Pemerolehan bahasa anak berkebutuhan khusus (tunarungu) dalam memahami bahasa

2020 ◽  
Vol 2 (1) ◽  
pp. 5
Author(s):  
Nur Haliza ◽  
Eko Kuntarto ◽  
Ade Kusmana
Keyword(s):  
Special Needs ◽  
Hearing Impairment ◽  
Deaf Child ◽  
Deaf Children ◽  
Children With Special Needs ◽  
Speech Impairment ◽  
Descriptive Research ◽  
Total Communication ◽  
Type Data ◽  
Children With Hearing Loss

Children with hearing impairment are children with hearing loss who are classified into deaf and hard of hearing. The direct impact of disability is the obstruction of verbal / verbal communication, both speaking (expressive) and understanding the conversations of others (receptive). Obtaining the first language of a deaf child can be done with total communication. Total communication is the most effective communication system because in addition to using a form of communication orally or called oral, the activity of reading, writing, reading utterances, is also equipped with a form of cues. The purpose of this study was to determine the acquisition of language of children with special needs (deaf) in understanding language. Subjects in this study are children with special needs who experience speech impairment (hearing impairment) while the object of this study is focused on only one child, Mila Erdita, a 15-year-old child. This research refers to case studies with descriptive research type. Data collection techniques in this study will be done in three ways, namely; observation techniques, interview techniques, and documentation techniques. In this research, data processing that will be done is to describe the speech data of deaf children to see the acquisition of children's vocabulary. The results of this study indicate that deaf children can obtain a language of total communication using a form of communication orally or called oral, with the activities of reading, writing, reading utterances, also equipped with signs

scholarly journals GAMBARAN STATUS KARIES PADA ANAK BERKEBUTUHAN KHUSUS DI SLB YPAC MANADO

e-GIGI ◽  
2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Gita J. Tulangow ◽  
Damajanty H. C. Pangemanan ◽  
Wulan G. Parengkuan
Keyword(s):  
Dental Caries ◽  
Special Needs ◽  
Hearing Impairment ◽  
Sampling Method ◽  
Daily Activities ◽  
Oral Disease ◽  
Physical Impairment ◽  
Children With Special Needs ◽  
Mental Impairment ◽  
The Status

Abstract: Dental caries is the most commonly oral disease found in all layers of society, including children with special needs. Some researchers mentioned that high rates of dental caries in children with special needs such as hearing impairment, physical impairment, and mental impairment were caused by their limitation in doing their daily activities. This study aimed to determine the status of dental caries in children with special needs. The index commonly used to access the status of caries is DMF-T. Samples were children with special needs aged 12-17 years old in SLB YPAC Manado. There were 36 children as samples obtained by using the total sampling method. The results showed that the caries status of children with special needs in SLB YPAC Manado with an average DMF-T index 4.4 was in middle category.Keywords:caries status, children with special needs, DMF-TAbstrak: Karies gigi merupakan penyakit gigi dan mulut yang sering ditemukan di seluruh lapisan masyarakat termasuk pada anak berkebutuhan khusus. Beberapa penelitian menyebutkan bahwa tingginya angka karies gigi pada anak berkebutuhan khusus seperti tunarungu, tunadaksa dan tunagrahita, disebabkan karena mereka memiliki keterbatasan dalam melakukan aktivitas sehari-hari. Penelitian ini bertujuan untuk mengetahui bagaimana gambaran status karies gigi pada anak berkebutuhan khusus. Indeks yang umum digunakan untuk menilai status karies ialah indeks DMF-T. Penelitian ini dilakukan pada anak berkebutuhan khusus umur 12-17 tahun di SLB YPAC Manado dengan jumlah sampel sebanyak 36 siswa. Teknik pengambilan sampel menggunakan metode total sampel. Hasil penelitian menunjukkan status karies gigi pada anak berkebutuhan khusus di SLB YPAC Manado dengan indeks DMF-T sebesar 4,4 termasuk kategori sedang.Kata kunci: status karies, anak berkebutuhan khusus, DMF-T

scholarly journals Implementation of Total Communication in Islamic Religion Learning in Deaf Children in Spirit Dakwah Indonesia Foundation

2020 ◽  
Vol 2 (2) ◽  
pp. 59-65
Author(s):  
Ferra Puspito Sari ◽  
Mochammad Sinung Restendy
Keyword(s):  
Religious Education ◽  
Communication System ◽  
Informal Education ◽  
Deaf Child ◽  
Positive Influence ◽  
Theory And Practice ◽  
Deaf Children ◽  
Total Communication ◽  
Religious Learning ◽  
Islamic Religion

Disability is a separate difficulty in the learning process, especially in religious learning. Being very complete when a deaf child accepts religious learning both theory and practice, so that the right way of communicating is needed by the teacher in dealing with deaf children. Not only that, there are still many regions that lack awareness of religious education for children with disabilities especially those who are deaf. Deaf children are actually still capable and deserving of religious learning, because they can still use the rest of the hearing (aural), use gestures and finger spelling (manual) that are visualized, and read utterances and speech (oral) that sound even though sometimes unclear, where these three things are communication media. This is where deaf children can learn by using a total communication system which involves receptive components (reading writing, utterances, gestures, finger and gesture / mimic spelling) and expressive components (speaking, gesturing, finger spelling, writing and gesture / expression) both are interactive. Observations were carried out at the Indonesian Spirit Da'wah Foundation by applying total communication to its students in Qurani Informal Education (TPQLB) Indonesian Spirit Dakwah Foundation as a communication system in religious learning both theory and practice. From the evaluation results, it was concluded that the application of total communication had a positive influence on learning Islamic religion in deaf children at the Spirit Dakwah Indonesia Foundation, children who were deaf in focus and interested in learning, they could re-explain the material taught simply either orally and sign language.

scholarly journals The Strategy of Forming Religious Characters on the Deaf Children: Study at Special Schools in Rejang Lebong

AL-TA LIM ◽  
2020 ◽  
Vol 27 (1) ◽  
pp. 16-29
Author(s):  
Ahmad Suradi ◽  
Mawardi Mawardi
Keyword(s):  
Special Needs ◽  
Religious Education ◽  
Learning Process ◽  
Qualitative Method ◽  
Learning Strategy ◽  
Deaf Children ◽  
Special School ◽  
Children With Special Needs ◽  
Special Schools ◽  
Special Service

The study aims to determine the strategy used in forming religious characters on the deaf children in Elemantary Special School. A qualitative method was used where the data taken from observation, interview and document analysis. The result showed that the learning strategy of Islamic religious education in the development of morals for children with special needs in special schools is by implementing expository strategy, adding hours of study using the habituation method. The finding also showed that the supporting factors in the learning process to form moral guidance are the involvement of school’s principal who is very concern on the development of students’ morals; the teachers who have great patience in dealing with children with special needs. Then, it was also found that there were some inhibiting factors that faced by the school. They were on the absence of a special curriculum for children with special needs, Islamic education teachers who are not teachers who are graduates of special service schools, as well as the lack of supporting facilities as learning media, doing the learning process run monotonously.

scholarly journals Pola Komunikasi Trainer dengan Anak Tuli dalam Meningkatkan Kemampuan Berkomunikasi di Gresik

2020 ◽  
Vol 10 (1) ◽  
pp. 32-48
Author(s):  
Ismail Hasan
Keyword(s):  
Special Needs ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Speech Therapy ◽  
Holistic Approach ◽  
Qualitative Approach ◽  
Communication Patterns ◽  
Deaf Children ◽  
Children With Special Needs ◽  
Resource Center

The problem examined by this study is how the interpersonal communication patterns between trainers and deaf children in the technical implementation unit (UPT) resource center for children with special needs (ABK) in Gresik Regency, East Java Province. The aim of this research is to describe the interpersonal communication patterns between trainers and deaf children in improving their communication skills. This research uses a qualitative approach with descriptive methods. The results of this study indicate that the interpersonal communication patterns carried out by the UPT to ABK are circular communication patterns and primary communication patterns. Early in the process before the implementation of therapy, a holistic approach is carried out on children. The form of learning at the resource center is therapy. To improve language and speaking skills, the therapy is speech therapy. The form of teaching uses Audio Verbal Teraphy.

scholarly journals Penerapan Tema Arsitektur Perilaku pada Desain Fasilitas Pendidikan Anak Berkebutuhan Khusus di Surabaya

2021 ◽  
Vol 2 (1) ◽  
pp. 31-36
Author(s):  
Ravi Andriyansa ◽  
Broto Wahyono Sulistyo ◽  
Firdha Ayu Atika
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Visually Impaired ◽  
Children With Special Needs ◽  
Educational Facilities ◽  
Normal Children ◽  
Descriptive Research ◽  
Special Needs Education ◽  
Qualitative Descriptive ◽  
The City

Abstract. Education is not only aimed at normal children in general, but children with special needs are also entitled to a proper education. Children with special needs usually go to school in Extraordinary Schools (SLB), but nowadays many regular schools that accept children with special needs to learn with normal children in general so that later can support inclusive educational facilities in their learning, between children with special needs and normal children in general are merged into one. so that children with special needs can adjust to the environment in East Java, especially in the city of Surabaya. But sometimes only one type of child with certain special needs is accepted in the school, thus encouraging researchers to combine all types of children with special needs in one area, while the types of children with special needs are Deaf, Visually Impaired, Visually Impaired. The research method used is qualitative descriptive research and data obtained from field case studies and literature. Design with macro educational concepts so that all designs can be a learning for residents. Micro land order concept is Flexible so that residents can be free to do activities and also easier to move or move around considering this building is a building for children with special needs. Micro concept of shapes is Geometric because geometric shapes are very easy to be known for kindergarten and elementary school children, and also have a variety of shapes such as triangles, circles, squares, etc. So that students can easily recognize the concrete shape of the surrounding buildings. Micro interior concept is Play Based Learning because most students will spend the most time in the room to do their activities. so that with the concept of Play Based Learning Keywords. Children with Special Needs, Education, Inclusive Education Abstrak. Pendidikan yang layak tidak hanya ditujukan kepada anak normal pada umumnya, namun anak berkebutuhan khusus juga berhak memperoleh nya. Sekolah Luar Biasa adalah sekolah khusus untuk anak berkebutuhan khusus. Namun sekarang ini sekolah regular pun juga menerima anak berkebutuhan khusus. Karena itu sekolah regular dituntut untuk menjadi sarana pendidikan inklusif, agar anak berkebutuhan khusus dan anak pada umumnya beraktivitas dalam satu atap. Dalam menerapkan system sekolah inklusif, sekolah regular di Jawa Timur khususnya kota Surabaya kurang memperhatikan kebutuhan anak berkebutuhan khusus. Bahkan hanya salah satu tipe anak berkebutuhan khusus tertentu yang diterima di sekolah tersebut. Hal itu  mendorong peneliti untuk  memfasilitasi pendidikan dari beberapa tipe anak berkebutuhan khusus dalam satu kawasan, antara lain Tunarungu, Tunanetra, dan Tunagrahita dari jenjang TK dan juga Sekolah Dasar. Metode yang digunakan adalah metode rancangan dengan makro konsep Edukatif agar semua desain bisa menjadi pembelajaran bagi penghuni. Mikro konsep tatanan lahan adalah Fleksibel agar penghuni bisa bebas beraktifitas dan juga lebih mudah bergerak atau berpindah tempat mengingat bangunan ini adalah bangunan untuk anak anak berkebutuhan khusus. Mikro konsep bentuk adalah Geometris karena bentuk geometri sangat mudah dikenal untuk anak TK maupun SD, Mikro konsep interior adalah Play Based Learning.Kata Kunci. Anak Berkebutuhan Khusus, Edukatif, Pendidikan Inklusif

scholarly journals Urgensi Identifikasi dan Asesmen Anak Berkebutuhan Khusus Usia Dini

2020 ◽  
Vol 6 (2) ◽  
pp. 108
Author(s):  
Muchamad Irvan
Keyword(s):  
Special Needs ◽  
Children With Disabilities ◽  
Deaf Children ◽  
Children With Special Needs ◽  
Disabled Children ◽  
Special Services ◽  
Blind Children ◽  
Mentally Retarded Children ◽  
The Right ◽  
Different Characteristics

Anak berkebutuhan khusus (ABK) merupakan anak yang tumbuh dan berkembang dengan berbagai perbedaan dengan anak-anak pada umumnya. Istilah anak berkebutuhan khusus tidak merujuk pada sebutan untuk anak dengan kecacatan, namun merujuk pada layanan khusus yang diperlukan anak berkebutuhan khusus. Terdapat berbagai jenis kategori dalam lingkup istilah anak berkebutuhan khusus. Dalam konteks pendidikan khusus di Indonesia anak berkebutuhan khusus di kategorikan dengan istilah anak tunanetra, anak tunarungu, anak tunagrahita, anak tunadaksa, anak tunalaras, dan anak cerdas dan bakat istimewa. Setiap anak berkebutuhan khusus memiliki karakteristik yang berbeda-beda antara satu dengan yang lain. Lebih daripada itu, setiap anak berkebutuhan khusus juga memerlukan layanan khusus yang disesuaikan dengan kemampuan dan karakteristik mereka. Perlu dilaksanakan kegiatan identifikasi dan asesmen untuk mengetahui karakteristik dan kebutuhan mereka. Hal tersebut dianggap penting guna mendapatkan layanan yang tepat sesuai dengan karakteristik, kebutuhan dan kemampuan. Children with special needs (ABK) are children who grow and develop with various differences from children in general. The term children with special needs does not refer to children with disabilities, but instead refers to special services needed by children with special needs. There are various types of categories within the scope of the term children with special needs. In the context of special education in Indonesia, children with special needs are categorized by the terms blind children, deaf children, mentally retarded children, disabled children, children with disabilities, and intelligent children and special talents. Every child with special needs has different characteristics from one another. More than that, every child with special needs also requires special services that are tailored to their abilities and characteristics. It is necessary to carry out identification and assessment activities to determine their characteristics and needs. This is considered important in order to get the right service according to the characteristics, needs and capabilities.

scholarly journals Effectiveness of ABA Therapy for Children with Special Needs of Autism: A Study of Psycholinguistics View

2018 ◽  
Vol 5 (2) ◽  
pp. 149-158
Author(s):  
Siti Ithriyah
Keyword(s):  
Language Learning ◽  
Special Needs ◽  
Children With Autism ◽  
Time Of Day ◽  
Children With Special Needs ◽  
Response Level ◽  
Descriptive Research ◽  
Number Of Patients ◽  
Therapy Model ◽  
Aba Therapy

The background of this study is the recognition of an expert consultant psychiatrist named dr. Suzy Yusna SpKJ, who stated in our interview that based on the experience of practice before the 1990's the number of patients who were diagnosed as a child with autistic disorder in a year is only about five people. However, at this time of day can be diagnosed, three new patients. This shows a significant increase in autism. This study aims to describe (1) the effectiveness of Applied Behavioral Analysis (ABA) therapy model to increase autistic children's language; and (2) language development of children with autism after acquiring learning methods ABA therapy. This research method is descriptive research. The study takes its source data from children with special needs at Rumah Autis Bogor. Five children were selected as the research participants. We conclude that Lovaas’ ABA method to prove the effectiveness of these therapies through phases and methods. Therapists who are experts in this field also helped determine the success in measuring the response level of language learning for children with autism. Thus, effective ABA therapy model applied in improving the language of children with autism. Before the ABA method is applied, the average child's ability to speak to one type of vocabulary requires learning four to five times (four and five days) with bad judgment and poor. However, after being given an action, then the average language skills of children with autism increased by only one or two lessons (one and two days) with the excellent score.

The Pediatrician and the Deaf Child: Perspectives of a Pediatrician-Parent

PEDIATRICS ◽  
1981 ◽  
Vol 67 (3) ◽  
pp. 313-314
Author(s):  
Thomas J. Fischer
Keyword(s):  
Hearing Impairment ◽  
Deaf Child ◽  
Hearing Impaired ◽  
Deaf Children ◽  
Delays In Diagnosis ◽  
Impaired Children ◽  
Hearing Impaired Children

As a pediatrician who is a parent of a profoundly deaf child, I have an unusual perspective of the problems of hearing-impaired children. From personal, nonprofessional contacts with parents of deaf children, it is unfortunately apparent that pediatricians are often unpopular with these parents. This dissatisfaction frequently results from unnecessary, prolonged delays in diagnosis, or from bad advice once the diagnosis of hearing impairment is made. Too often pediatricians have told these parents, "don't worry about your suspicions, I have never had a deaf child in my practice," or "Your child is too young to test, we will do it later."

scholarly journals Implementasi Pembelajaran Perkembangan Mental Anak Berkebutuhan Khusus (ABK) di Sekolah Alam Mi Bilingual Al-Ikhlas Kepanjen Malang

2020 ◽  
Vol 12 (1) ◽  
pp. 63-83
Author(s):  
Muhammad Husni
Keyword(s):  
Special Needs ◽  
Qualitative Approach ◽  
Learning Approach ◽  
Children With Special Needs ◽  
Power Development ◽  
Individual Approach ◽  
Descriptive Research ◽  
Learning Programs ◽  
Qualitative Descriptive ◽  
The Brain

ABSTRAK The Implementation of the learning is the process of implementing learning in implementing a structured plan or program in carrying out the learning process. For the application of learning, there are there  companion teachers who handle children of heaven experts. When students are about to the start learning, they are always given finger test therapy, so that the companion teacher can find out which part of the brain is more active. The learning approach uses an individual approach and uses an individual curriculum combined with the 2013 curriculum. This study used a qualitative approach with qualitative descriptive research. The proof obtained were written proof in accordance with the interview guidelines. The use of documentation Proof a collection techniques includes: principal proof, educator proof, student proof, learning programs for children with special needs The application of learning to the power  development of children with special needs (ABK) is to use an individual curriculum combined with the 2013 curriculum and the learning uses an individual approach. Before learning begins, the companion teacher always provides finger test therapy for children before starting learning. The teacher's effort in improving children's the power  development is to provide opportunities to answer questions / work on questions given by the teacher and give Stars / Rewards. Keywords: the Learning Implementation, the power of the Development

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