The Effect of Childcare Teacher for children with special needs Training Program Which Combines Face-to-Face Education and Cyber Education on the Belief in Integrated Education and Self-Efficacy of General Childcare Teachers

2020 ◽  
Vol 24 (4) ◽  
pp. 349-372
Author(s):  
Won-Jung Jang ◽  
Ki-Soon Lee
Keyword(s):  
Special Needs ◽  
Training Program ◽  
Self Efficacy ◽  
Children With Special Needs ◽  
Integrated Education ◽  
Face To Face ◽  
Cyber Education

Challenges and Dilemmas in the Education of Children With Special Needs in Romania

2022 ◽  
pp. 191-201
Author(s):  
Emilia Oprisan
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Point Of View ◽  
Children With Special Needs ◽  
Integrated Education ◽  
The Road ◽  
Material Resources ◽  
Inclusive Schools ◽  
Difficult Challenge

Educating children with special needs is a difficult challenge for both families and society. The newest trends in education for these children in Romania are represented by their inclusion in inclusive classes or inclusive schools. It is a beginning of the road both from a legislative point of view and from the point of view of analyzing the efficiency of the system. The issue of the resources dedicated to special education is concerned, this aspect being related both to the level of material resources and to the human resources, their availability, and the level of their training. The analysis of the progresses and the challenges that the Romanian-integrated education is encountering is an important step in identifying possible solutions for increasing the quality of special education in Romania.

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.

scholarly journals Pendidikan Integrasi dan Pendidikan Inklusi

2017 ◽  
Vol 13 (2) ◽  
pp. 127
Author(s):  
Murni Winarsih
Keyword(s):  
Special Needs ◽  
Special School ◽  
Children With Special Needs ◽  
Integrated Education ◽  
Education Service ◽  
Keywords Education

Educationmustbeenjoyedbyallchildren,includingchildrenwith special needs. Currently education service for children with special needshasmanychanges.Thechangesincludeachangeinattitude of consciousness, condition, methodology, use of concepts, and shifting paradigm towards education of humanity. At first, the education service for children with special needs is in the form of educational segregation. Educational segregation is an education service for children with special needs where those who have the same barriers are in one school, for example, children with visual barriers are in the Special School (SLB) of A and children with auditory barriers are in the Special School (SLB) of B, and so on. Education service for children with special needs has been widely grown in the presence of integrated education service and inclusion in education. This paper discusses the integration of education and the inclusion in education. Keywords: education, integration, inclusion, and special needs. Pendidikan harus dapat dinikmati oleh semua anak, tidak terkecuali anak berkebutuhan khusus. Layanan pendidikan bagi anak berkebutuhan khusus saat ini tengah mengalami banyak perubahan.Perubahan-perubahaninimeliputiperubahandalam kesadaran sikap, keadaan, metodologi, penggunaan konsepkonsep, dan perubahan paradigma menuju kepada pendidikan kemanusiaan. Pada awalnya, layanan pendidikan bagi anak berkebutuhan khusus berupa pendidikan segregasi. Pendidikan segregasi merupakan layanan pendidikan bagi anak berkebutuhan khusus dimana anak berkebutuhan khusus dengan hambatan yang sama berada dalam satu sekolah, misalnya anak dengan hambatan penglihatan berada di Sekolah Luar Biasa (SLB) A, anak dengan hambatan pendengaran berada di Sekolah Luar Biasa (SLB)B, dan seterusnya. Layananpendidikanbagianakberkebutuhankhusustelahbanyak berkembang dengan adanya layanan pendidikan integrasi dan pendidikan inklusi. Dalam kesempatan ini akan dibahas tentang pendidikan integrasi dan pendidikan inklusi. Kata Kunci: pendidikan, integrasi, inklusi, berkebutuhan khusus.

scholarly journals Jurnal Psikologi Indonesia Vol 12 No 1 2017 (JPI Himpsi)

2017 ◽  
Author(s):  
Juneman Abraham
Keyword(s):  
Teacher Training ◽  
Special Needs ◽  
Training Program ◽  
Art Therapy ◽  
Behavior Therapy ◽  
Cognitive Behavior Therapy ◽  
Cognitive Behavior ◽  
Children With Special Needs ◽  
Teacher Training Program ◽  
H 41

Daftar Isi:CONTRIBUTING FACTORS TO PORNOGRAPHY DISTRESS IN PORNOGRAPHY USERS’ WIVES (h. 1-18)‘AKTIF’ TEACHER TRAINING PROGRAM TO INCREASE TEACHERS’ SELF EFFICACY IN TEACHING CHILDREN WITH SPECIAL NEEDS (h. 19-30)EFEKTIVITAS COGNITIVE BEHAVIOR THERAPY UNTUK DEWASA MUDA DENGAN ACROPHOBIA (h. 31- 40)EMOSI POSITIF PADA IBU YANG MEMILIKI ANAK DENGAN GANGGUAN SPEKTRUM AUTIS (h. 41- 62)BENARKAH UKURAN SAMPEL MINIMAL = 30 ? (h. 63-84)PRAKTEK KESELAMATAN KERJA DITINJAU DARI SUDUT PANDANG KARYAWAN (h. 85-104)ART THERAPY BERBASIS CBT UNTUK MENURUNKAN AGRESIVITAS ANAK KORBAN KEKERASAN DALAM RUMAH TANGGA (h. 105-117)

scholarly journals KOMUNIKASI PEMBELAJARAN BERBASIS DARING UNTUK ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH INKLUSI

2021 ◽  
Vol 10 (1) ◽  
pp. 76-92
Author(s):  
Mutiah Mutiah
Keyword(s):  
Special Needs ◽  
Implementation Process ◽  
Communication Process ◽  
Online Media ◽  
Communication Model ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Face To Face ◽  
Inclusive School ◽  
Therapeutic Tools

This research looks at the phenomenon of the Covid 19 pandemic conditions which require learning activities at school to change to studying at home. This home school learning relies on online media, which of course has its own challenges in the implementation process. The challenge for inclusive schools is how this learning communication can be sent to students with special needs online. The purpose of this study was to see the online-based learning communication process for students with special needs, thus this study used a qualitative approach with descriptive data presentation. From this research, it was found that online media was not able to bridge the learning communication carried out by schools for students with special needs. Therefore all learning materials and learning messages are modified by shadow teachers (teachers accompanying children with special needs). Researchers discuss this modification with the analysis of the communication model from Berlo, namely the aspects of source, messages, channel and receiver. The conclusion of this study is that online-based learning processes for children with special needs cannot be done because children with special needs actually need face-to-face communication, face-to-face communication is one of the therapeutic tools for advancing the abilities of children with special needs. Key words: learning Communications, Children with Special needs, inclusive school  

scholarly journals Pendidikan Inklusif Bagi Anak Berkebutuhan Khusus Dengan Gangguan Emosi dan Perilaku (Emotional and Behavioral Disorders)

2020 ◽  
Author(s):  
Andreani Elisabeth
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Children With Special Needs ◽  
Integrated Education ◽  
Education Services ◽  
Social And Emotional ◽  
Withdrawal Behavior ◽  
And Behavior

This study aims to analyze the characteristics of children with special needs (ABK), especially children with emotional and behavioral disorders, the factors that cause emotionaldisorders and behavior with children with special needs, approaches that can be taken in overcoming the causes of emotional and behavioral disorders, and educational service models for children with special needs. who have emotional and behavioral disorders. This research is motivated by various cases that occur in relation to the limited education obtained by children with special needs, and even some of these children experience discriminatorytreatment or are differentiated from ordinary children. This research method is descriptive with data collection techniques in the form of literature studies from various references relevant to the observed symptoms. The data collected were analyzed descriptively qualitatively so that itcould be seen the variations in the characteristics and models of educational services for children with special needs with emotional and behavioral disorders. The results showed that children with emotional and behavioral disorders have characteristics including: intelligence and learning achievement, social and emotional characteristics and immature, withdrawal behavior. The education service model for children with special needs with emotional andbehavioral disorders can be grouped into three groups, namely segregation education services, integrated / integrated education services, and inclusive education.

scholarly journals The Effect of Distance Learning on Learning Outcomes of Children with Special Needs in Inclusive Schools in the New Normal

2021 ◽  
Vol 8 (01) ◽  
pp. 145-154
Author(s):  
Nur Sholikhati ◽  
Muhaimi Prayogo ◽  
Joko Santoso
Keyword(s):  
Distance Education ◽  
Elementary Schools ◽  
Distance Learning ◽  
Special Needs ◽  
Learning Outcomes ◽  
Sampling Technique ◽  
Educational Process ◽  
Children With Special Needs ◽  
Face To Face ◽  
Inclusive Schools

Distance education is an organized educational process that bridges the separation between students and educators mediated by the use of technology and minimal face-to-face meetings. Distance education evolved from correspondent education to education through e-learning across time and space. Currently, in Indonesia, even in all countries in the world there is an outbreak of Covid-19 which results in learning in the field of education having to change from face-to-face learning to distance learning. The purpose of this study was to determine how the effect of distance learning for children with special needs in inclusive schools in the new era of normality. The method used in this research is qualitative research with online interview data collection techniques, documentation, and literature studies related to children with special needs during the COVID 19 pandemic. Qualitative data analysis was carried out through the stages of data reduction, data presentation, concluding, and verification. Based on the purposive random sampling technique, this study involved 15 informants consisting of classroom teachers and Special Advisors from 12 inclusive schools in all districts in the Special Region of Yogyakarta. The results of the study revealed that distance learning which is applied in inclusive elementary schools in Yogyakarta is learning that is carried out online by utilizing various learning media both using the internet network and not Course materials are distributed online, communicated also carried out online, and all forms of examinations are also carried out online. The result of implementing distance learning in inclusive elementary schools is that learning the Indonesian language that is carried out remotely has a positive effect in the form of increased mastery of reading, listening, writing, and speaking competencies for children with special needs during the Covid-19 pandemic. The learning component that has the most influence is the selection of the learning media used. The more interactive the media used, the more effective the learning outcomes obtained by students. Even though online learning also encountered some obstacles, teachers continued to strive to improve the effectiveness of distance learning for children with special needs by collaborating with parents or guardians of students.

scholarly journals Impact of Coronavirus 2019 on Students with Special Needs

2021 ◽  
Author(s):  
Ebrahim Rahbar Karbasdehi
Keyword(s):  
Special Needs ◽  
Emotional Disorders ◽  
Teaching And Learning ◽  
Disease Outbreaks ◽  
Well Being ◽  
Autism Spectrum ◽  
Children With Special Needs ◽  
School Closures ◽  
Students With Special Needs ◽  
Face To Face

Introduction: Emergency school closures are often used as public health interventions during infectious disease outbreaks to minimize the spread of infection. However, Over 80% of children in the world have had their education impacted by coronavirus. For children with special needs who receive special education services, access to face-to-face education and other resources at school is of particular importance. These services focus not only on academic achievement, but also on social, emotional, psychological and physical health and well-being. The American Academy of Pediatrics advocates for students to attend school in person. Students with special needs are divided into seven educational groups: hearing impairment, visual impairment, physical-motor disorders, intellectual disabilities, behavioral-emotional disorders, autism spectrum disorder, specific learning disorder, and severe and multiple disabilities. Each of these groups should have a different way of teaching and learning than other groups and normal students. For proper planning and accommodation of children with special needs, we must prioritize safety. In order for these students to be able to use rehabilitation services, face-to-face education conditions must be provided for them in accordance with health protocols.

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