide multiple ways for students with special needs to have physical and intellectual access to information. Librarians are well positioned to manage those resources, and optimize their use by these student populations. Managers need to coordinate with stakeholders to ensure that collection development, instruction and other services support special education and align with policies at site, local, state and federal levels. Managers also need to ensure that library staff have the training to carry out these policies to optimize the impact of portable technologies for special education.

scholarly journals Using Digital Technology to empower users with special needs at the University of Guyana Library.

2020 ◽  
Vol 7 (6) ◽  
pp. 489-503
Author(s):  
Clyden Harris ◽  
Simmone LaRose ◽  
Debra Lowe
Keyword(s):  
Special Needs ◽  
Digital Technology ◽  
Academic Library ◽  
Remote Access ◽  
Human Interaction ◽  
High Quality ◽  
Students With Special Needs ◽  
Learning Capabilities ◽  
The University ◽  
Users With Special Needs

The purpose of this research is to highlight the digital technology programmes and activities implemented by the Library professionals at the University of Guyana Library, to empower users with special needs.  The use of digital technology in libraries is redefining the way information is disseminated and it has influenced the roles of all information professionals.  As digital technology evolved, Librarians have been forced to revolutionise their way of operating and employ a variety of ways to adjust; not only to their changing roles but also to find ways to enhance high quality service delivery. These innovations not only brought changes to the delivery services but also served to propel inclusivity for previously marginalised groups, including persons with special learning needs, who are physically challenged, have cognitive challenges, experiencing varying levels of competencies or other socio-economic difficulties.  The final benefits being envisioned would be lifelong learning and success in all aspects of student's lives. Iin this era of digital transformation, University Libraries must therefore combine technology and human interaction in all of its services for access by all to accomplish this vision. Recognising that there was a practice to generalise the user population, even though their learning capabilities differed, Librarians at the University of Guyana Libraries (Turkeyen and Tain) sought to devise ways in which all users would benefit from all of the services offered using digital technology.  Through this medium, students with special needs /differently-abled who were often marginalised due to different learning capabilities are now able to have an equal opportunity to access research content with ease. Librarians at the University of Guyana Library have illustrated how the use of digital technology at its academic library has helped to promote scholarship and encourage high quality research by providing online services with remote access and links to external resources.  This paper expands on the digital programmes that the University of Guyana Libraries provides for students with special needs and the measures taken to empower special needs users through digital technologies.  

scholarly journals Bullying at Students with Special Needs in Inclusive Schools: The Implication for Role of Special Teachers

2019 ◽  
Author(s):  
Marlina
Keyword(s):  
Women Students ◽  
Special Needs ◽  
Primary Schools ◽  
Male Students ◽  
Students With Special Needs ◽  
Factors Associated ◽  
Self Perceptions ◽  
Inclusive Schools ◽  
Being Bullied

The article examines about students with special needs who are in inclusive schools that experience bullying by peers who without special needs. The purpose of this study was to describe the forms and patterns of bullying in students with special needs. Cognitive and self-perceptions factors associated with reports of peer victimization were also explored. Participants were 110 students including 56 student primary schools, 34 student junior schools and 20 student senior schools in inclusive schools. The results showed that bullying was carried out in the form of physical aggressiveness, shameful and racist behavior towards students with special needs and social isolation from peers, and attacks in the form of destruction of personal belongings. Bullying is more common in male students with special needs than women. Students with special needs self-reported significantly more incidents of being bullied than students without special needs. They experienced very significant intimidation. Socialization efforts are needed by special teachers specifically about rights and accessibility in education so that bullying in students with special needs does not occur again in inclusive schools.

scholarly journals The Effect of Using instructional computerized software on Educational Achievement in the Computer Skills Course for Students with Special Needs (Deaf and Mute) in Primary Stage in Jerash Governorate, Jordan and Their Attitudes towards it: أثر إستخدام البرمجية التعليمية على التحصيل الدراسي في مقرر مهارات الحاسوب لدى الطلاب ذوي الاحتياجات الخاصة (الصم والبكم) المرحلة الإبتدائية في محافظة جرش بالأردن واتجاهاتهم نحوه

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Anas Mustafa Al Atoum - Mokhtar Othman Siddiq
Keyword(s):  
Special Needs ◽  
Primary Schools ◽  
Educational Achievement ◽  
Community Sample ◽  
Control Group ◽  
Deaf Students ◽  
Students With Special Needs ◽  
The Impact ◽  
Basic Level

Instructional computerized software, deafs, mutes students in Primary Schools The study aimed to prepare, design and produce an instructional computerized software to the deafs and mutes students in the primary schools, the study aimed also to identify the impact of using instructional computerized software on checking homework lessons and remaining of the impact of learning and attitudes among deafs and mutes students in the basic level in subject of PC’s skills. The researchers had developed a study unit through programming PowerPoint PC program to the 1st level. Also he conducted a Pro & Pre Test then analyzed the study contents through designed a questionnaire to measure the role of PC and using PC Software and its impact on processes of learning and education among deafs and mutes students.   The study conducted during the year (2012 – 2013) on deafs and mutes students at basic level withing the centers of Jerash for the special needs, the researcher followed the descriptive and analytical approach in additional to the experimental approach, the community sample consists of dump and deaf students at the basic level within the center of  Jerash for the special needs, the total numbers of community sample were 120 students, among them (50) students of basic level were selected as a study sample and divided into two groups : one of them is experimental and the other is a control group.   The study showed that there is a statistically significant at the level of ( P <0.05) to use PC in upgrading the ability of checking lessons of dump and deaf students at the basic level.  The researcher recommended for providing a tutorial software in all instiututes and programs of those with special needs with full concentration on providing the modern tools that considered the easiness of using and effectiveness of performance, in addition to necesscity of training to the teachers who teaching students with special needs on using these tutorial software besides, providing a technology specialist to teach those with special needs in every institute. 

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