scholarly journals Reviewing the life skills activity program for children with special needs during the COVID-19 pandemic

2021 ◽  
Vol 16 (6) ◽  
pp. 3240-3254
Author(s):  
Diana Diana ◽  
Sunardi Sunardi ◽  
Gunarhadi Gunarhadi ◽  
Munawir Yusufi
Keyword(s):  
Early Childhood ◽  
Special Needs ◽  
Life Skills ◽  
Autism Spectrum ◽  
Personal Hygiene ◽  
Children With Special Needs ◽  
Self Awareness ◽  
Online Distance Learning ◽  
Online Distance ◽  
The Impact

The pandemic, which occurs in all parts of the world has changed the order of the learning process for children with special education needs (SEN) which was initially carried out face-to-face to the online distance learning from home. This study aims to see the impact of the Inclusive Teaching (I-Teach) model on the life skills of early childhood students with special needs while studying from home during the covid-19 pandemic. This study is survey research with data analysis using the percentage of life skills assessment in children with special needs, carried out at 6 early childhood education institutions that have children with special needs totaling 12 students with the following specifications: 5 students with autism spectrum disorder, 1 student with speech delay, 2 students with attention deficit hyperactivity disorder, 1 student with down syndrome, and 3 other students who have not been diagnosed.The research found that, from the six aspects of special needs childrens'  life skills, most of them can self-feeding. It showed when children used the cutlery to clean the dishes by themselves. Meanwhile, for the dressing skill, personal hygiene, self-awareness, safety, and others, children still need reinforcement from parent and teacher.           Keywords: Life Skills, SEN, Early Childhood

scholarly journals The Impact of Peer-mediated Intervention on Children with Special Needs in Inclusion Classroom

2020 ◽  
Vol 8 (2) ◽  
pp. 126-137
Author(s):  
Faqihul Muqoddam ◽  
Wiwin Hendriani
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Needs ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Inclusive Classroom ◽  
Children With Special Needs ◽  
Online Databases ◽  
Inclusive Settings ◽  
Inclusion Classroom ◽  
The Impact

AbstractSystematic review aims to analyze the impact of interventions that mediated by peers on children with special needs in an inclusion setting. The review was conducted with the search keywords "peers" and "inclusive class", "peers" and "inclusion settings", "peers" and "inclusive settings", "peers" and "inclusive classrooms" in 2 online databases, namely ERIC and ScienceDirect. There were 11 articles reviewed from the total number of initial searches of 1,233 obtained from screening results according to inclusion and exclusion criteria. The results show that all interventions that have been implemented involve the role of peers. The focus of interventions various kinds, ranging from children aged 3-16 years and more focus on children with Autism Spectrum Disorder (ASD). Eleven Interventions that involve peers are significantly able to improve interaction, communication, social skills and social initiation in children with special needs so that it can be a reference in the process of intervention in the further application or research. AbstrakSistematik review bertujuan untuk menganalisis dampak intervensi yang dimediasi oleh teman sebaya pada anak berkebutuhan khusus di setting inklusi. Review dilakukan dengan kata kunci pencarian “peers” and “inclusive class”, “peers” and “inclusion setting”, “peers” and “inclusive setting”, dan “peers” and “inclusive classroom” pada 2 database online, yakni ERIC dan ScienceDirect. Terdapat 11 artikel yang direview dari jumlah total pencarian awal 1.233 yang diperoleh dari hasil screening sesuai dengan kriteria inklusi dan eksklusi. Hasil menunjukkan bahwa seluruh intervensi yang telah diterapkan melibatkan peran teman sebaya. Fokus intervensi beraneka ragam, mulai dari anak berusia 3-16 tahun dan lebih banyak fokus pada anak dengan Autism Spectrum Disorder (ASD). Sebelas Intervensi yang melibatkan teman sebaya tersebut secara signifikan mampu meningkatkan interaksi, komunikasi, keterampilan sosial dan inisiasi sosial pada anak berkebutuhan khusus sehingga dapat menjadi rujukan dalam proses intervensi pada penerapan selanjutnya.  Kata Kunci: Intervensi; Teman Sebaya; Kebutuhan Khusus; Inklusi

scholarly journals Desain Pendidikan Pembebasan Bagi Anak Berkebutuhan Khusus sebagai Jalan Humanisasi

2019 ◽  
Vol 2 (1) ◽  
pp. 49
Author(s):  
Lourine Sience Joseph
Keyword(s):  
Special Needs ◽  
Educational Innovation ◽  
Children With Special Needs ◽  
Self Awareness ◽  
Human Being ◽  
Human Beings ◽  
Interesting Phenomenon ◽  
Liberation Education ◽  
Education Innovation ◽  
Descriptive Approach

Issues of Liberation Education for children with special needs (Heward), (Wiyani 2014: 2) become a n interesting phenomenon that requires educational innovation. the philosophy of ABK education innovation is liberation both physically and psychologically, as human beings. Bandhie Delphie (2012: 2) revealed that children with special needs have their own learning characteristics and specificities. Likewise, children with special needs at the Leleani PLB school and Pelita Kasih Ambon. They need a pattern of liberation education as a way of humanization. The purpose of this paper is to design liberation education to find patterns of education that free children with special needs. The implication is that every child will accept his existence as a free human being, an independent human being, especially a humanist person. The method used to collect and analyze problems based on research data is qualitative with a descriptive approach whose results are dialogue and communication with love and affection. Apart from that consientization (Freire, 1984: 41) self as a human being. The conclusion of liberation education through dialogue and communication in love and affection and the effort to build self-awareness of children with special needs is the design of liberation education for children with special needs as a way to discover the human nature of themselves as human beings. 

Critical Behavior Monitoring for Children with Special Needs in Preventing Physical Injury Using Kinect

2015 ◽  
pp. 211-249
Author(s):  
Ong Chin Ann ◽  
Lau Bee Theng ◽  
Henry Lee Seldon ◽  
Fernando Anddie Putra
Keyword(s):  
Special Needs ◽  
Critical Behavior ◽  
Human Activities ◽  
Autism Spectrum ◽  
Physical Injury ◽  
Children With Special Needs ◽  
Kinect Sensor ◽  
Monitoring Model ◽  
Behavior Monitoring ◽  
Human Activities Recognition

This research studies ways to prevent physical injury for children with special needs, or specifically children with Autism Spectrum Disorder (ASD). The prevention is achievable by monitoring child behavior in the classroom from time to time. A Critical Behavior Monitoring model was developed for this purpose. The model is integrated with a Kinect sensor (by Microsoft) to process the signal acquired for human activities recognition. Currently, the model manages to identify 17 different human activities and notify parents or teachers via SMS and/or email if any unusual or critical activities are detected (i.e. falling down or asking for help). This will ensure immediate action is taken to prevent injuries or the situation from getting worse.

Effect of Indoor Wall Climbing on Self-Efficacy and Self-Perceptions of Children with Special Needs

2009 ◽  
Vol 26 (3) ◽  
pp. 259-273 ◽  
Author(s):  
Erin R. Mazzoni ◽  
P. Lynn Purves ◽  
Julie Southward ◽  
Ryan E. Rhodes ◽  
Viviene A. Temple
Keyword(s):  
Special Needs ◽  
Self Efficacy ◽  
Control Group ◽  
Children With Special Needs ◽  
Control Groups ◽  
Self Perceptions ◽  
Self Worth ◽  
And Control ◽  
The Impact ◽  
Over Time

The impact of a six-week indoor wall climbing on the perceptions of self for children with special needs aged 6–12 years was explored. Participants (n = 46) were randomly assigned to the intervention (girls, n = 4; boys, n = 19) and control groups (girls, n = 5; boys, n = 18). Belayers’ and children’s perceptions of efficacy were measured using specifically designed questionnaires and perceptions of competence and global self-worth were measured using Harter’s (1985) Self-Perception Profile for Children for participants with an adaptive age of 8 years or higher. Children’s self-efficacy and belayers’ ratings of children’s efficacy improved significantly, t(21) = 3.9, p = .001, d = .84 and F(2, 44) = 30.03, p < .001, respectively. The children’s judgments of their athletic and social competence and global self-worth, however, did not change over time or differ from the wait-listed control group (p > .05). These results suggest that it is likely that many experiences that enhance self-efficacy may be needed to improve self-perceptions.

Sign in / Sign up

Export Citation Format

Share Document