scholarly journals CEMARA: Caring and Empathy Luar Biasa untuk Meningkatkan Kompetensi Sosial Guru Sekolah Luar Biasa

2021 ◽  
Vol 2 (4) ◽  
pp. 103-107
Author(s):  
Tri Esti Budiningsih ◽  
Sugiariyanti Sugiariyanti ◽  
Yogi Swaraswati ◽  
Rulita Hendriyani ◽  
Arleni Arleni ◽  
...  
Keyword(s):  
Special Needs ◽  
Communication Skills ◽  
Cognitive Abilities ◽  
Problem Analysis ◽  
School Teachers ◽  
Students With Special Needs ◽  
Empathy Training ◽  
Orientation Session ◽  
Social Competences ◽  
Knowledge Communication

School Teachers for Students with Special-Needs (STSSN) are not only required to have high cognitive abilities, they must also have a higher level of patience and energy when dealing with students with special needs. In fact, some of them have not been able to respond appropriately the uncontrolled behavior of students with various special needs. The goals of CEMARA (Extraordinary Caring and Empathy) training are enhancing the knowledge, communication skills, and social competences of special school teachers. The training process is carried out using experiential learning with four sessions. The first session is orientation session and training contract, the second session is sharing experiences and explaining knowledge about caring skills and empathy, the third session simulates how to communicate effectively in an empathetic manner, the fourth session ends with reflection and evaluation. Seven teachers of MILB YKTM Budi Asih participated as respondents. The results of this training were the emergence of increased knowledge, communication skills and social skills among teachers. They gained new knowledge about caring and empathy, then they practiced problem analysis and positive communication skills when dealing with various special need students. The improvement of teachers’ social competences is shown by the teachers’ feedback at the end of the training

scholarly journals THE PRODUCTION OF BEAN SPROUT WITH AUTOMATIC SPRAYING SYSTEM FOR LOW FUNCTIONING SPECIAL NEEDS STUDENTS IN SMK DATUK HAJI ABDUL WAHAB

2020 ◽  
pp. 56-69
Author(s):  
Shyielathy Arumugam ◽  
Wan Syarifah Amin Wan Ahmad ◽  
Nor Sakinah Shahrudin
Keyword(s):  
Special Needs ◽  
Teaching And Learning ◽  
Consumer Survey ◽  
School Teachers ◽  
High Quality ◽  
Students With Special Needs ◽  
Bean Sprout ◽  
Teaching Tools ◽  
Low Functioning ◽  
Bean Sprouts

This action research is to identify the effectiveness of the activity bean sprout growing by the automatic spraying system for students with special needs who are in the low functioning category in Smk Datuk Haji Abdul Wahab. The research sample of this study are 12 students low functioning students identified by the diagnostic test. The teaching and learning process of this activity was conducted with teaching tools such as pictures, videos and observation. This activity project was carried out for the last 5 months and 10 times of havest. At the innitial stage, the bean sprouts were sold to the school teachers and several other schools nearby. Findings from the consumer survey reports that the majority of the respondents agrres that the bean sprout is fresh, reasonal price, high quality and satisfying. This project is suggested to be expended in a larger scale.

scholarly journals Kurikulum Bagi Anak Berkebutuhan Khusus (ABK)

2017 ◽  
Vol 5 (2) ◽  
pp. 105
Author(s):  
Aslan Marani
Keyword(s):  
Special Needs ◽  
Education System ◽  
Curriculum Change ◽  
Social Changes ◽  
Students With Special Needs ◽  
Equal Education ◽  
The Government ◽  
Social Competences

Curriculum change occurred nowadays shows that the curriculum is prone to social changes. Although the changes remain happened, there seems no curriculum which distinguishes its use between normal students and students with special needs (either physical or mentality). In fact, the curriculum should be enjoyed not only by the normal students but also the students with special needs. Hence, they can obtain equal education system without feeling a sense of discrimination from the government. Although the curriculum is the same, teachers may apply different strategies and methods. Hence, the teachers are not only professional in teaching, but also has specific competence than those who teach normal students. What I mean competence here is not professional, pedagogy, personality, or social competences. Rather, it is a spiritual competence where teachers are teaching by heart, not by material (money).

Building Responsibility for Learning in Students with Special Needs

2004 ◽  
Vol 11 (3) ◽  
pp. 118-126
Author(s):  
Karen Karp ◽  
Philip Howell
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Special Needs ◽  
School Teachers ◽  
Special Needs Students ◽  
Students With Special Needs ◽  
Mathematical Learning

Ways that elementary school teachers can help students with special needs build responsibility for their own mathematical learning. Includes practical classroom applications for teachers of special needs students.

scholarly journals An Analysis of the Use of Secondary Reinforcers by Pre-School Teachers for the Students with Special Needs in Inclusive Classes

2020 ◽  
Vol 8 (4) ◽  
pp. 1
Author(s):  
Tansel Yazıcıoğlu
Keyword(s):  
Special Needs ◽  
Problem Behaviors ◽  
School Teachers ◽  
Students With Special Needs ◽  
Descriptive Research ◽  
Educational Environments ◽  
The Social ◽  
New Ideas ◽  
Student Information ◽  
Social Reinforcers

Reinforcement is one of the widely used practices in today's educational environments. Teachers often use reinforcement as a form of discipline in the classroom, and these reinforcements allow students to learn new ideas, skills, and rules. Reinforcers can be used effectively in teaching of the social and academic skills as well as in reducing or eliminating problem behaviors. Therefore, this study aims at identifying how pre-school teachers in inclusive classes employ secondary reinforcers for the students with special needs. The study is designed as a descriptive research. The participants of the study are four pre-school teachers working in Ankara who teach students with special needs. In this study, the data were collected through the Teacher and Student Information Form and Learned Reinforcement Checklist which was developed by the author. The findings of the study indicate that the participants mostly use social reinforcers. In other words, they all prefer to use social reinforcers such as praise words and applauding for the students with special needs. The findings of the study indicate that the participants employ limited number of activity reinforcers and all teachers participated in the study employed token reinforcers for the students with special needs.

Doświadczenia nauczycieli szkół przyszpitalnych w paradygmacie inkluzji ucznia ze specjalnymi potrzebami edukacyjnymi

2019 ◽  
Vol 64 (3 (253)) ◽  
pp. 194-206
Author(s):  
Beata Antoszewska ◽  
Małgorzata Moszyńska
Keyword(s):  
Public Schools ◽  
Special Needs ◽  
Chronically Ill ◽  
Transitional Space ◽  
School Teachers ◽  
Students With Special Needs ◽  
Inclusion Process ◽  
Teachers Experiences ◽  
Hospital School ◽  
Education Process

The inclusion of students with special needs into the education process offered by public schools invites research concerning the transitional space created by hospital schools dedicated for chronically ill or disabled children. The interpretive paradigm was employed for the framework of the study, this choice being motivated by a wish to achieve a more comprehensive understanding of the phenomenon of inclusion. The study aimed at getting acquainted with and describing the work of teachers in hospital schools from the perspective of the inclusion of students with special needs. Hence, the study focused on the work carried out by teachers in hospital schools. The collected information related to the interviewed teachers’ experiences facilitated the identification of common areas that are described in detail in this paper, along with the teachers’ narrations. Conclusions based on the conducted study demonstrate how hospital school teachers implement the notion of inclusion of students with special needs and what their experiences are as far as the inclusion process is concerned.

ADVANTAGES OF DIGITAL EDUCATION FOR TEENAGERS WITH MUSCULOSPHOTAL DISORDERS

2021 ◽  
Vol 66 (1) ◽  
pp. 99-103
Author(s):  
E.S. Nurymov ◽  
◽  
N.B. Zhienbaeva ◽  
Keyword(s):  
Special Needs ◽  
Musculoskeletal Disorders ◽  
Communication Skills ◽  
Individual Characteristics ◽  
Special Educational Needs ◽  
Students With Special Needs ◽  
Somatic Health ◽  
Digital Education ◽  
Online Technologies ◽  
Social Reciprocity

Online technologies offer many positive social and behavioral opportunities for students with special needs and allow you to develop correctional and developmental programs in accordance with the age and individual characteristics of children, their state of mental and somatic health. Children with special educational needs, such as those with musculoskeletal disorders, often experience significant deficits in social reciprocity and communication skills, but these children are very sensitive to technology.

scholarly journals ENGLISH TEACHER IDENTITY CONSTRUCTION: INDONESIAN TEACHERS’ MOTIVATION AND STRATEGIES IN TEACHING ENGLISH FOR SPECIAL NEEDS STUDENTS

2020 ◽  
Vol 3 (2) ◽  
pp. 311
Author(s):  
Yunika Upa ◽  
Concilianus Laos Mbato
Keyword(s):  
Special Needs ◽  
Teacher Identity ◽  
Qualitative Method ◽  
English Teacher ◽  
Teaching English ◽  
School Teachers ◽  
Students With Special Needs ◽  
Extrinsic Factors ◽  
Intrinsic Factors ◽  
Visual Materials

Being a teacher in special needs school is not an easy job. Besides having to possess knowledge about children with special needs, special needs school teachers are required to have high patience and good mentality at work. One factor that affects the teachers’ success in educating students at special needs school, is the teachers’ motivation in carrying out their obligation. This study aimed to investigate what factors affected Indonesian teachers’ motivation in shaping and developing their identities and what strategies they used in teaching students with special needs.Using a qualitative method, the researchers gained data by interviewing teachers from two special needs schools in Yogyakarta, Indonesia. After analyzing the data, the researchers found that both intrinsic factors such as the desire to assist students with special needs to be more independent, and extrinsic factors such as family, students, and colleagues influenced the teachers’ motivation to teach in special needs schools in Yogyakarta. These factors played an important role in developing and shaping the teachers’ identity. The researchers also found that audio visual materials became the most effective and helpful strategies in teaching English for special needs schools. This study offers some suggestions for future researchers and Indonesian government.Keywords: Teacher Identity, motivation, teaching strategies, audio visual materials

Sign in / Sign up

Export Citation Format

Share Document