scholarly journals BERGERAK DAN BERKARYA BERSAMA SLB B-C CAHAYA JAYA, KELAPA GADING

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Shanty Sudarji
Keyword(s):  
Intellectual Disabilities ◽  
Special Needs ◽  
Hearing Impairment ◽  
Informal Education ◽  
Gifted Children ◽  
Speech Impairment ◽  
Special Needs Students ◽  
Students With Special Needs ◽  
High Intelligence ◽  
Students With Intellectual Disabilities

In Indonesia, education can be classified into formal, non-formal, and informal education. Special School (SLB) is one form of formal school that is devoted to provide educational services for students with special needs. Students and special needs students have significant differences in some important dimensions of their humanitarian function. This explains that physically, psychologically, cognitively, or socially obstructed in achieving its goals or needs and maximum potential, including those who are deaf, blind, have speech impairment, disability, mental retardation, emotional distress. Also gifted children with high intelligence. SLB B-C Cahaya Jaya provides special education for special needs students, including student with hearing impairment dan students with intellectual disabilities. This activity was given for 40 students with special needs which 11 students with hearing impairment and 29 students with intellectual disabilities. The activities are singing, playing balloons, pasting, painting, garnishing and dining. The objective is to refresh physical motor activity and learning to make a simple artwork with practical and fun means. The hoped benefits are to stimulate creativity, increase motor-perception coordination and to train social abilities to interact with others. Students can follow the activities cooperatively, and they can finish them independently or with assistance. Overall of the process, the activities went well.<br />Keywords: hearing impairement, intellectual disability, perception-motor

scholarly journals The Impact of Hygiene during COVID-19 Pandemic using Wheat Bread Microparticles: From Chemical Nutrient Content, Hand Hygiene, Multiplied Microorganisms to Education for Students with Special Needs

2021 ◽  
Author(s):  
Tryastuti Irawati Belliny Manullang ◽  
◽  
Asep Bayu Dani Nandiyanto ◽  
Ana A ◽  
Efri Mardawati ◽  
...  
Keyword(s):  
Intellectual Disabilities ◽  
Special Needs ◽  
Personal Hygiene ◽  
Wheat Bread ◽  
Scientific Concept ◽  
Students With Special Needs ◽  
Hand Sanitizer ◽  
Cooking Oil ◽  
Students With Intellectual Disabilities ◽  
The Impact

This study aims to demonstrate the importance of hygiene to prevent COVID-19 pandemic towards students with special needs using wheat bread where the chemical nutrient and multiplied microorganisms on bread made from wheat microparticles are analyzed. The experiments were conducted by contaminating the wheat bread using hands cleansed washing soap, hand sanitizer, cajuput oil, and cooking oil. Then, we gave lessons about the scientific concept to students with intellectual disabilities with IQ below 70. Results of the contaminated wheat bread showed the highest colony-forming units on the given treatment which used water and cooking oil. The second highest was the dirty hands. However, for wheat bread contaminated by handwashing soap, hand sanitizer and stores in the fridge, the colony-forming unit was null. The teaching and learning process showed that this experiment helped students to maintain personal hygiene during COVID-19. The experiment successfully shifted students’ perspectives because the students directly observed the process of the spoilage bread. Although it is very difficult for the students with intellectual disabilities to learn the concept of fungus, and microbe’s growth on the bread, this study can open students’ perception about handwashing. Therefore, implementing the experimental demonstration through an inquiry-based approach in future studies should be conducted to enable students to understand more about the scientific concept.

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

Online Learning as a Form of Accommodation

2011 ◽  
pp. 2906-2910
Author(s):  
Terence Cavanaugh
Keyword(s):  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Adult Population ◽  
Department Of Education ◽  
Special Needs Students ◽  
Students With Special Needs ◽  
General Education Teacher ◽  
The Past ◽  
Education Act

An estimated three billion people, representing approximately half of the planet’s population, are in some way affected by disabilities, which includes an estimated 150 million from the United States of America (Half the Planet, 2001). According to the Twenty-Third Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (U.S. Department of Education, 2002a), concerning students with special needs between the ages of three and 21, the U.S. and its outlying areas are currently serving educationally more than 6,272,000 students classified as having a disability. The inclusion model, in which a special needs student participates in the “regular” classroom, has become the current classroom education standard. Today’s special needs students have increasing impacts on the general education teacher as, during the past 10 years, the percentage of students with disabilities served in schools and classes with their non-disabled peers has gradually grown to over 90% in 1998 (U.S. Department of Education, 2000b). Because of the large and increasing number of special needs students, assistive educational technology is growing in importance. The population of postsecondary students with disabilities has increased over the past two decades, and currently there are approximately one million persons in postsecondary institutions who are classified as having some form of disability (U.S. Department of Education, 2000b). In 1994, approximately 45% of the adult population who reported having a disability had either attended some college or had completed a bachelor’s degree or higher, as compared to only 29% in 1986 (National Center for Educational Statistics, 1999a).

Motivational Aspects of Gaming for Students with Intellectual Disabilities

2011 ◽  
Vol 1 (4) ◽  
pp. 49-59
Author(s):  
Maria Saridaki ◽  
Constantinos Mourlas
Keyword(s):  
Special Education ◽  
Intellectual Disabilities ◽  
Special Needs ◽  
Digital Games ◽  
Game Based Learning ◽  
Continuous Development ◽  
Research Findings ◽  
Students With Intellectual Disabilities ◽  
Intellectual Level ◽  
Extrinsic Reinforcement

The attention to learners with special needs, in particular those with intellectual disabilities, is an area of continuous development. It is considered important to develop adaptive educational solutions for the integration of people with educational difficulties according to their needs. Digital games provide an attractive and direct platform in order to approach students of every intellectual level. However, practical game based learning application in the special education classroom is still regarded with skepticism by educators, or has been treated solely as an extrinsic reinforcement. Moreover, the design and usage of digital games as a motivational tool for students with intellectual disabilities has not been thoroughly documented. This paper presents a review of the motivational theories and research findings regarding the usage of digital games in the educational experience of users with intellectual disabilities, with a scope to define the potentials, prerequisites and possible limitations of such an intervention.

scholarly journals Investigation of Experiences Teaching Students with Intellectual Disabilities / Geografijos mokytojų darbo pamokose su sutrikusio intelekto mokiniais patirties tyrimas

2017 ◽  
Vol 5 ◽  
pp. 153-167
Author(s):  
Regina Venckienė
Keyword(s):  
Intellectual Disabilities ◽  
Special Needs ◽  
Evaluation Method ◽  
Children With Special Needs ◽  
Self Evaluation ◽  
Teaching Aids ◽  
Students With Intellectual Disabilities ◽  
Teaching Learning ◽  
Almost All ◽  
Teaching Programs

The article contains a survey of some aspects of experiences teaching students with intellectual disabilities. It emphasizes the learning problems, discusses the issues of planning and individualization of teaching/learning substance, points out the most popular methods of teaching geography and nuances of communication and cooperation with other interested persons. Generalization of investigation data showed that almost all interrogated persons work with children with special needs. The majority of respondents seek solutions of the mentioned problems individually. They mainly communicate with their colleagues and students’ parents and individualize the teaching substance and tasks on their own. Their solutions usually are based on teaching aids designed for implementation of the general teaching programs. For complementary information, they usually address the internet sources or attend special courses, seminars and conferences. Most of geography teachers working with children with intellectual disabilities use both classic and active teaching/learning techniques and formal and informal evaluation applying oral and written interrogation methods. According to the obtained data, the teachers of geography, who participated in the interrogation, give priority to teaching skills of geography and all general competencies. It should be noted that generalization of the survey data highlighted some negative aspects of the work with students with intellectual disabilities. It was determined that during the lessons most of the interrogated teachers do not apply evaluation/self-evaluation method and use written quizzes alone. They scored own experience of working with children with special needs to 2–3 points and pointed out lack of competence. Unfortunately, few geography teachers think that students with intellectual disabilities should not be trained at comprehensive schools.

Online Learning as a Form of Accomodation

2005 ◽  
pp. 2209-2213
Author(s):  
Terence Cavannaugh
Keyword(s):  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Adult Population ◽  
Department Of Education ◽  
Special Needs Students ◽  
Students With Special Needs ◽  
General Education Teacher ◽  
The Past ◽  
Education Act

An estimated three billion people, representing approximately half of the planet’s population, are in some way affected by disabilities, which includes an estimated 150 million from the United States of America (Half the Planet, 2001). According to the Twenty-Third Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (U.S. Department of Education, 2002a), concerning students with special needs between the ages of three and 21, the U.S. and its outlying areas are currently serving educationally more than 6,272,000 students classified as having a disability. The inclusion model, in which a special needs student participates in the “regular” classroom, has become the current classroom education standard. Today’s special needs students have increasing impacts on the general education teacher as, during the past 10 years, the percentage of students with disabilities served in schools and classes with their non-disabled peers has gradually grown to over 90% in 1998 (U.S. Department of Education, 2000b). Because of the large and increasing number of special needs students, assistive educational technology is growing in importance. The population of postsecondary students with disabilities has increased over the past two decades, and currently there are approximately one million persons in postsecondary institutions who are classified as having some form of disability (U.S. Department of Education, 2000b). In 1994, approximately 45% of the adult population who reported having a disability had either attended some college or had completed a bachelor’s degree or higher, as compared to only 29% in 1986 (National Center for Educational Statistics, 1999a).

Motivational Aspects of Gaming for Students with Intellectual Disabilities

2013 ◽  
pp. 144-154
Author(s):  
Maria Saridaki ◽  
Constantinos Mourlas
Keyword(s):  
Special Education ◽  
Intellectual Disabilities ◽  
Special Needs ◽  
Digital Games ◽  
Game Based Learning ◽  
Continuous Development ◽  
Research Findings ◽  
Students With Intellectual Disabilities ◽  
Intellectual Level ◽  
Extrinsic Reinforcement

The attention to learners with special needs, in particular those with intellectual disabilities, is an area of continuous development. It is considered important to develop adaptive educational solutions for the integration of people with educational difficulties according to their needs. Digital games provide an attractive and direct platform in order to approach students of every intellectual level. However, practical game based learning application in the special education classroom is still regarded with skepticism by educators, or has been treated solely as an extrinsic reinforcement. Moreover, the design and usage of digital games as a motivational tool for students with intellectual disabilities has not been thoroughly documented. This paper presents a review of the motivational theories and research findings regarding the usage of digital games in the educational experience of users with intellectual disabilities, with a scope to define the potentials, prerequisites and possible limitations of such an intervention.

scholarly journals Library Research Courses that Follow Universal Design Principles and Best Practices for Online Education of Special Needs Students Improve Student Learning Experiences

2015 ◽  
Vol 10 (1) ◽  
pp. 69 ◽  
Author(s):  
Dominique Daniel
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Best Practices ◽  
Special Needs ◽  
Library Instruction ◽  
Structured Interviews ◽  
Special Needs Students ◽  
Students With Special Needs ◽  
Library Research ◽  
Online Library

A Review of: Catalano, A. (2014). Improving distance education for students with special needs: A qualitative study of students’ experiences with an online library research course. Journal of Library & Information Services in Distance Learning, 8(1-2): 17-31. doi: 10.1080/1533290X.2014.902416 Abstract Objective – To evaluate student experience with an online library research course that follows best practices about distance education for special needs students. Design – Questionnaire and semi-structured interviews. Setting – A large private college in the United States of America. Subjects – Seven female students, both undergraduate and graduate, each with different physical and cognitive disabilities. Methods – Students were recruited from respondents to a survey about accessible library services, with a $50 gift card incentive. They took an online information literacy course that had been adapted for students with special needs, using universal design for learning and best practices in distance education for special needs students and in library instruction. Upon completion, students answered a questionnaire about the course learning activities. Students were then asked to participate in in-depth, semi-structured interviews on their learning preferences and study skills. Main Results – Students expressed overall satisfaction with the course, especially the clear organization and the ability to choose from various types of assignments for their final project. They expressed a preference for click-through, step-by-step instructions for tutorials. Five of the seven students participated in in-depth interviews, which revealed some common themes in their overall online learning experience: the challenge of obtaining extended time on tests; overcoming reluctance to participate in online discussions; the need for regular communication with instructors; and the need for clearly stated expectations and timely feedback. Conclusion – Student feedback confirms best practices identified in the literature on distance learning and on special needs students. The need for clear instructor expectations, clear course organization, and frequent interaction with the professor are common to all distance learning situations, but students with special needs are particularly in need of such well-structured instruction. Librarians should always determine accessibility before selecting software and tools to be used in online instruction. Accessible online library instruction should include information about resources for students with special needs; it should provide the same content in varied formats; and it should offer students options for assignment formats. Much research remains to be done to compare students with special needs in online and face-to-face courses, and to determine factors that improve the success of students with special needs in online courses.

Building Responsibility for Learning in Students with Special Needs

2004 ◽  
Vol 11 (3) ◽  
pp. 118-126
Author(s):  
Karen Karp ◽  
Philip Howell
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Special Needs ◽  
School Teachers ◽  
Special Needs Students ◽  
Students With Special Needs ◽  
Mathematical Learning

Ways that elementary school teachers can help students with special needs build responsibility for their own mathematical learning. Includes practical classroom applications for teachers of special needs students.

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