scholarly journals PATTERN OF ISLAMIC MORAL DEVELOPMENT FOR CHILDREN WITH SPECIAL NEEDS (BLIND)

2019 ◽  
Vol 4 (1) ◽  
pp. 79
Author(s):  
Umar Sidiq ◽  
Nurul Aini
Keyword(s):  
Special Needs ◽  
Educational Institution ◽  
Visual Impairments ◽  
Children With Special Needs ◽  
Normal Children ◽  
Endogenous Factors ◽  
Blind Children ◽  
Physical Disorders ◽  
Exogenous Factors ◽  
Children With Visual Impairments

Blind is a person who has a disorder in his vision. A person's blindness is caused by endogenous factors such as hereditary, or due to exogenous factors, such as accidents, drugs and others. The main obstacle of a blind child is not working in his sense of vision. So that children with visual impairments, including children with special needs, are children who experience physical disorders that are different from normal children so that children with visual impairments need special education services and guidance so they can develop their potential as optimally as possible. This study aims to describe the foundation of guidance carried out on children with special needs (blind), as well as to describe aspects of coaching for children with special needs (blind). This study included qualitative research with a descriptive approach. Aisyiah Ponorogo Orphanage as a non-formal educational institution that carries out its duties and functions in learning and fostering children, including dealing specifically with children who have visual impairments. In such a long period of time, there are certainly many records and experiences in the development of blind children.

scholarly journals Practical implementation of the inclusive education system and its impact on the development and socialization of the children who need mental and physical development correction

2020 ◽  
pp. 234-255
Author(s):  
Iryna KUZAVA ◽  
Valentyna SERHEIEVA
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Educational Institution ◽  
Preschool Education ◽  
Physical Development ◽  
Practical Implementation ◽  
Children With Special Needs ◽  
General Group ◽  
Wide Range ◽  
Physical Disorders

Recently the researchers in Ukraine have become increasingly interested in the issues of special and inclusive education for the children with psycho-physical development peculiarities or disabilities (children with special needs), since the number of such children increases with every passing year. More than 160 thousand children in Ukraine (from birth to 18) need social support. Many recent studies have focused on the problem of inclusive education as a means and mechanism of ensuring equal rights for the children with different levels of psycho-physical development to receive educational services at the schools in their residence location, in favourable teaching and learning surroundings of a comprehensive educational institution. This, in its turn, requires appropriate methodological, pedagogical and psychological support. However, the study has revealed that inclusive education in Ukraine is predominantly spontaneous, not systemic. It concerns, first of all, the preschool education stage: a significant percentage of children with special needs do not receive appropriate educational and corrective-compensatory assistance, since until recently it has not been stipulated and specified by the educational curriculum at the state level, in particular regarding preschool education. However, the term «inclusive» implies not only the provision of education for children with peculiarities of psycho-physical development, but also their spatial placement in a general group of schoolchildren, providing them with equal appropriate opportunities for success in the learning process. Therefore, if we want the process of inclusiveness to work successfully, we have to change the environment, in which a child with psycho-physical disorders is placed. In addition, it should be taken into account that inclusive education combines a wide range of values, principles and methods aimed at ensuring effective and highquality education for all pupils, heightening the capabilities of everyone. The purpose of the article is to present the key findings of the research on the practical implementation of the inclusive education experimental model and its impact on the development and socialization of the preschoolers with psycho-physical disorders. It has been proved that the effectiveness of the practical implementation of the model greatly depends on a correct combination of the method utilization stages in the conditions of a comprehensive preschool educational institution, laying emphasis on the formation of a tolerant attitude towards people who need correction of psycho-physical development.

scholarly journals Aplikasi Ujian Online Berbasis Android Menggunakan Fitur Aksesbilitas Khusus Tunanetra

2020 ◽  
Vol 8 (1) ◽  
pp. 98
Author(s):  
Raivan Saputra ◽  
Dedy Irfan
Keyword(s):  
Special Needs ◽  
Educational Institution ◽  
Needs Analysis ◽  
Children With Special Needs ◽  
Assessment Scores ◽  
Online Test ◽  
Blind Children ◽  
West Sumatra ◽  
Analysis Design

YPAC (Yayasan Pembinaan Anak Cacat) Sumbar merupakan lembaga pendidikan bagi anak berkebutuhan khusus. Pelaksanaan ujian bagi anak berkebutuhan khusus dalam hal ini adalah tunatetra yang mengalami kesulitan dalam mengerjakan ujian secara manual. Begitu juga dengan pihak guru yang mengalami kesulitan pada pembuatan soal yang masih menggunakan rekaman suara dan pemeriksaan soal masih dengan cara manual yang berpotensi terjadi kesalahan dalam pemeriksaan soal. Dibutuhkannya aplikasi ujian online berbasis android menggunakan fitur aksesbilitas untuk anak tunanetra. proses pembuatan aplikasi ujian online ini menggunakan metode waterfall. Metode waterfall memiliki tahapan berupa input dari tahapan berikutnya, terdapat 4 fase yang terdiri dari analisis kebutuhan, perancangan, implementasi dan pengujian. Hasil dari perancangan sistem serta uji coba yang telah dilakukan dari perancangan yang dibuat dapat digunakan. Hasil sistem yang dibuat merupakan ujian online untuk anak tunanetra menggunakan fitur aksesbilitas  berbasis android. Uji coba pada score penilaian hasil ujian sudah dapat dilakukan secara otomatis pada android.Kata kunci : Ujian, aplikasi, siswa, guru West Sumatra YPAC (Disability Development Foundation) is an educational institution for children with special needs. Examination for children with special needs in this case is the blind who have difficulty in doing the test manually. Likewise with the teacher who has difficulty in making questions that still use voice recordings and examination of questions is still in a manual way with the potential for errors in the examination of questions. The need for an android-based online exam application using accessibility features for blind children. the process of making this online exam application using the waterfall method. The waterfall method has stages in the form of input from the next stage, there are 4 phases consisting of needs analysis, design, implementation and testing. The results of the design of the system as well as trials that have been carried out from the design made can be used. The results of the system are made an online test for blind children using the Android-based accessibility feature. Trials on the assessment scores can be done automatically on android.Keywords: Exams, applications, students, teachers

MODEL OF PEER-MEDIATED SOCIAL SKILLS INTERVENTION FOR CHILDREN WITH SPECIAL NEEDS IN INCLUSIVE PRIMARY SCHOOLS

2018 ◽  
Author(s):  
Marlina - Marlina
Keyword(s):  
Social Skills ◽  
Primary School ◽  
Special Needs ◽  
Primary Schools ◽  
Social Skills Training ◽  
Skills Training ◽  
Training Model ◽  
Children With Special Needs ◽  
Social Skills Intervention ◽  
Normal Children

This research is aimed at investigating a model of social skills training for children with special needs in inclusive primary school. The study is used at research and development. The training model involves the normal children as training mediators, the so-called peer-mediated social skills intervention (PMSSI), PMSSI model is developed into seven steps. The results of the development are: (1) PMSSI model is appropriate to meet the needs of children with special needs and normal children as social skills training; (2) PMSSI model has the steps description of social skills training which are organized, hierarchical, and clear; (3) PMSSI model is useful for classroom teachers and special educator teachers in inclusive primary school; and (4) PMSSI model is efficient in terms of cost but not of time. Based on the results of the development, there are two suggestions: (1) the need for training the trainers on the use of PMSSI model before being applied in inclusive primary school, and (2) the implementation of social skills training should be done integratedly in academic activities or in a playgroup setting.

scholarly journals IMPLEMENTASI STRATEGI KAYANG TERHADAP KEBERHASILAN PAUD INKLUSI KASYA DAY CARE CENTER AND SCHOOL BANDA ACEH

2021 ◽  
pp. 171
Author(s):  
Yenni Muflihan
Keyword(s):  
Special Needs ◽  
Learning Strategies ◽  
Day Care ◽  
Care Center ◽  
Educational Institution ◽  
Special Treatment ◽  
Children With Special Needs ◽  
Day Care Center ◽  
Huge Impact ◽  
Banda Aceh

Basically, all children have the same rights to get education, including children with special needs. Teachers must be able to understand and think about what learning strategies are suitable for children with special needs, because children with special needs require special treatment in educating or teaching them. Inclusive PAUD is an educational institution intended for children with special needs, in addition to children with special needs, many students have also registered in Kasya Inclusion PAUD. This study aims to analyze the implementation of learning strategies in the Kasya Day Care Center and School Banda Aceh Inclusion PAUD, namely the “kayang” strategy, through the library research method. From the results of this study, it can be concluded that the “kayang” strategy has had a huge impact on the progress and success of the Kasya Day Care Center and School Banda Aceh Inclusion PAUD.

scholarly journals PSIKOEDUKASI SMART PARENTING TENTANG KARAKTERISTIK ANAK BERKEBUTUHAN KHUSUS (ABK

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Pamela Hendra Heng
Keyword(s):  
Special Needs ◽  
Learning Style ◽  
Education Program ◽  
Developmental Disorders ◽  
Multiple Intelligence ◽  
Special Treatment ◽  
Children With Special Needs ◽  
Normal Children ◽  
Education Services ◽  
Inclusive Schools

Children with special needs (ABK) are very different from normal children in terms of needs, health, education, teaching, how to give advice and attention. Children with special needs require special treatment because they have developmental disorders and others disorders from children in general (Desiningrum, 2016). In 2015, Indonesia had approximately 4.2 million ABK. Baska and Stambaugh (in Juwono and Kumara, 2011) state that education services in Indonesia are still experiencing difficulties due to the lack of knowledge of teachers about ABK. Sunardi, Yusuf, Gunarhadi, Priyono, and Yeager (2011) state that in Indonesia, almost no changes have been made to accommodate the education program for children with special needs in inclusive schools; there is no difference in teaching strategies for children with special needs (Kurniawati, De Boer, Minnaert, and Mangunsong, 2017; Mangungsong 2014). The Holland Interests Test, the written Learning Style test and the Multiple Intelligence seminar were attended by 42 adolescents, analyzed by psychologists to determine their interests and talents. A psychoeducation approach through the smart parenting seminar "Mengasuh kidz jaman now" attended by 101 parents, teachers and church practitioners, aimed to give an understanding of the characteristics of children with special needs at church X in East Java.

scholarly journals PARENTING EFFICACY OF PARENTS FOR CHILDREN WITH VISUAL IMPAIRMENT: A LITERATURE REVIEW

2020 ◽  
Vol 5 (1) ◽  
pp. 85
Author(s):  
Raiza Aulia
Keyword(s):  
Visual Impairment ◽  
Special Needs ◽  
Emotional Support ◽  
Anxiety And Depression ◽  
Normal Children ◽  
Parenting Efficacy ◽  
Self Confidence ◽  
Important Concern ◽  
The Gift ◽  
Children With Visual Impairments

The gift of God in establishing a household is the presence of a child. Caring for children is an important concern for parents, especially children who have special needs. Parents who have children with special needs with visual impairment become a big challenge and generally parents will experience stress, anxiety and depression in caring for children with visual impairment. The success of parenting in children with visual impairment must be in accordance with its limitations so that children can reach the aspects given in accordance with learning blindness. Parents also have confidence in success in caring for children with visual impairments so that their children have the same abilities as normal children. This research is interesting because in the literature used there are results that parenting efficacy in parents with children with visual impairment varies, namely building self-confidence, developing social mobility and skills and emotional support, appreciation, and informative.

scholarly journals EQUAL ACCESS TO QUALITY EDUCATION THROUGH THE PRISM OF ORGANIZING INCLUSIVE EDUCATION IN HUB SCHOOLS

2018 ◽  
pp. 56-61
Author(s):  
O. DENYSIUK ◽  
D. SULIMENKO ◽  
T. DRON
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Educational Institution ◽  
Quality Education ◽  
Equal Access ◽  
Educational Services ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
National Education ◽  
Wide Range

The process of reforming national education involves solving a number of overdue problems, among which an urgent issue of equal access to quality education still remains. Providing high-quality educational services to learners regardless of their social status, locality of residence, financial capacity, and other concomitant factors are a social and humanitarian task of the state.The introduction of the inclusive education system is an integral part of the functioning of the reference schools. The success of this process depends on the implementation of a number of systemic tasks, among which the following are the priorities: convenient location of the educational institution for the transportation of children from different settlements; provision of qualified pedagogical staff with appropriate training for working with children with special needs as well as staff units of correctional educators; presence of the modern level of material and technical support in accordance with the needs of children with special needs (meeting the requirements for the architectural accessibility of the premises of the educational institution); ensuring equal access to quality education for all persons, including those with special educational needs; creation of a single  information space  for the organization of distance learning for children with special needs; collection of reliable statistics to provide up-to-date information on reference schools and the organization of inclusive education for further analysis and adoption of sound management decisions based on it; bringing to a wide range of users of educational services, parents, communities of OTG, public organizations of positive experience of work of basic educational institutions; Disclosure of information about inclusive classes, forms and methods of training in them; monitoring of the functioning of the reference schools.

scholarly journals LIFE SKILLS AND INCLUSIVE EDUCATION

2018 ◽  
Vol 5 (43) ◽  
Author(s):  
Parul Aggarwal
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Life Skills ◽  
Literacy Skills ◽  
Children With Special Needs ◽  
Main Question ◽  
Social Emotional ◽  
Normal Children ◽  
Rapid Social Change ◽  
Basic Learning

The rapid social change consequent upon modernization, urbanization, globalization and media boon has made the lives of youth, their expectations, values and outlook very different from those of older generations. Youth is considered as the most powerful members of the society due to their physical and intellectual capabilities. But it is sad to see the fact that most of them are unable to utilize their potential in a suitable and pertinent way due to lack of guidance and motivation. Now, the main question arises that if the normal youth is unable to utilize their potential then what about the excluded groups who are deprived of vision, hearing, movement, communication, perceptual-motor, social-emotional, intelligence and adaptive behavior? Therefore, the challenges faced by normal children as well as children with special needs are many and they require more than even the best numeracy and literacy skills. That is why, many countries have included “Life Skills” as basic learning need for all the children including normal children as well as children with special needs (UNICEF).

scholarly journals Ekstrakurikuler Baca Tulis Al-Qur’an Pada Siswa Anak Berkebutuhan Khusus

2019 ◽  
Vol 1 (2) ◽  
pp. 185-196
Author(s):  
Nisa Maya Sari ◽  
Mahfudh Mahfudh
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Special Needs ◽  
Research Methods ◽  
Children With Special Needs ◽  
Case Study Approach ◽  
Normal Children ◽  
Study Approach ◽  
Inclusive School

Inclusive school is a school that combines children with special needs with other normal children in one class and this school was implemented in Kediri two years ago SMPN 05 Kediri. In order to make it easier for children with special needs to understand the teachings of Islam at school, the school organizes extracurricular writing the Qur'an every Thursday. This study uses qualitative research methods with a case study approach because researchers want to see and understand directly how the extracurricular process is carried out. Data collection techniques, researchers used interviews, observation and documentation. With this extracurricular, children with special needs little by little can already recognize the Hijaiyah letters and read the book Iqra.   Sekolah inklusi merupakan sekolahan yang menggabungkan anak berkebutuhan khusus dengan anak normal lainnya dalam satu kelas dan sekolahan ini sudah terlaksana di Kediri dua tahun yang lalu SMPN 05 Kediri,. Agar anak berkebutuhan khusus lebih mudah memahami pelajaran agama Islam di sekolah, pihak sekolah mengadakan ekstrakurikuler bca tulis Al-Qur’an setiap hari kamis. Penelitian ini menggunakan metode penelitian kualitatif dengan pendekatan studi kasus, karena peneliti ingin melihat dan memahami secara langsung bagaimana proses ekstrakurikuler tersebut terlaksana. Teknik pengumpulan data, peneliti menggunakan wawancara, observasi dan dokumentasi.  Dengan adanya ekstrakurikuler ini, anak berkebutuhan khusus sedikit demi sedikit sudah bisa mengenal huruf Hijaiyah dan membaca buku Iqra

scholarly journals FORMATION OF ART COMPETENCE USING THE UKRAINIAN FOLK TOY AMONG YOUNGER SCHOOLCHILDREN WITH LOW VISION

2019 ◽  
pp. 159-168
Author(s):  
Svitlana Fedorenko ◽  
Alisa Dashkovska
Keyword(s):  
Primary Schools ◽  
Low Vision ◽  
Educational Institution ◽  
Visual Impairments ◽  
Educational Environment ◽  
Educational Process ◽  
Experimental Methodology ◽  
Educational Work ◽  
Folk Toy ◽  
Children With Visual Impairments

The article notes that remedial and compensatory focus of the teaching and education of children with visual impairments is the content of all educational activities in the institutions with special education that is implemented during the formation of competences necessary for their further socialization. An important value acquired by the use of folk toy becomes more important in correctional and educational work of Ukrainian special educational institutions for primary school age children with visual impairments, which helps to eliminate secondary deviation, resulting from the impairment. It is noted that the low level of activity with a folk toy among elementary schoolchildren with visual impairments is related to the fact that it did not find its proper place in the educational process of special schools for a number of reasons. The experimental method of art competence formed around Ukrainian folk toys in primary schools for students with low vision, which depends on the creation of optimal educational environment in a special educational institution, is described. In the design of the educational environment, the appropriate organizational and didactic pedagogical conditions for the formation of components (cognitive, activity, emotional) of visual competence about Ukrainian folk toys for pupils with reduced vision were determined. The proposed experimental methodology, including seminars, workshops, trainings, etc., favoured the increase of teachers’ professional competence level in using Ukrainian folk toys in corrective work with children that have monistic sight. An example of the content and organization of several topics of the workshop «Ukrainian Folk Toy», which became the main form of work on the formation of components of artistic competence, is presented. The effectiveness of the experimental training technique is proved.

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