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 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 PERAN ORANG TUA ASUH DALAM MEMBINA KECERDASAN SPIRITUAL PADA ANAK DIDIK DI PANTI ASUHAN SULAIMAN DAHLAN JENANGAN PONOROGO.

2018 ◽  
Vol 2 (01) ◽  
pp. 1
Author(s):  
Laili Nailul Muna ◽  
Nurul Iman ◽  
Wahyudi Setiawan
Keyword(s):  
Family Environment ◽  
School Environment ◽  
Foster Parents ◽  
Structured Interview ◽  
Spiritual Intelligence ◽  
Research Approach ◽  
Inhibiting Factors ◽  
Before And After ◽  
Observation Method

This research is based on the guidance of the spiritual intelligence of the students in Sulaiman dahlan orphanage. Spiritual intelligence is influenced by several things one of them from how education or teaching done by parents, (in the discussion of this thesis is foster parents). This study aims to describe: 1) The efforts of foster parents in fostering the spiritual intelligence of students in the orphanage sulaiman dahlan. 2) The results achieved by foster parents in fostering spiritual intelligence protégé sulaiman dahlan. 3) What are the supporting factors and inhibiting factors in the effort to nurture the spiritual intelligence of students in the orphanage sulaiman dahlan. This research is a descriptive research with qualitative research approach. The subjects of this study were the head of the orphanage, foster parents, several alumni, and some santri. Data collection was done by observation method, structured interview, and documentation. Researchers are the main instruments in conducting research assisted by observation guides, interview guides, and documentation guidelines. Techniques used in data analysis are data display, data reduction and conclusion. The results of this study indicate that: 1) The role of foster parents in fostering the spiritual intelligence of students cover morale and material support. They educate and give direction at all times to their students. In addition they also facilitate students to develop the potential, according to each talent, by bringing teachers who are experienced in the field and include children in every moment that is able to develop its potential. 2) The results achieved from the guidance of spiritual intelligence include changes in attitude and morals of children before and after being in the orphanage, they also have the spirit of learning and awareness to memorize al-qur'an, and the spirit of learning is high. 3) Supporting factors that are adequate facilities and the opportunity as well as support to further develop the intelligence and inhibiting factors of spiritual intelligence of students in the orphanage sulaiman dahlan, self-motivation, the role of family environment, community environment, and school environment.

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.

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 PERAN GURU DALAM MENANAMKAN NILAI-NILAI KARAKTER SISWA DALAM PEMBELAJARAN KURIKULUM 2013 PADA SISWA KELAS 1 MIN 1 BANTUL YOGYAKARTA TAHUN AJARAN 2016/2017

2019 ◽  
Vol 5 (2) ◽  
pp. 147
Author(s):  
Sukati Sukati ◽  
Rizkiyatul Fathiyyah
Keyword(s):  
Character Education ◽  
Role Model ◽  
Descriptive Analysis ◽  
Field Research ◽  
Research Field ◽  
Hard Work ◽  
Inhibiting Factors ◽  
Lecture Method ◽  
Role Of Teachers

The background of this research is education is the main need and responsibility for parents, government and society. Given the role of classroom teachers in teaching the curriculum lessons of 2013, not only teaching but also has the obligation in instilling the values of student characters so that the form of a positive character in accordance with the expected goals. This study aims to determine the role of teachers in inculcating the values   of the character of students, to know the character values   implanted by teachers and to determine the inhibiting factors and supporters in instilling the values   of student characters in class 1 MIN 1 Bantul Yogyakarta academic year 2016 / 2017.The type of research used in this study is the type of field research (field research), with a qualitative descriptive approach. While the techniques and instruments of data collection with observation, interviews, and documentation. As well as techniques Data analysis used in this study is descriptive analysis method.The results of this study indicate that: 1) the role of teachers in inculcating the values   of student character in learning curriculum 2013 in grade 1 students in MIN 1 Bantul Yogyakarta, among others: role as role model, inspirator, motivator, dynamator, facilitator and evaluator. Through discussion method, question and answer method, demonstration method and plus lecture method. 2) The values   of character education implanted in MIN 1 Bantul Yogyakarta consist of 3 categories namely a) values   that are often inculcated include religious values, honest, tolerance, hard work, creative, independent, curiosity, love peace, caring Environment and social care. B) character values   rarely instilled in thematic learning are discipline, hard work, democracy, nationalism, respect for achievement, friendly / communicative, and responsibility. C) values that are not implanted at all based on indicators in the observation guidelines by the researcher that is the value of love the homeland and the value of reading. 3) factors supporting the role of teachers in instilling students’ character values   include: parents, school routine programs, facilities, and school committees. While the inhibiting factors are the lack of attention of parents, environment, learners and the state of the class.

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