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

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.

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Advanced Care Planning for Children With Special Health Care Needs: A Survey of Parental Attitudes

PEDIATRICS ◽

10.1542/peds.97.5.682 ◽

1996 ◽

Vol 97 (5) ◽

pp. 682-687

Author(s):

Robert H. Wharton ◽

Karen R. Levine ◽

Stephen Buka ◽

Linda Emanuel

Keyword(s):

Health Care ◽

Decision Making ◽

Special Needs ◽

Parental Attitudes ◽

Best Interests ◽

Children With Special Needs ◽

Convenience Sample ◽

Developmental Potential ◽

Medical Needs ◽

Life Decisions

Objectives. This study explored parental attitudes about their interactions with their children's providers when decision making involved critical life situations. We evaluated parents' attitudes regarding the following questions: What was the parents' understanding of their children's health care issues, and what was the parental perception of the professionals' understanding of their children and of themselves? Who should be the principal decision makers for the children? What was the parents' knowledge about advance directives? Did parents want to participate in a process of advance planning to assist with critical life decision making for their children? Methods. We surveyed all parents attending a conference sponsored by the Massachusetts Department of Public Health for parents of children with special needs. The questionnaire was provided to all parents attending the conference. An announcement was made at the conference requesting parental participation. The 76 respondents constitute a convenience sample of parents of children with special needs sufficient for this preliminary stage of investigation. Results. Of 177 parents attending the conference, 76 (43%) completed the questionnaire. Eighty-eight percent of the participants strongly agreed that they understood their children's conditions. Twenty-one percent stated that they had sufficient understanding of their children's future medical needs, and 21% thought that they had a sufficient understanding of their children's developmental potential. Ninety-nine percent of parents strongly agreed that physicians should share information with parents no matter how serious or potentially upsetting. Ninety-four percent of those parents who thought that their children's physicians understood their own needs also thought that the physicians understood their children's needs. In contrast, only half (55%) of those parents who thought the physicians did not understand their needs thought the physicians understood their children's needs. Ninety-two percent of parents who thought that the physicians understood their needs agreed that the physicians would make the best decisions in crises versus 60% of those who did not think the physicians understood their needs. Seventy-four percent stated that they would consider written guidelines for their children that dealt with critical life situations. All parents who thought their children's conditions were not understood wanted written guidelines. Of those parents who had thought their children would not survive (15 parents), 94% wanted written guidelines. All seven parents who had been told their children would not survive wanted written guidelines. Conclusions. Parents in this study were generally satisfied with care being provided to their children. Nevertheless, the results clearly suggest goals that could lead to improved capacity for parents and providers to make critical life decisions for and with children. First, physicians must understand the needs of parents to be able to make decisions that would be in the children's best interests. Second, parents should participate fully in critical life decisions for their children and should use written guidelines to assist with the process of these critical life decisions. Our findings strongly support the development of a longitudinal process, initiated early after the onset or discovery of illness and maintained longitudinally throughout the course of a child's illness, to help parents and providers work together in this vital area of health care to children.

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PERAN PENDIDIKAN DALAM PROSES PEMBELAJARAN INKLUSIF (STUDI KASUS DI SD MUHAMMADIYAH DADAPAN KABUPATEN SLEMAN)

Jurnal Fundadikdas (Fundamental Pendidikan Dasar) ◽

10.12928/fundadikdas.v1i1.67 ◽

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.

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

Adapted Physical Activity Quarterly ◽

10.1123/apaq.11.1.44 ◽

1994 ◽

Vol 11 (1) ◽

pp. 44-56 ◽

Cited By ~ 15

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.

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Adapted Physical Education Consultant Service Model to Facilitate Integration

Adapted Physical Activity Quarterly ◽

10.1123/apaq.12.1.12 ◽

1995 ◽

Vol 12 (1) ◽

pp. 12-33 ◽

Cited By ~ 11

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.

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

Scholaria Jurnal Pendidikan dan Kebudayaan ◽

10.24246/j.scholaria.2017.v7.i1.p35-38 ◽

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

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

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

International Journal for Educational and Vocational Studies ◽

10.29103/ijevs.v1i5.1616 ◽

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.

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