scholarly journals Urgensi Identifikasi dan Asesmen Anak Berkebutuhan Khusus Usia Dini

2020 ◽  
Vol 6 (2) ◽  
pp. 108
Author(s):  
Muchamad Irvan
Keyword(s):  
Special Needs ◽  
Children With Disabilities ◽  
Deaf Children ◽  
Children With Special Needs ◽  
Disabled Children ◽  
Special Services ◽  
Blind Children ◽  
Mentally Retarded Children ◽  
The Right ◽  
Different Characteristics

Anak berkebutuhan khusus (ABK) merupakan anak yang tumbuh dan berkembang dengan berbagai perbedaan dengan anak-anak pada umumnya. Istilah anak berkebutuhan khusus tidak merujuk pada sebutan untuk anak dengan kecacatan, namun merujuk pada layanan khusus yang diperlukan anak berkebutuhan khusus. Terdapat berbagai jenis kategori dalam lingkup istilah anak berkebutuhan khusus. Dalam konteks pendidikan khusus di Indonesia anak berkebutuhan khusus di kategorikan dengan istilah anak tunanetra, anak tunarungu, anak tunagrahita, anak tunadaksa, anak tunalaras, dan anak cerdas dan bakat istimewa. Setiap anak berkebutuhan khusus memiliki karakteristik yang berbeda-beda antara satu dengan yang lain. Lebih daripada itu, setiap anak berkebutuhan khusus juga memerlukan layanan khusus yang disesuaikan dengan kemampuan dan karakteristik mereka. Perlu dilaksanakan kegiatan identifikasi dan asesmen untuk mengetahui karakteristik dan kebutuhan mereka. Hal tersebut dianggap penting guna mendapatkan layanan yang tepat sesuai dengan karakteristik, kebutuhan dan kemampuan. Children with special needs (ABK) are children who grow and develop with various differences from children in general. The term children with special needs does not refer to children with disabilities, but instead refers to special services needed by children with special needs. There are various types of categories within the scope of the term children with special needs. In the context of special education in Indonesia, children with special needs are categorized by the terms blind children, deaf children, mentally retarded children, disabled children, children with disabilities, and intelligent children and special talents. Every child with special needs has different characteristics from one another. More than that, every child with special needs also requires special services that are tailored to their abilities and characteristics. It is necessary to carry out identification and assessment activities to determine their characteristics and needs. This is considered important in order to get the right service according to the characteristics, needs and capabilities.

scholarly journals Identifikasi Karakteristik Anak Berkebutuhan Khusus Menggunakan Metode Case Based Reasoning (Studi Kasus di Sekolah Luar Biasa Negeri 1 Linggo Sari Baganti)

2020 ◽  
Vol 2 (1) ◽  
pp. 1-8
Author(s):  
Septiana Vratiwi ◽  
Yuhandri Yunus ◽  
Gunadi Widi Nurcahyo
Keyword(s):  
Mental Retardation ◽  
Special Needs ◽  
Visual Basic ◽  
Case Based Reasoning ◽  
Children With Special Needs ◽  
Disabled Children ◽  
Mentally Disabled ◽  
Developmental Impairment ◽  
Different Characteristics ◽  
Case Based

Children with special needs are children who have different characteristics and limitations in ability. This child with special needs is called Tunagrahita. Developmental impairment is classified into three categories namely mild, moderate and severe. This study aims to help the process of identifying the characteristics of mental retardation experienced by children. This study uses the Case Based Reasoning (CBR) method to identify children with special needs using the data of the mentally disabled children in SLBN 1 Linggo Sari Baganti. Similarity results were 51.92% for moderate developmental impairment, 17.5% for mild developmental impairment and 8% for severe developmental impairment. Calculations are performed using Visual Basic Net 2010.

scholarly journals Identifikasi Karakteristik Anak Berkebutuhan Khusus Menggunakan Metode Case Based Reasoning

2020 ◽  
pp. 1-8
Author(s):  
Septiana Vratiwi ◽  
Y Yuhandri ◽  
Gunadi Widi Nurcahyo
Keyword(s):  
Mental Retardation ◽  
Special Needs ◽  
Visual Basic ◽  
Case Based Reasoning ◽  
Children With Special Needs ◽  
Disabled Children ◽  
Mentally Disabled ◽  
Developmental Impairment ◽  
Different Characteristics ◽  
Case Based

Children with special needs are children who have different characteristics and limitations in ability. This child with special needs is called Tunagrahita. Developmental impairment is classified into three categories namely mild, moderate and severe. This study aims to help the process of identifying the characteristics of mental retardation experienced by children. This study uses the Case Based Reasoning (CBR) method to identify children with special needs using the data of the mentally disabled children in SLBN 1 Linggo Sari Baganti. Similarity results were 51.92% for moderate developmental impairment, 17.5% for mild developmental impairment and 8% for severe developmental impairment. Calculations are performed using Visual Basic Net 2010

scholarly journals Implementasi Metode Topsis Dalam Penentuan Kelas Siswa Tunagrahita

2019 ◽  
Vol 1 ◽  
pp. 191
Author(s):  
Ommi Alfina ◽  
Fitriana Harahap
Keyword(s):  
Special Needs ◽  
Mentally Retarded ◽  
Equal Opportunities ◽  
Topsis Method ◽  
Special Services ◽  
Intellectual Function ◽  
Mentally Retarded Children ◽  
The Individual ◽  
The Right

Children with special needs are children born with special needs that are different from humans in general so they need special services. Someone with intellectual barriers has been ensured that he is a person with mental retardation. In general, mentally retarded children are children who have deficiencies in terms of intellectual function in real terms and together with that it also has an impact on deficiencies in terms of adaptive behavior. Children have the right and opportunity to develop according to their potential, especially in the field of education. "Children who have physical or mental disabilities are given equal opportunities and accessibility to get an ordinary / extraordinary education." Handling the learning of mentally retarded children depends on the difficulties experienced by each individual. The role of the teacher in handling this is very important. Teachers as mentors in class need to view mentally retarded students with varying conditions about their potential or abilities individually. This study aims to apply the TOPSIS method in determining the class of mentally retarded students. The Topsis method is able to provide the best alternative with assessment criteria so that the results to be achieved will immediately be able to determine the class according to the individual abilities of mentally retarded students.

GRANOLA BAR YANG DIFORTIFIKASI DENGAN PROTEIN DAGING KERANG SEBAGAI SNACK SEHAT BAGI ANAK BERKEBUTUHAN KHUSUS

EKOLOGIA ◽  
2020 ◽  
Vol 18 (2) ◽  
pp. 78-82
Author(s):  
Sata Yoshida Srie Rahayu ◽  
Tri Aminingsih ◽  
Yulianita .
Keyword(s):  
Special Needs ◽  
Analysis Of Variance ◽  
Research Method ◽  
Nutritional Value ◽  
Food Products ◽  
Children With Special Needs ◽  
Organoleptic Test ◽  
Anodonta Woodiana ◽  
Different Characteristics

Flour of Anodonta woodiana meat may be added in the manufacture of food products such as granola bar. The aim of addition is to increase the nutritional value on snacks needed by children with special needs through fortification. This research method was done by making products granola bar in three formulas: without the addition of shells flour, the addition of 2.8 gram, and 5.6 gram. Granola bar were made for consumption by children (7-9 years old) and teenager (10-18 years old). Tests performed included organoleptic test. The results of organoleptic test between three formulas of produced granola bar have different characteristics in flavor parameter. The results of the analysis of parameters of color, aroma, and flavor tested by analysis of variance software showed that the most preferred formula is the second formula with the addition 2.8 gram of mussel meat flour. This granola bar snack is a healthy snack that is safe for consumption by children with special needs, because it is made from ingredients that do not contain flavorings, dyes and artificial preservatives.

Pemerolehan bahasa anak berkebutuhan khusus (tunarungu) dalam memahami bahasa

2020 ◽  
Vol 2 (1) ◽  
pp. 5
Author(s):  
Nur Haliza ◽  
Eko Kuntarto ◽  
Ade Kusmana
Keyword(s):  
Special Needs ◽  
Hearing Impairment ◽  
Deaf Child ◽  
Deaf Children ◽  
Children With Special Needs ◽  
Speech Impairment ◽  
Descriptive Research ◽  
Total Communication ◽  
Type Data ◽  
Children With Hearing Loss

Children with hearing impairment are children with hearing loss who are classified into deaf and hard of hearing. The direct impact of disability is the obstruction of verbal / verbal communication, both speaking (expressive) and understanding the conversations of others (receptive). Obtaining the first language of a deaf child can be done with total communication. Total communication is the most effective communication system because in addition to using a form of communication orally or called oral, the activity of reading, writing, reading utterances, is also equipped with a form of cues. The purpose of this study was to determine the acquisition of language of children with special needs (deaf) in understanding language. Subjects in this study are children with special needs who experience speech impairment (hearing impairment) while the object of this study is focused on only one child, Mila Erdita, a 15-year-old child. This research refers to case studies with descriptive research type. Data collection techniques in this study will be done in three ways, namely; observation techniques, interview techniques, and documentation techniques. In this research, data processing that will be done is to describe the speech data of deaf children to see the acquisition of children's vocabulary. The results of this study indicate that deaf children can obtain a language of total communication using a form of communication orally or called oral, with the activities of reading, writing, reading utterances, also equipped with signs

Working Together: Collaboration Among Professionals

1986 ◽  
Vol 10 (1) ◽  
pp. 21-27 ◽  
Author(s):  
Peter Mittler
Keyword(s):  
Problem Solving ◽  
Intellectual Disabilities ◽  
Special Needs ◽  
Multidisciplinary Approach ◽  
Children With Disabilities ◽  
Children With Special Needs ◽  
Collaborative Practices ◽  
Joint Planning ◽  
Working Together

ABSTRACTChildren with disabilities, and those with physical and intellectual disabilities in particular, need co-ordinated multidisciplinary approach as no single profession can hope to achieve very much single-handed. In order to provide appropriate services we should work with and through others who interact with these children. While one of the hallmarks of the good professional is collaboration, collaborative practices are all too infrequent. Some related problems currently affecting the development of services for children with special needs in the U.K. are outlined. Examples of actual and possible productive practice between and among teachers and other professionals are provided, with the desirability of active and systematic joint planning and problem solving, emanating from a base of shared training, stressed.

Who Wants George? Recruiting Alternative Families for Children with Disabilities

1998 ◽  
Vol 22 (1) ◽  
pp. 40-45
Author(s):  
Hedi Argent
Keyword(s):  
Children With Disabilities ◽  
Disabled Children ◽  
Individual Child ◽  
Alternative Families ◽  
The Right ◽  
Impaired Children

What are the best ways of finding families for disabled children? Who chooses to have them and why? Hedi Argent identifies some of the needs of disabled children who require permanent care and explores the type of qualities to look for, and those to avoid, in the search for prospective carers. Taking the case of George, among others, she emphasises the importance of devising recruitment publicity that is specially tailored to fit the situation of each individual child. Given the right approach, she argues, carers can be found for even the most severely impaired children. This article is based on the book, Taking Extra Care — Respite, shared and permanent care for children with disabilities (BAAF, 1997), by Hedi Argent and Ailie Kerrane.

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.

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