scholarly journals PENDIDIKAN SENI BUDAYA DAN PRAKARYA (SBdP) SEBAGAI STRATEGI INTERVENSI UMUM BAGI ANAK BERKEBUTUHAN KHUSUS

2017 ◽  
Vol 7 (1) ◽  
pp. 35
Author(s):  
Lia Mareza
Keyword(s):  
Special Needs ◽  
Art Education ◽  
Intervention Strategy ◽  
Intervention Strategies ◽  
Classroom Teachers ◽  
Children With Special Needs ◽  
Knowledge And Skills ◽  
Cultural Arts ◽  
Modification Process ◽  
Assistant Teachers

<p><em>Art education can shape an individual's mental character, socio</em><em> </em><em>cultural personality, </em><em>creativity</em><em> and intellectual.</em><em> </em><em>Cultural art education</em><em> is </em><em>not only as a means of developing the knowledge and skills but as a general intervention strategies for children with special needs </em><em>that</em><em> based on socio-cultural.</em><em> </em><em>cultural arts and craft education has a uniqueness, significance and usefulness through activities to create, </em><em>to </em><em>appreciate and </em><em>to </em><em>express, so that children </em><em>have role</em><em> in the development of cognitive, affective and psychomotor than as aspects of catharsis in channeling the emotions as well as to stimulate active participation and improve the independence and directions </em><em>on </em><em>special needs </em><em>childreen. </em><em>The purpose of the use of intervention strategies </em><em>was to</em><em> help teachers know</em><em>ing</em><em> </em><em>that </em><em>the</em><em> </em><em>characteristic was</em><em> </em><em>associated with the competence of the child. This study </em><em>was</em><em> a qualitative </em><em>research </em><em>conducted in SD Negeri 1 Tanjung Purwokerto as one </em><em>Inclussive School</em><em>.</em><em> </em><em>Subject of research </em><em>was</em><em> principal, classroom teachers, assistant teachers, students and parents. The result of the research </em><em>was </em><em>intervention strategy can improve the ability of children</em><em>.</em><em> </em><em>T</em><em>his </em><em>was</em><em> due to the orientation of making art more oriented to the modification process, the content of a work and the product.</em><em> </em></p>

scholarly journals Pendampingan Guru Inklusi melalui Kegiatan Capacity Building sebagai Upaya Peningkatan Layanan Tumbuh Kembang Anak Berkebutuhan Khusus di Madrasah Ibtidaiyah Badrussalam Surabaya

2018 ◽  
Vol 2 (1) ◽  
pp. 80-98
Author(s):  
M. Amin ◽  
Ahmad Syafi’i ◽  
Ainna Amalia FN ◽  
Lely Ana Ferawati Ekaningsih
Keyword(s):  
Special Needs ◽  
Team Teaching ◽  
Shared Responsibility ◽  
Best Interests ◽  
Classroom Teachers ◽  
Children With Special Needs ◽  
Individualized Learning ◽  
Constructive Feedback ◽  
Teacher Needs ◽  
Teacher Classroom

Children with special needs require individualized learning services based on the problems they have. Teachers are required to have sufficient capacity in providing services to children with special needs, the services given must be different from the children in general. Especially in designing learning, teachers should accommodate the needs of the team teaching. Madrasah Ibtidaiyah Badrussalam Surabaya is a relatively new pioneering school of inclusion, so the teacher needs to be strengthened with intensive mentoring capacity. As a result, the concept of curriculum integration, lesson plans integration, and the integration of three components of teachers, special assistance teacher, classroom teachers, and subject teachers, who have been assisting children with special needs students can establish more intensive communication and collaboration and mutually reinforcing between one and Others. Teachers provide constructive feedback on the best interests of providing the best service for the students of children with special needs. Each teacher has already felt that the students with the special needs are a shared responsibility, unable to grow only to classroom teachers or Children with special needs only.

scholarly journals The benefits of inclusive education programs on character development of regular students in elementary schools

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Utomo Utomo ◽  
Hayatun Thaibah
Keyword(s):  
Character Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Positive Impact ◽  
Actual Condition ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Assistant Teachers ◽  
Regular Students ◽  
Research Show

The implementation of inclusive education does not only have a positive impact on children with special needs. Moreover, the presence of children with special needs in inclusive education can also be a means to develope character education for regular students. This study uses a qualitative approach. Data collection techniques using interviews, observation, documentation and triangulation then analyzed using an interactive model from Miles and Huberman. The results of the research show that: (1) regular students are able to appreciate the differences. (2) regular students are willing to invite students with special needs to participate in every class activity. (3) the great curiosity of regular students encourages them to ask questions, especially to special assistant teachers regarding the actual condition of students with special needs. (4) regular students give good appreciation to students with special needs when they show their talents and abilities in public. (5) regular students are willing to be invited to make friends and lend their belongings to help students with special needs (6) if something happens that is considered difficult for students with special needs, regular students will immediately help. (7) regular students are able to look after and protect students with special needs.

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.

Integrating Children with Special Needs in Physical Education: A School District Assessment Model from Finland

1994 ◽  
Vol 11 (1) ◽  
pp. 44-56 ◽  
Author(s):  
Pilvikki Heikinaro-Johansson ◽  
Claudine Sherrill
Keyword(s):  
School District ◽  
Physical Education ◽  
Special Needs ◽  
Assessment Model ◽  
Classroom Teachers ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Education Planning ◽  
Important Barrier ◽  
Priority Needs

The purpose was to develop a model to guide assessment for physical education planning for integration and inclusion at the school district level. A secondary goal was to determine if teachers’ gender, age, education, and experience of teaching children with special needs are associated with beliefs about barriers to integration. To test the model, data were collected from physical education specialists and classroom teachers in central Finland. The survey instruments were three scales: (a) Awareness of Individual Differences Survey, (b) Survey of Adapted Physical Education Needs–Finnish modification (SAPEN-F), and (c) Teacher Beliefs About Physical Education Integration Scale. Results indicated that Finnish teachers know they have students with special needs. PE specialists and classroom teachers share many common beliefs about priority needs. Teachers believe that the most important barrier that hinders physical education integration is attitude. The model described herein worked in Finland and is ready for further testing by other countries.

scholarly journals THE SPECIALIST QUALITIES OF IMPLEMENTING AN ART EDUCATION CURRICULUM FOR LEARNERS WITH SPECIAL NEEDS FROM THE TEACHERS’ STANDPOINT / DAILINIO UGDYMO PROGRAMOS REALIZAVIMO SPECIALIŲJŲ POREIKIŲ UGDYTINIAMS YPATUMAI PEDAGOGŲ POŽIŪRIU

2017 ◽  
Vol 1 (35) ◽  
pp. 39
Author(s):  
Asta Vaitkevičienė ◽  
Ona Jokubauskienė
Keyword(s):  
Special Needs ◽  
Art Education ◽  
Educational Needs ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Education Curriculum ◽  
Self Confidence ◽  
Art Activities

<p>The article deals with the qualities required in implementing an art education curriculum for learners with special needs. There are few studies disclosing how teachers approach an art education curriculum with learners who have special educational needs. Therefore, it is relevant to investigate how teachers understand<br />and think about the purpose of art education for learners with special needs, and how they assess such activities provided in the art education curriculum. It is concluded that through implementing an art education curriculum for children with special needs, teachers must understand the purpose of art education and are convinced that the creative activities of learners with special needs stimulate their imagination, develop creativity and enhance self-confidence. During art education activities teachers are ready to take into account pupils’ individual abilities and differentiate tasks. Teachers understand the role of art education in the development of the personality of learners with special needs but controversially? Clarify, why is it controversial? assess the trends of art activities.</p><p>Straipsnyje analizuojamos dailinio ugdymo programos realizavimo ypatybės specialiųjų poreikių ugdytiniams. Pabrėžiama, kad tyrimų, atskleidžiančių pedagogų požiūrį į meninio ugdymo programų turinį specialiųjų ugdymosi poreikių ugdytiniams yra labai nedaug, todėl aktualu tirti, kaip pedagogai supranta meninio ugdymo paskirtį specialiųjų poreikių ugdytiniams bei ką jie mano ir kaip vertina dailės ugdymo programoje numatytas veiklos su specialiųjų poreikių ugdytiniais kryptis. Išvadose teigiama, kad realizuodami meninio ugdymo programą specialiųjų poreikių vaikams pedagogai suvokia meninio ugdymo paskirtį, yra įsitikinę, jog specialiųjų poreikių ugdytinių kūrybinė veikla skatina jų vaizduotę, plėtoja kūrybingumą, stiprina pasitikėjimą savimi. Meninio ugdymo veikloje pedagogai yra pasiruošę atsižvelgti į individualius mokinių gebėjimus ir skirti diferencijuotas užduotis. Pedagogai supranta meninio ugdymo vaidmenį specialiųjų poreikių ugdytinio asmenybės raidai, tačiau prieštaringai vertina dailės veiklos kryptis.</p>

Adapted Physical Education Consultant Service Model to Facilitate Integration

1995 ◽  
Vol 12 (1) ◽  
pp. 12-33 ◽  
Author(s):  
Pilvikki Heikinaro-Johansson ◽  
Claudine Sherrill ◽  
Ronald French ◽  
Heikki Huuhka
Keyword(s):  
Physical Education ◽  
Special Needs ◽  
Adapted Physical Education ◽  
Classroom Teachers ◽  
Children With Special Needs ◽  
Team Meetings ◽  
Consultation Model ◽  
Level 3 ◽  
Viable Approach ◽  
Level 2

The purpose of this research was to develop and test an adapted physical education consultant model to assist regular elementary school classroom teachers to include children with special needs into regular physical education. The consultation model consisted of (a) Level 1, conducting a needs assessment, (b) Level 2, designing/implementing the program, and (c) Level 3, evaluating the program. The model was tested in two communities in Finland using the intensive and the limited consulting approaches. Data collection methods included videotaped observations of teacher and students, interviews, dialogue at interdisciplinary team meetings, and journals. Results are presented as case studies, which describe the process and product over a 2-month period of model implementation. Analysis of data indicate that classroom teachers, paraprofessionals, and students benefited from the consultant model. The adapted physical education consultant model appears to be a viable approach in facilitating the integration of children with special needs.

scholarly journals Studi Kasus Manajemen Sekolah Inklusi SDN Manahan Surakarta

2020 ◽  
Vol 4 (2) ◽  
pp. 64-68
Author(s):  
Ahmad Hafizh ◽  
Herry Widyastono ◽  
Sunardi Sunardi
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Participant Observation ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
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

scholarly journals Preparing Future Handicraft Teachers for Inclusive Education in Ukrainian Schools

2021 ◽  
Vol 8 (1) ◽  
pp. 122-131
Author(s):  
Iryna Androshchuk ◽  
Ihor Androshchuk ◽  
Hanna Krasylnykova
Keyword(s):  
Higher Education ◽  
Motor Activity ◽  
Special Needs ◽  
Inclusive Education ◽  
Teaching Methods ◽  
Professional Training ◽  
Children With Special Needs ◽  
Knowledge And Skills ◽  
Adequate Knowledge ◽  
Teacher Placement

The paper highlights the results of empirical research regarding the issues undermining the implementation of inclusive education in the context of training handicraft teachers and, consequently, discovers effective ways to eliminate them. It shows that future handicraft teachers are mostly not ready to implement inclusive education. This is due to the lack of adequate knowledge and skills required to work with children with special needs. Besides, the paper indicates students’ unawareness of categories of children with special needs and characteristics of correctional and developmental work in handicraft lessons, including relevant exercises, motor activity. This fact negatively affects future teachers’ emotional readiness to work under such conditions. Working with various tools while processing structural materials requires adherence to safety rules in lessons and appropriate organization of design and technological activities. The paper specifies that teacher placement supervisors do not have the necessary experience of working with children with special needs and thus cannot prepare their students for that. Also, it justifies the need to develop students’ emotional readiness to work with children with special needs, update the content of professional training for future handicraft teachers, taking into account the specifics of inclusive education, develop their ability to employ teaching methods appropriate for inclusive classes in handicraft lessons. Finally, the paper isolates the main areas that can help to increase the effectiveness of professional training of future handicraft teachers in higher education institutions so that they can work with children with special needs.

scholarly journals Inclusive Education: Cooperation Between Class Teachers, Special Teachers, Parents to Optimize Development of Special Needs Childrens

2019 ◽  
Vol 1 (5) ◽  
Author(s):  
Alpha Ariani ◽  
Mochamad Wahyudi ◽  
Rugaiyah Rugaiyah
Keyword(s):  
Social Skills ◽  
Special Needs ◽  
Inclusive Education ◽  
Study Data ◽  
Classroom Teachers ◽  
Children With Special Needs ◽  
Data Presentation ◽  
Academic Attitudes ◽  
Teachers And Parents ◽  
Guidance Teachers

This study aims to find out the collaboration between class teachers, special guidance teachers, and parents of children with special needs. In addition, it also knows the optimization of the developmental aspects of children with special needs which include academic attitudes, social skills, emotions, and independence. This study used qualitative research methods. The process of data collection is done using the method of interviews, observation, and documentation study. Data analysis using the model presented by Miles and Huberman includes the process of data reduction, data presentation, and drawing conclusions based on facts in the field. The results of the study show that good collaboration between classroom teachers, special guidance teachers, and parents in the process of education in schools strongly supports the development of children with special needs. The development of aspects of social skills is more prominent than the development of aspects of academic attitudes, emotional development, and independence.

scholarly journals Evaluasi Pembelajaran Mapel Fiqih Bagi Anak Berkebutuhan Khusus di MTs Wachid Hasyim Surabaya

2020 ◽  
Vol 5 (2) ◽  
pp. 359
Author(s):  
Muhammad Anshar ◽  
Ismail Ismail ◽  
Anik Zakariyah ◽  
Adam Ahmad Syahrul Alim
Keyword(s):  
Special Needs ◽  
Learning Objectives ◽  
Children With Special Needs ◽  
Input Process ◽  
Product Model ◽  
Inclusive Schools ◽  
The Subject ◽  
Assistant Teachers ◽  
Evaluation Of Learning ◽  
Process Product

This research is motivated by the problem of children with special needs in inclusive schools. This study aims to reveal the process to the evaluation report using the ABK CPIP (Context, Input, Process, Product) model. Whereas the subject to be discussed is to focus on the subject of fiqh as one of the subjects of PAI that is applied at MTs Wahid Hasyim Surabaya. The object of this study is the principal, ABK assistant teachers, and the inclusive class coordinator, accompanied by data in the field that can support this research. The results of this study conclude that the evaluation of learning with the CIPP model provides optimal supervision between subject teachers and ABK companion teachers for mastery of material for children with special needs, ranging from planning, learning processes, evaluations and products, so that ABK does not miss lessons with special attention through the process of achieving learning objectives

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