scholarly journals PEMBELAJARAN ADAPTIF PADA SEKOLAH INKLUSIF

2021 ◽  
Author(s):  
Windayani ◽  
Iman Subasman
Keyword(s):  
Special Needs ◽  
Educational Needs ◽  
Educational Services ◽  
Special Educational Needs ◽  
Students With Special Needs ◽  
Inclusive Schools ◽  
Regular Students

Students in inclusive schools are of various types, inclusive schools are schools where there is a diversity of students, there are regular students and students with special needs. Regular students are students who do not have significant barriers (meaning), on the physical, mental, cognitive and sensory sides, so that they can follow learning normally without requiring special educational services. Students with special needs are individuals who have significant barriers, both physically, mentally, cognitive and senorik so that they need special educational needs services to be able to study with regular students. This is a challenge in itself for teachers who teach in inclusive schools.

scholarly journals The attitudine of the typical students towards the inclusion of their colleagues with special educational needs in mass education

Educatia 21 ◽  
2020 ◽  
pp. 21-27
Author(s):  
Nicoleta Raluca Lupu
Keyword(s):  
Special Needs ◽  
Quantitative Research ◽  
Educational Needs ◽  
Teaching Staff ◽  
Mass Education ◽  
Special Educational Needs ◽  
Students With Special Needs ◽  
Inclusive Schools ◽  
Educational Implications ◽  
Teachers Attitudes

he present article is a quantitative research which responds to the following question: what is the attitude of the typical students towards the inclusion of their colleagues with special needs. The attitudes of typical students were measured using a scale designed for this purpose. The results showed a positive attitude towards inclusion. The attitude was also influenced by factors such as gender. Through the paper "Educational Implications of Game in Students with Special Educational Needs from Inclusive Schools", a new way of inclusion was suggested, the inclusion through game addressed to the whole community. The key groups involved in the inclusion process and the proposed objectives for each target group are thus presented: teaching staff: 1) identifying teachers' attitudes towards the integration of the students with special needs in mass education, 2) changing the teachers' attitudes through games; students with special educational needs: 1) designing and testing some forms of support through game; the parents of typical students: 1) identifying the attitudes towards the integration of students with special needs in mass education; typical students: 1) identifying the attitude towards the integration of students with special educational needs in mass education

scholarly journals TEACHING TECHNIQUES APPLIED IN SENIOR HIGH SCHOOL FOR STUDENTS WITH SPECIAL NEEDS (SMALB)

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Puji Rahayu
Keyword(s):  
High School ◽  
Foreign Language ◽  
Special Needs ◽  
Educational Needs ◽  
Senior High School ◽  
Special Educational Needs ◽  
Teaching English ◽  
Teaching Techniques ◽  
Students With Special Needs ◽  
Mainstream Students

Teaching English as a foreign language to students with special needs is somewhat different of those mainstream students. The teachers may face lots of difficulties and therefore, they must apply different techniques in teaching the students. The goal of this study is to figure out the techniques applied for Teaching English to students with special educational needs. This study is conducted in a Senior high school for students with special needs (SMALB) in Banjarmasin, South Kalimantan. The study is based on classroom observations and interview with the English teacher. The findings conclude that teacher applied six different techniques in teaching English as follow; (1) transcription, (2) Question and Answer, (3) Repetition Drill, (4) Reading Aloud, (5) Memorization and (6) Reading aloud.Keywords: students with special educational needs, teaching techniques, english as a foreign language

scholarly journals SOCIAL PARTICIPATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN INCLUSIVE ELEMENTARY SCHOOLS / SPECIALIŲJŲ UGDYMOSI POREIKIŲ TURINČIŲ MOKINIŲ SOCIALINIS DALYVAVIMAS INKLIUZINĖJE PRADINIO UGDYMO MOKYKLOJE

2019 ◽  
Vol 1 (39) ◽  
pp. 109
Author(s):  
Marlina Marlina ◽  
Grahita Kusumastuti
Keyword(s):  
Special Needs ◽  
Social Participation ◽  
Social Acceptance ◽  
The Self ◽  
Social Self ◽  
Special Educational Needs ◽  
Self Perception ◽  
Students With Special Needs ◽  
The Social ◽  
Regular Students

<p>This article examines the social participation of students with special needs in four aspects, namely friendship, interaction, social self-perception, and  peers acceptance. This study discuss about the social participation of students with special needs in inclusive school. This research is descriptive quantitative and the relationship between the four aspects of social participation. The subject of this research are students with special needs and regular students in ten inclusive elementary school, Padang. The social self-perception was measured with three aspects such as the Self-Perception Profile for Children, The Self-Description Questionnaire and Peer Social Acceptance The results showed that the majority of students with special needs have a satisfying level of social participation. However, if compared with their peers (regular students), students with special needs are more likely to have difficulties on social participation. In general, students with special needs have fewer friends and have less cohesive friendship than their peers. In addition, students with special needs have less interaction with peers, more interaction with the teacher, and less accepted by their normal peers. Social self-perception of students with special needs and regular students are no different. There is no significant differences in social participation in both groups.</p><p> </p><p>Straipsnyje analizuojamas specialiųjų ugydymosi poreikių turinčių mokinių socialinis dalyvavimas keturiais aspektais: draugystės, interakcijos, socialinės savivokos ir bendramokslių priėmimo. Taip pat aptariamas jų socialinis dalyvavimas inkliuzinėje mokykloje. Be to, aprašomuoju būdu analizuojami kiekybiniai santykiai tarp šių keturių socialinio dalyvavimo aspektų. Duomenys buvo renkami iš tiek turinčių, tiek ir neturinčių specialiųjų ugdymosi poreikių mokinių, besimokančių dešimtyje inkliuzinių pradinių mokyklų Padange. Socialinė savivoka buvo tiriama trimis aspektais: vaikų<br />savivokos profilis, savęs apibūdinimo klausimynas ir bendramokslių socialinis priėmimas. Rezultatai parodė, kad dauguma specialiųjų ugdymosi poreikių turinčių mokinių demonstruoja patenkinamą socialinio dalyvavimo lygį. Kaip bebūtų, lyginant su jų bendramoksliais (įprastos raidos mokiniais), yra labiau tikėtina, kad jiems kyla sunkumų socialiai dalyvauti, jie turi mažiau draugų ir jų draugystė ne tokia glaudi. Be to, jie daugiau bendrauja su savo mokytoja (-u) ir yra mažiau priimami specialiųjų ugdymosi poreikių neturinčių bendramokslių, kurių socialinė savivoka skiriasi.</p>

scholarly journals Implementation of an individual educational route in inclusive practice

2021 ◽  
Vol 98 ◽  
pp. 01019
Author(s):  
Oksana Titova ◽  
Margarita Bratkova ◽  
Olga Karanevskaya ◽  
Elena Gravitskaya ◽  
Irma Barbakadze
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Educational Needs ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Educational Organization ◽  
Number Of Children ◽  
Advantages And Disadvantages ◽  
Inclusive Schools

There is currently a trend towards an increase in the number of children with special educational needs enrolled in inclusive schools. Thus, the number of children with special educational needs enrolled in inclusive schools is growing. This is caused both by significant changes in the legal regulatory framework, including the 2012 Federal Law on Education, the adoption of the Federal State Educational Standard of Primary General Education for Children with Special Needs, etc. and by the fact that in some regions the number of specialized schools is decreasing, inclusive education becomes a more affordable option for children with special education needs. School specialists, parents, and the public engage in an active dialogue about choosing the most efficient path for an educational route for special needs children, comparing the advantages and disadvantages of inclusive and special education. The design and implementation of an individual educational route, an individual curriculum is essential for children with special needs in terms of improving the quality of education and efficiently entering social life. The relevance of the study is determined by identifying the components that facilitate and complicate, hinder the development and implementation of an individual educational route for these children in an educational organization; the determination of the content of an individual educational route based on the current situation in a practical institution considering the requirements of inclusive education. The purpose of the study is to explore the problems of developing and implementing individual educational routes for children with special needs in the context of inclusion and to determine ways to solve these problems. The key methods of the study are a questionnaire and a structured interview. The empirical data confirms the assumption that the development and implementation of an individual educational route for children with special needs in an educational organization are problematic and inefficient for several reasons. The data obtained is new since similar research results have not been found in the open sources over the past five years.

scholarly journals The stability of social relations among adolescents with special educational needs (SEN) in regular schools in Norway

2011 ◽  
Author(s):  
Per Frostad ◽  
Per Egil Mjaavatn ◽  
Sip Jan Pijl
Keyword(s):  
Special Needs ◽  
Social Relations ◽  
Peer Acceptance ◽  
Educational Needs ◽  
Lower Proportion ◽  
Special Educational Needs ◽  
Friend Support ◽  
Friendship Stability ◽  
The Stability ◽  
Regular Students

The study focuses the stability of friendships of students with special educational needs in regular schools, compared to regular students. The sample consisted of 114 students (M age = 14,4); 22 students (19.3%) were identified by the school as SEN students. The results show that on average, SEN students had fewer stable friendships than their peers. Further, a significantly lower proportion of SEN students were members of stable groups compared to regular students. Friendship stability was positively predicted by gender (boys more stable than girls) and perceived friend support. Friendship stability was negatively predicted by special needs (special needs predicted lower friend stability) and peer acceptance.

scholarly journals How Do Regular Students in Inclusive Primary Schools Interpret the Term of 'Students with Special Needs'?

2020 ◽  
Vol 7 (2) ◽  
pp. 249-254
Author(s):  
Ossy Firstanti Wardany
Keyword(s):  
Special Needs ◽  
Primary Schools ◽  
Students With Special Needs ◽  
Negative Perception ◽  
Disability Awareness ◽  
Positive Attitudes ◽  
Inclusive Schools ◽  
Inclusive School ◽  
Definition Of ◽  
Regular Students

A positive perception toward the student with special needs required to build positive attitudes and behaviours in inclusive schools. The aim of this study is to determine the perception of regular students in inclusive primary schools toward students with special needs. This study is a survey and the participants are 146 regular students in inclusive primary school. The study used questionnaires. The results show that only 35% of regular students who know and can interpret the definition of the student with special needs into the text. Most students interpret based on what they see, such as a physical problem, low academic achievement or help by shadow teacher. There are still misconceptions, stereotypes, and negative perception toward students with special needs. It suggests for the teachers in inclusive school for increase disability awareness to overcome the negative perception.

scholarly journals SPECIFICITY OF TEACHING ENGLISH TO STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

2021 ◽  
pp. 55-59
Author(s):  
Tosho Rafailov
Keyword(s):  
Special Needs ◽  
Teaching And Learning ◽  
Educational Needs ◽  
Scientific Basis ◽  
Special Educational Needs ◽  
Students With Special Needs ◽  
Multiple Intelligence Theory ◽  
Innovative Learning ◽  
Intelligence Theory ◽  
Academic Content

The specificity of teaching and learning English for children with special educational needs is the result of the process of implementation of innovative technologies for developing communication skills. Teaching methods are: brainstorming / ice breaking game /; video presentation / multimedia presentation /; doll show; frontal talk; solving crossword puzzles; individual work for the faster. The training is carried out in an innovative learning environment at the “Neofit Rilski” Primary School in Kilifarevo. The expected results of teaching and learning can be represented by the significantly higher annual achievement of students with special needs. Teaching requires the teacher to prepare the academic content on a scientific basis. The scientific basis of the English lesson involves the use of the Multiple Intelligence Theory. The interest in innovative training is strongly emphasized by students with special needs.

scholarly journals Organizational and pedagogical aspects of optimization of education and upbringing of students with special needs in higher education institutions

2020 ◽  
pp. 83-97
Author(s):  
Iryna DANCHENKO ◽  
Olena POGODA ◽  
Iryna POLUBOYARYNA ◽  
Valentyna TYURINA
Keyword(s):  
Higher Education ◽  
Special Needs ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
Equal Rights ◽  
Students With Special Needs ◽  
Pedagogical Aspect

The authors of the article emphasize the need to form an effective system of higher education that would meet national interests and global development trends, provide training, as well as equal rights and opportunities for all actors in the educational process, including people with special educational needs. After all, the main goal of inclusive higher education is not only to eliminate barriers to access of students with special educational needs to the development of their natural potential, but also to enable them to achieve maximum independence, competence, competitiveness as necessary qualities and prerequisites for effective self-realization. It is proved that the effectiveness of the process of optimization of education and upbringing of students with special needs in higher education institutions depends on a set of organizational and pedagogical aspects. The first organizational and pedagogical aspect is the formation of a high level of readiness of teachers to carry out activities aimed at optimizing the teaching and education of students with special needs in higher education institutions. The second aspect of optimizing the education and upbringing of students with special needs is the development and implementation of a program of full inclusion of people with special educational needs in the educational process of higher education institutions. It provides primarily semantic and methodological support of this process on the basis of a holistic system approach. The third aspect optimization of education and upbringing of students with special needs is the formation of the educational space of higher education institution tolerant to the inclusion of people with special educational needs. The fourth organizational and pedagogical aspect of optimizing the education and upbringing of students with special needs in higher education institutions is defined - pedagogical monitoring of the relevant process.

scholarly journals The Right to Education for Learners with Special Educational Needs in Lithuanian Higher Education

2020 ◽  
Vol 25 (4) ◽  
pp. 233-255
Author(s):  
Aušrinė Pasvenskienė ◽  
◽  
Milda Žaliauskaitė ◽  
Keyword(s):  
Higher Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Higher Education Institutions ◽  
Legal Regulation ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Right To Education ◽  
Students With Special Needs ◽  
The Right

This article considers the implementation of the right to higher education for learners with special needs in Lithuania. Although this right is guaranteed by various international documents and national legal acts, the main responsibility to ensure equality in higher education for all learners is embedded in the discretion of higher education institutions. The aim of this article is to analyse Lithuanian legal regulation regarding inclusion of students with special needs into higher education institutions and to evaluate Lithuanian university policies, as institutional documents, concerning students with special educational needs. A brief overview and comparison of all Lithuanian HEI policies illustrates the institutional approach towards educating students with SEN and the level of attentiveness to realization of their right to education. The research also considers pivotal challenges of ensuring inclusive education for those students as well as presents recommendations to address these challenges.

scholarly journals VICĒṬA TĒVAIYUṬAIYA MĀṆAVARKAḶ KAṞṞALIL ETIRKOḶḶUM CAVĀLKAḶUM AVARKAḶUKKĀṈA KAṞṞAL VĀYPPUKKAḶUM [CHALLENGES FACED BY STUDENTS WITH SPECIAL NEEDS AND LEARNING OPPORTUNITIES FOR THEM]

2021 ◽  
pp. 74-83
Author(s):  
S.H.M.SHAZNY
Keyword(s):  
Secondary Schools ◽  
Special Needs ◽  
School Curriculum ◽  
Educational Needs ◽  
Learning Opportunities ◽  
Learning Activities ◽  
Special Educational Needs ◽  
Students With Special Needs ◽  
Student Centered ◽  
Research Questions

Contemporary school curriculum more emphasis on student-centered in which is expected to provide an opportunity for learning for all students in the classroom. Students have diverse needs in their learning. There are individual differences and special educational needs among students in the classrooms. Teachers should pay attention on students’ diverse needs and their special educational needs. The main purpose of this study was to find out the Challenges faced by students with special needs and learning opportunities for them in the secondary schools. The study was conducted on 50 students and 20 teachers from 5 schools selected from the Tamil language secondary schools in Kalpitiya zonal of education. There were five research questions have been put forward for achieving the purpose of the study. Research tools such as questionnaire observation interviews have been used to gather the information needed for this study. The data obtained from the students and teachers selected for the study is analyzed through charts of tables. It was found that Students with special needs lagged in the learning activities in the classrooms. Therefore, it is recommended that the teachers should take more about the students with learning difficulties and ensure involvements in the learning activities.

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