Barriers in Teaching Science to Students with Special Needs: Exploration From Teachers' Perspectives

Structured Interviews ◽

Special Schools ◽

Teachers And Students

Previous research has identified the benefits of science learning to support post-school independence of children with special needs [9]. However, the portion and quality of teaching science to these students is still very limited. This study aimed to explore the barriers faced by teachers in teaching science to children with special needs in both special schools and inclusive school settings. A mixed methods approach was employed to understand the implementation of science learning for children with special needs, especially the support and obstacles faced by teachers and students with special needs. Data were collected through structured interviews and observations of science learning. Interviews and observations were conducted in 11 special classes and 9 inclusive classes when teaching science to reveal the didactic method used by the teacher and the student responses. Guided interviews were conducted with teachers (n = 20, 15 female and 5 male) to understand the teaching process and obstacles experienced. The results of the interviews and observations were validated through a focus group discussion, which was attended by 7 participants. The quality of textbooks with adjustments for students with special needs was found to be the major challenge for teachers as they explained that they have limited time to adjust the content themselves. It was also identified that there is a need for teachers to shift their mindset, as they focus on students’ learning problems as teaching barriers. This study calls for professional development for teachers, with a focus on mindset, teaching strategies and accommodation in science subjects, which would enable teachers to support students with special needs in special and inclusive classrooms. Keywords: science teaching, students with special needs, barriers in teaching

Internalization of Islamic Values for Students with Special Needs in Special School Education Institutions (SLB)

AL-HAYAT: Journal of Islamic Education ◽

10.35723/ajie.v3i1.55 ◽

2019 ◽

Vol 3 (1) ◽

pp. 90

Author(s):

Arif Wahyudi ◽

Miftachul Huda

Keyword(s):

Mental Retardation ◽

Special Needs ◽

Religious Education ◽

Group Discussion ◽

Teaching Experience ◽

Learning And Teaching ◽

Islamic Values

This research is based on the assumption that the need to internalize Islamic religious education is more effective in knowing how much students absorb in learning Islamic religious education. Internalization of Islamic education can be used as a reference as a better learning process. The purpose of this study was to describe the concepts, constraints and solutions to the internalization of Islamic religious education for children with special needs at the Extraordinary Middle School Kemala Bhayangkari, Trenggalek, East Java, Indonesia. The research method uses a qualitative approach. Data collection is done using observation, interview and documentation techniques. Check the validity of the data with confirmation techniques and peer discussions. Data analysis using interactive analysis, namely conceptualization, categorization, then reduced, the presentation of the data then held conclusions. The results of the study: 1) The concept of internalization starts from learning planning tailored to the conditions of students so that they can receive the planting of religious values well. 2) Constraints on internalizing Islamic values for students with special needs, namely the difficulty of the teacher in determining indicators of student success in absorbing the material that has been taught, lack of teacher knowledge about the nature of students with special needs (in this case mental retardation) and the psychology of child development in general, not yet available and supporting infrastructure to the fullest. 3) Solution to the internalization of Islamic values for children with special needs: Islamic religious education teachers to always improve the quality of learning and teaching experience consciously and independently through the MGMP forum and also with efforts by the leadership of institutions that always encourage teachers to improve quality of teacher resources by including in trainings or seminars, workshops, FGD (forum group discussions), etc. relating to children with special needs (mental retardation). Penelitian ini didasarkan pada anggapan perlunya internalisasi pendidikan agama Islam yang lebih efektif untuk mengetahui seberapa besar penyerapan siswa dalam pembelajaran pendidikan agama Islam. Internalisasi Pendidikan agama Islam dapat dijadikan acuan sebagai proses pembelajaran yang lebih baik lagi. Tujuan penelitian ini adalah mendeskripsikan konsep, kendala dan solusi internalisasi pendidikan agama Islam anak berkebutuhan khusus di Sekolah Menengah Pertama Luar Biasa Kemala Bhayangkari, Trenggalek, Jawa Timur, Indonesia. Metode penelitian menggunakan pendekatan kualitatif. Pengumpulan data dilakukan dengan menggunakan teknik observasi, wawancara dan dokumentasi. Pemeriksaan keabsahan data dengan teknik konfirmasi dan diskusi teman sejawat. Analisis data menggunakan analisis interaktif yaitu konseptualisasi, kategorisasi, kemudian direduksi, penyajian data selanjutnya diadakan penarikan kesimpulan. Hasil penelitian: 1) Konsep internalisasi dimulai dari perencanaan pembelajaran disesuaikan dengan kondisi siswa agar mereka dapat menerima dengan baik penanaman nilai religius. 2) Kendala internalisasi nilai Islami bagi siswa berkebutuhan khusus yaitu kesulitan guru dalam menentukan indikator keberhasilan siswa dalam menyerap materi yang telah diajarkan, minimnya pengetahuan guru tentang hakekat siswa berkebutuhan khusus (dalam hal ini tunagrahita) dan tentang psikologi perkembangan anak secara umum, belum tersedia sarana dan prasarana pendukung secara maksimal. 3) Solusi internalisasi nilai Islami bagi anak berkebutuhan khusus: guru pendidikan agama Islam agar selalu meningkatkan kualitas belajar dan pengalaman mengajar secara sadar dan mandiri melalui forum Musyawarah Guru Mata Pelajaran (MGMP) dan juga dengan upaya oleh pimpinan lembaga yang selalu mendorong para guru untuk meningkatkan kualitas sumber daya guru dengan mengikut sertakan dalam pelatihan-pelatihan atau seminar, workshop, FGD (forum group discussion), dll yang berkaitan dengan anak berkebutuhan khusus (tunagrahita).

Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran ◽

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

10.33394/jk.v6i2.2315 ◽

2020 ◽

Vol 6 (2) ◽

pp. 156

Author(s):

Helda Jolanda Pentury ◽

Itsar Bolo Rangka

Keyword(s):

Special Needs ◽

Assessment Instrument ◽

Limited Attention ◽

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.

Relationship between Prososial Behavior and Intensity of Class Teachers Social Interactions to Special Needs in Inclusive Schools

IJDS Indonesian Journal of Disability Studies ◽

10.21776/ub.ijds.2021.008.01.12 ◽

2021 ◽

Vol 8 (01) ◽

pp. 155-160

Author(s):

Hudzaifah Hudzaifah

Keyword(s):

Social Interaction ◽

Prosocial Behavior ◽

Special Needs ◽

Sampling Method ◽

Pearson Correlation ◽

Teachers And Students ◽

Correlational Method ◽

Relationship Of

This study aims to find out the relationship of prosocial behavior with the intensity of teacher social interaction towards children with special needs in inclusion schools in Surakarta. The method used in this research is quantitative correlational method. The sampling method is to use purposive sampling method, with a research subject of 30 teachers of inclusion school class in Surakarta. Data collection techniques in this study used questionnaires with the scale of prosocial behavior and social interaction. The result of data analysis using Pearson Correlation Product Moment technique with the help of SPSS 23.0 program obtained correlation of r= 0.919, (p>0.05), thus means Ha rejected and Ho accepted, so it can be concluded that; 1) There is no significant link between prosocial behaviour and the intensity of teacher social interaction towards children with special needs in inclusion schools, 2) The embodiment of prosocial behavior also does not have to give rise to interactions between teachers and students with special needs but a teacher tends to give indirect assistance to students, and 3) The development of increasingly sophisticated technology makes a person, especially children with special needs less social and reduce their social attitudes. So it tends to do things based on its own interests.

Educational Revitalization of the Children with Special Needs at an Inclusive School

Jurnal Ilmiah Peuradeun ◽

10.26811/peuradeun.v6i3.214 ◽

2018 ◽

Vol 6 (3) ◽

pp. 385

Author(s):

Made Kerta Adhi ◽

Ni Putu Seniwati

Keyword(s):

Special Needs ◽

School Library ◽

Normal Children ◽

Self Development ◽

Inclusive School ◽

Teachers And Students ◽

Educational Staff ◽

And Behavior

The main purpose of this research is to find out the forms and meaning of revitalization of children with special needs at an inclusive school, particularly at Saraswati Elementary School, Tabanan, and Bali. This research is a qualitative research with an approach of a Cultural Study. The results show that the forms of revitalization are increasing resources, such as the workshop of teachers and students parents; providing apprentice for school staff, especially the manager of school library; increasing the involvement of children with special needs with the other common peers in self-development; equipping facilities such as special guidance room and library facilities. The meaning of revitalization is to improve the quality of human resources, togetherness in differences, and the development of potential children with special needs. In conclusion, there are enhancement of knowledge, skills, and behavior of teachers and educational staff respectively with the average of 88 and 90 percent, parents become more empathetic to the children, and social cohesion between children with special needs and normal children is established, so children with special needs are able to grow well.

Parents View On In-Home Occupational Therapy Service

Armenian Journal of Special Education ◽

10.24234/se.2020.2.2.233 ◽

2020 ◽

Vol 2 (2) ◽

pp. 35-53

Author(s):

Lilia Osipova

Keyword(s):

Quality Of Life ◽

Occupational Therapy ◽

Special Needs ◽

Future Research ◽

Occupational Therapy Interventions

Structured Interviews ◽

Therapy Services ◽

Therapy Interventions ◽

Home is a significant environment for any child with or without special needs and one of the important environments where occupational therapy is aimed to bring improvement if necessary in terms of quality of life. The current descriptive qualitative study was designed to find out parental perceptions about occupational therapies provided in their own environments with their children with special needs. The participants of the study were five parents whose children with different special needs were getting private in-house occupational therapy services provided by the researcher at the moment of the study. The data for this study was collected through semi-structured interviews. Interviews were designed to understand how parents perceive in-house Occupational Therapy Services. The findings of the study suggest significant improvements in the quality of life of their children with special needs, thus no one could specifically differ occupational therapy interventions in-home and in other professional settings. It is obvious because of the lack of settings in Armenia with Occupational Therapies and lack of information about the profession in general. Future research is recommended to be conducted between two different groups with Occupational Therapies in-home and other settings, with a larger group and more specific issues. Findings revealed that in-home services are convenient in many different aspects for parents of children with special needs and it should be considered for future practices.

Application of Character Education for Children with Special Needs in Special Schools

10.31227/osf.io/hbvyz ◽

2018 ◽

Author(s):

Firunika Intan Cahyani ◽

Eko Purnomo ◽

Eddy Marheni

Keyword(s):

Character Education ◽

Special Needs ◽

Behavioral Problems ◽

Special Schools ◽

Interactive Analysis ◽

West Sumatra ◽

Mentally Retarded Children ◽

Analysis Models

This research is a qualitative research,This research was conducted on August 2 to September 29, 2018 at Padang Perwari Special School, West Sumatra. The informants in this study were teachers who taught at the extraordinary Padang Perwari school which amounted to 5 people, with the object of research totaling 64 students with special needs. Data collection methods use observation, interviews and focus group discussions (FGD). Data analysis uses interactive analysis models through the stages of data reduction, data presentation and verification. The findings of the researcher indicate several behavioral problems which indicate that there is no personal character or social character in children with special needs (especially for mentally retarded children). The results of the study show the importance of applying the values of character education to children with special needs for the realization of a better national character.

Studi Kasus Manajemen Sekolah Inklusi SDN Manahan Surakarta

Jurnal Pendidikan Kebutuhan Khusus ◽

10.24036/jpkk.v4i2.557 ◽

2020 ◽

Vol 4 (2) ◽

pp. 64-68

Author(s):

Ahmad Hafizh ◽

Herry Widyastono ◽

Sunardi Sunardi

Keyword(s):

Special Needs ◽

Inclusive Education ◽

Participant Observation ◽

Inclusive Schools ◽

Assistant Teachers ◽

Depth Interviews

Inclusive education is one form of special education in Indonesia to provide opportunities for children with special needs to get an education. But the reality faced by inclusive schools in management and implementation has not been satisfactory. Many things are not in accordance with predetermined standards. In this study using a qualitative approach with a case study design. The research technique was carried out by non-participant observation, in-depth interviews and documentation studies. The results obtained show that the management of inclusive schools is still unsatisfactory such as the lack of facilities and accessibility of children with special needs, special educators, special assistant teachers. This will certainly affect the quality of education, learning processes, and evaluations carried out so that certain stages also have an impact on the outputs and outcomes of students with special needs

Hambatan Internal Guru Bimbingan dan Konseling dalam Memberikan Layanan pada Anak Berkebutuhan Khusus

Jurnal Counseling Care ◽

10.22202/jcc.2019.v3i1.3717 ◽

2019 ◽

Vol 3 (1) ◽

pp. 26-32

Author(s):

Hanifah Irwan

Keyword(s):

High School ◽

Special Needs ◽

Guidance And Counseling ◽

Vocational High School ◽

Structured Interviews ◽

Long Time ◽

Assistant Teachers ◽

Internal Barriers

This research is motivated by the phenomenon of the existence of students with special needs who do not care when the Guidance and Counseling Teachers provide services and the existence of Guidance and Counseling Teachers who spend a long time to provide services to children with special needs because children have weak grasp and below average abilities. average in Vocational High School 4 Padang. The purpose of this study is to describe the internal barriers of Guidance and Counseling Teachers in providing services to children with special needs. This research is a type of qualitative research, with 4 key informants as Guidance and Counseling Teachers and 3 additional informants, namely special assistant teachers, subject teachers and school principals. The instrument of this research is to use interview guidelines in the form of structured interviews, observations and documentation studies and processed by conducting data analysis inductively-deductively. The results of the study revealed that in general the Guidance and Counseling Teacher has internal barriers in providing services to children with special needs in Padang Vocational High School 4 Padang. Guidance and Counseling teachers do not have enough knowledge about how to deal with children with special needs. The results of this study are recommended to the Guidance and Counseling Teachers to further enhance their understanding by attending training on how to deal with children with special needs and the principal to pay more attention to the facilities needed by the Guidance and Counseling Teacher in providing services to children with special needs.

The Learning Burden- Problem of Curriculum Load

International Journal of Indian Psychology ◽

10.25215/0401.161 ◽

2016 ◽

Vol 4 (1) ◽

Author(s):

Dr. Kadambari Naniwadekar

Keyword(s):

Special Needs ◽

Hearing Impairment ◽

Primary Schools ◽

Well Being ◽

Behaviour Problems ◽

Typically Developing ◽

The Impact

Concerns regarding academic burden on students, especially students with special needs and unsatisfactory quality of learning has been talked about time and again. The problem has been discussed extensively by several committees, with several recommendations on reducing the academic burden on the students. But instead, the problem has grown more acute with the passing time and increased competition. This problem of academic burden manifests itself in many ways for our children with special needs, the most common being behaviour problems and sometimes academic under achievement. The situation has become worse over the years even with children both typically developing and with special needs attending pre- schools carrying a bag full of books and notebooks. It is very hard to reconcile the rigorous ‘academic’ regime that is imposed on children with hearing impairment from an early age with the widespread complaint made about moving at the same pace with the typically developing children and competitive ethos of the later school years. The pernicious grip of this false argument manifests itself in strange preschool and primary schools practices like early emphasis on shapely writing, memorizing information and so on. One message of this situation is that both the child and the teacher have lost the ‘joy of learning’. This study aimed at investigating the impact of overload or academic burden of the curriculum on children with hearing impairment and how it affects the psychological well being of these children. The study proposed to develop tool to identify the factors leading to stress in these children with special needs and then correlate with the academic performance and behaviour problems, if any.

Persepsi dan Kesiapan Mengajar Mahasiswa Guru Terhadap Anak Berkebutuhan Khusus dalam Konteks Sekolah Inklusi

Scholaria Jurnal Pendidikan dan Kebudayaan ◽

10.24246/j.js.2020.v10.i2.p152-161 ◽

2020 ◽

Vol 10 (2) ◽

pp. 152-161

Author(s):

M. Kusuma Wardhani

Keyword(s):

Public Schools ◽

Special Needs ◽

Inclusive Education ◽

Development Program ◽

Individual Development ◽

Special Schools ◽

Inclusive Schools ◽

Equal Right

The implementation of inclusive education in reality, really requires readiness and support from various parties, including fron the educators who are ready in the sense of being able and willing to educate children with special needs. The focus of this study is to examine the perceptions of pre-service teachers in Pelita Harapan University for children with special needs who have access to inclusive education, and what factors underlie these perceptions. The next focus is whether the pre-service teachers have the readiness or vice versa just that there is still doubt or reluctance to teach in inclusive schools. The research method is qualitative descriptive. The number of respondents was one class consisting of 40 students which was a combination of 2 two study programs. The results showed that pre service teachers had perceptions that children with special needs could attend school in inclusive schools, and will be successfull. The arguments that underlie these perceptions are three things: the equal right to education for everyone; curriculumadjustment, teaching methods, assessments and facilities for students with special needs; inclusive schools are a combination of public schools with special schools, and adjustments for each child with special needs in the form of PPI (Individual Development Program). All respondents stated their readiness to teach in inclusive schools. The reason are because a teacher should treat his student equally, the subject of Teaching Student With Special Ability courses has equipped them, and adjustments made in inclusive schools in terms of methods, curriculum, assessment and infrastructure.