scholarly journals Kebutuhan layanan pendidikan khusus di sekolah dasar

2021 ◽  
Vol 7 (1) ◽  
pp. 78
Author(s):  
Bahrudin Bahrudin ◽  
Indra Jaya ◽  
Cecep Kustandi
Keyword(s):  
Elementary Schools ◽  
Special Needs ◽  
Real Data ◽  
Future Research ◽  
School Students ◽  
Students With Special Needs ◽  
Analysis Technique ◽  
Special Service ◽  
Inclusive School ◽  
Thousand Islands

There is no real data on students who need special service education in elementary schools for the DKI Jakarta area. This study is interested in identifying and analyzing elementary school students who need special service education. This study will determine the real condition of the prevalence of the number of students in elementary schools who need special education services. The research method used is a quantitative approach. The instrument in this study used questions derived from the variable characteristics and characteristics of children with special needs. We collaborated with 14 elementary schools in the Thousand Islands, DKI Jakarta and the number of respondents in this study was 70 teachers. The data analysis technique was carried out by statistical analysis for quantitative. Therefore, the results obtained from a number of questions were asked to respondents and then transferred to the frequency distribution table. The results showed that the special needs most needed by students with special needs are slow learning, learning difficulties and intellectual disorders. The demand for educational services can increase family outreach efforts with schools through communication according to the types of needs of students. Inclusive school environments are ready to change and adapt and consider the needs of all people. The future research is required for an IQ test to ascertain special needs for intellectual disabilities and learning disabilities.

scholarly journals Analisis Kesulitan Belajar pada Anak Berkebutuhan Khusus (ABK) Di SMA Negeri 10 Kota Ternate

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Dewi Mufidatul Ummah
Keyword(s):  
Special Needs ◽  
Learning Difficulties ◽  
Secondary Data ◽  
Intellectual Ability ◽  
Learning Problems ◽  
Students With Special Needs ◽  
Descriptive Research ◽  
Learning Tasks ◽  
Analysis Technique ◽  
Descriptive Approach

This study aims to determine the analysis of learning difficulties in children with special needs (ABK) in students of SMA Negeri 10 Ternate. This research is descriptive research using descriptive approach. The focus of this study is focused on learning problems in students with special needs (ABK) on Deaf and Tuna Grahita in students of SMAN 10 Kota Ternate. The types and sources of data in this study consist of primary and secondary data that are qualitative in nature. Data collection techniques consist of interviews, observations, and documentation. Data Analysis Technique used is data reduction (reduction), Presentation of data (display), Verification Data (verification). The technique of data validation in this research is Triangulation and Member check. The results showed that SRN subjects showed low learning outcomes, were slow in doing learning tasks, were unable to capture material explanations, never collected and completed tasks and were difficult to adapt to the learning process at school. The SC subject shows the result that the SC Subject has below average intellectual ability and lack of confidence, learning difficulties experienced by SC subjects on all subjects related to practice and theory. SC learning difficulties are caused by psychic limitations of slow response and slow learner in receiving lessons and still difficult to write and read.

scholarly journals The Potential To Learn: Pre-Service Teachers Proposed Use Of Instructional Strategies For Students With A Learning Disability

2010 ◽  
Vol 3 (10) ◽  
pp. 27 ◽  
Author(s):  
Stuart Woodcock ◽  
Wilma Vialle
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Special Needs ◽  
Learning Disability ◽  
Instructional Strategies ◽  
General Education Teachers ◽  
Future Research ◽  
Students With Special Needs ◽  
Mainstream Classrooms ◽  
Service Training

Over recent years, moves toward the inclusion of students with special needs in mainstream classrooms has brought about increasing attention to the way general education teachers perceive these students. Commensurate with this has been a growing interest in what may constitute educational success for children with special needs in mainstream classrooms, plus the ability of general education teachers to provide effective and appropriate instruction for them. It is known that teachers form beliefs about the process of teaching during their pre-service training and also that once a belief has been held for a long time, it becomes extremely difficult to change (Bandura, 1977, and Liljedahl, 2005). With learning disabilities being one of the most common disabilities in the classroom (Clark, 1997, and Clark & Artiles, 2000), it was considered that the need to further explore pre-service teachers’ perceived use of instructional strategies in relation to students who have what is termed learning disabilities, is indeed critical. This study looked at the instructional strategies Australian pre-service teachers reported they would use for students with a learning disability compared to students without a learning disability. The findings show that pre-service teachers favour more direct teacher-centred instructional strategies for students with a learning disability and more learner-centred instructional strategies for students without a learning disability. The greatest discrepancy in strategy use between the two groups of students was the higher cognitive level instructional strategies within a learner-centred environment. Pre-service teachers would use these strategies more frequently with students who do not have a learning disability. Implications for future practice and recommendations for future research are presented.

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