scholarly journals Bullying at Students with Special Needs in Inclusive Schools: The Implication for Role of Special Teachers

2019 ◽  
Author(s):  
Marlina
Keyword(s):  
Women Students ◽  
Special Needs ◽  
Primary Schools ◽  
Male Students ◽  
Students With Special Needs ◽  
Factors Associated ◽  
Self Perceptions ◽  
Inclusive Schools ◽  
Being Bullied

The article examines about students with special needs who are in inclusive schools that experience bullying by peers who without special needs. The purpose of this study was to describe the forms and patterns of bullying in students with special needs. Cognitive and self-perceptions factors associated with reports of peer victimization were also explored. Participants were 110 students including 56 student primary schools, 34 student junior schools and 20 student senior schools in inclusive schools. The results showed that bullying was carried out in the form of physical aggressiveness, shameful and racist behavior towards students with special needs and social isolation from peers, and attacks in the form of destruction of personal belongings. Bullying is more common in male students with special needs than women. Students with special needs self-reported significantly more incidents of being bullied than students without special needs. They experienced very significant intimidation. Socialization efforts are needed by special teachers specifically about rights and accessibility in education so that bullying in students with special needs does not occur again in inclusive schools.

scholarly journals Learning Implementation for Students with Special Needs in Inclusive Schools During the Covid-19 Pandemic

2021 ◽  
pp. 90-103
Author(s):  
Teguh Prasetyo ◽  
Asep Supena
Keyword(s):  
Online Learning ◽  
Special Needs ◽  
Learning Outcomes ◽  
Primary Schools ◽  
Learning Activities ◽  
Structured Interviews ◽  
Online Data ◽  
Students With Special Needs ◽  
Offline Learning ◽  
Inclusive Schools

Learning activities during the Covid-19 pandemic are a new challenge for teachers in schools. especially special companion teachers or GPK in inclusive primary schools. GPKs still have to provide maximum service related to the learning process carried out during the Covid-19 pandemic. The purpose of this study was to obtain information related to the implementation of learning for students with special needs (PDBK) in inclusive schools during the Covid-19 pandemic. The research was conducted using a qualitative approach to the type of case study. The subjects studied were three GPKs in the Kreativa Inclusive Elementary School, Bogor City. Data collection was obtained through questionnaires and semi-structured interviews conducted online. Data analysis was carried out in a descriptive qualitative manner with the help of nvivo 12 plus. The results showed that the PDBK learning during the Covid-19 pandemic was as follows; (1) the GPK has prepared learning tools, especially individual learning programs, (2) offline learning in classrooms and center rooms focus on developing PDBK life skills, (3) learn the content is the same as before the pandemic, (4) online learning is carried out through the zoom application and WhatsApp, and (5) the process of assessing learning outcomes using google forms and worksheets related to PDBK learning activities. The learning challenges during the Covid-19 pandemic faced by GPK, namely; decreased learning outcomes of PDBK, problems with GDPK tantrums during online learning, and communication problems to provide an understanding of learning.

scholarly journals The Collaborative Role of Counselors in Inclusive Schools

2019 ◽  
Vol 4 (1) ◽  
pp. 68-74
Author(s):  
Redita Yuliawanti
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
School Counselor ◽  
Shared Responsibility ◽  
Guidance And Counseling ◽  
Students With Special Needs ◽  
Developmental Guidance ◽  
Institutional Settings ◽  
Inclusive Schools

Strengthening Inclusive Education requires the role of various parties in educational institutions including guidance and counseling. Guidance and counseling services at the Inclusive Schools currently oriented towards developmental guidance and counseling with targeted services not limited to normal students in institutional settings, but will be directed to all students in various life and cultural settings including their special needs. Inclusive education is a shared responsibility between school Counselor, Teacher, Special Assistant teacher (GPK), and also Parents. Teachers cannot do everything themselves, because parents need to be involved so that the implementation of activities in school continues with the activities of students at home. Collaboration forms the basis between school and parents, as well as other experts, to provide assistance in a systematic, programmed, consistent and ongoing manner. Thus, the collaborative role of the counselors is needed, the development of the counselor's skills, and the professional implementation of the guidance and counseling program to optimize the development of students with special needs in inclusive schools. Collaboration for student success is an integral part of educational reform in inclusive schools

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 The Effect of Using instructional computerized software on Educational Achievement in the Computer Skills Course for Students with Special Needs (Deaf and Mute) in Primary Stage in Jerash Governorate, Jordan and Their Attitudes towards it: أثر إستخدام البرمجية التعليمية على التحصيل الدراسي في مقرر مهارات الحاسوب لدى الطلاب ذوي الاحتياجات الخاصة (الصم والبكم) المرحلة الإبتدائية في محافظة جرش بالأردن واتجاهاتهم نحوه

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Anas Mustafa Al Atoum - Mokhtar Othman Siddiq
Keyword(s):  
Special Needs ◽  
Primary Schools ◽  
Educational Achievement ◽  
Community Sample ◽  
Control Group ◽  
Deaf Students ◽  
Students With Special Needs ◽  
The Impact ◽  
Basic Level

Instructional computerized software, deafs, mutes students in Primary Schools The study aimed to prepare, design and produce an instructional computerized software to the deafs and mutes students in the primary schools, the study aimed also to identify the impact of using instructional computerized software on checking homework lessons and remaining of the impact of learning and attitudes among deafs and mutes students in the basic level in subject of PC’s skills. The researchers had developed a study unit through programming PowerPoint PC program to the 1st level. Also he conducted a Pro & Pre Test then analyzed the study contents through designed a questionnaire to measure the role of PC and using PC Software and its impact on processes of learning and education among deafs and mutes students.   The study conducted during the year (2012 – 2013) on deafs and mutes students at basic level withing the centers of Jerash for the special needs, the researcher followed the descriptive and analytical approach in additional to the experimental approach, the community sample consists of dump and deaf students at the basic level within the center of  Jerash for the special needs, the total numbers of community sample were 120 students, among them (50) students of basic level were selected as a study sample and divided into two groups : one of them is experimental and the other is a control group.   The study showed that there is a statistically significant at the level of ( P <0.05) to use PC in upgrading the ability of checking lessons of dump and deaf students at the basic level.  The researcher recommended for providing a tutorial software in all instiututes and programs of those with special needs with full concentration on providing the modern tools that considered the easiness of using and effectiveness of performance, in addition to necesscity of training to the teachers who teaching students with special needs on using these tutorial software besides, providing a technology specialist to teach those with special needs in every institute. 

scholarly journals Improving Self-Resilience in Students with Special Needs through the Counseling Teachers’ Roles: A Case Study on Grounded Theory

2021 ◽  
Vol 2021 ◽  
pp. 1-6
Author(s):  
Beni Azwar ◽  
Deri Wanto ◽  
Rahmad Hidayat
Keyword(s):  
Grounded Theory ◽  
Special Needs ◽  
Learning System ◽  
Theory Approach ◽  
Students With Special Needs ◽  
Inclusive Schools ◽  
West Sumatra ◽  
Open Coding ◽  
Axial Coding

Previous studies show that self-resilience was significantly improved in students with special needs by supporting the social environment and the learning system. Additionally, support for the role of counseling teachers in inclusive schools fosters self-resilience. In this regard, this study aimed to understand the role of counseling teachers foster self-resilience among students with special needs in inclusive schools. The grounded theory approach was applied to produce theories related to these issues. The participants included eleven counseling teachers and the special needs students drawn from three schools in West Sumatra and Bengkulu, Indonesia. The data collected were analyzed based on three stages of grounded analysis, including open coding, axial coding, and selective coding. The findings indicated that self-resilience among students with special needs grows when the counseling teachers use three roles, namely, modifying behavior, giving instructions repeatedly and providing options according to students’ interest.

scholarly journals Teacher’s Attitude And Peer Acceptance To Children With Special Needs In Inclusive Primary Schools

2018 ◽  
Author(s):  
Marlina - Marlina
Keyword(s):  
Special Needs ◽  
Teacher Attitudes ◽  
Primary Schools ◽  
Peer Acceptance ◽  
Educational Background ◽  
Survey Method ◽  
Children With Special Needs ◽  
Full Time ◽  
Students With Special Needs ◽  
Inclusive Schools

The success of inclusion of children with special needs in inclusive schools largely depends on teachers’ attitudes towards students with special needs and their knowledge on how to properly educate them. Regular teachers have different views about the inclusion of students with special needs. The type and level of the children’s disabilities affect teachers’ willingness to accommodate students with special needs and effective classroom management. The research used descriptive survey method to know the attitude and level of peer acceptance to children with special needs in Padang inclusive schools, West Sumatera, Indonesia in year 2015. The subjects of research consist of 150 regular school teachers and special education teachers who worked full-time in inclusive schools and 85 children with special needs that had been identified with the Kit of Identification Children with Special Needs. The data were collected with teacher attitudes and sociometric nomination scales. The results show that teacher attitudes on integration are not related to teaching experience, teacher educational background is positively related to their attitudes, and teachers’ teaching experiences are related to attitudes. Other findings indicate that the level of peer acceptance in children with special needs is largely in the category of being ignored and even rejected by their peers.

scholarly journals IMPLEMENTASI TPS UNTUK MENINGKATKAN KARAKTER GOTONG ROYONG, KETERAMPILAN BERKOMUNIKASI DAN HASIL BELAJAR IPS PESERTA DIDIK KELAS IXC DI SMPN 1 KANDEMAN

2020 ◽  
Vol 5 (1) ◽  
pp. 1-11
Author(s):  
Wulan Dwi Aryani
Keyword(s):  
Social Skills ◽  
Social Studies ◽  
Special Needs ◽  
Qualitative Method ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Self Confidence ◽  
Inhibiting Factor ◽  
School Collaboration ◽  
Inclusive Schools

The teacher has an important role in the implementation of learning. Especially in masterring the characteristics of each students. Therefore teachers must be able to master pedagogical competencies to develop social skills especially in students with special needs in inclusive schools. The reseach method used is a qualitative method. The results showed that (1) Social studies teachers have implemented pedagogic science well so that they can develop social skills of students with special needs (2) Supporting factors for the development of social sskills of children with special needs is the availability of shadow teacher, school collaboration with parents, and facilities and infrastucture (3) Meanwhile, the inhibiting factor for the development of social skills stem from love self-confidence of students with special needs themselves. Guru mempunyai peran penting dalam pelaksanaan pembelajaran terutama penguasaan terhadap karakteristik setiap peserta didik. Oleh karena itu guru harus dapat menguasai kompetensi pedagogik untuk mengembangkan keterampilan sosial terutama pada peserta didik berkebutuhan khusus di sekolah inklusi. Metode penelitian yang digunakan adalah metode kualitatif. Hasil penelitian menunjukkan bahwa (1) Guru IPS telah mengimplementasikan ilmu pedagogik dengan baik sehingga dapat mengembangkan keterampilan sosial dari peserta didik berkebutuhan khusus (2) Faktor pendorong pengembangan keterampilan sosial anak berkebutuhan khusus yaitu dengan ketersediaan guru pendamping khusus, kerjasama sekolah dengan orangtua serta sarana dan prasarana (3) Sedangkan, faktor penghambat pengembangan keterampilan sosial berasal dari rasa kepercayaan diri yang rendah dari peserta didik berkebutuhan khusus sendiri dan kurangnya pelatihan pembelajaran kelas inklusi untuk guru mata pelajaran.

scholarly journals ANALISIS KOMPETENSI PEDAGOGIK GURU IPS DALAM PENGEMBANGAN KETERAMPILAN SOSIAL ANAK BERKEBUTUHAN KHUSUS (STUDI KASUS SMP N 12 SEMARANG)

2020 ◽  
Vol 5 (1) ◽  
pp. 52-59
Author(s):  
Azizah Nur Aini Muslichah ◽  
Aisyah Nur Sayidatun Nisa
Keyword(s):  
Social Skills ◽  
Social Studies ◽  
Special Needs ◽  
Qualitative Method ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Self Confidence ◽  
Inhibiting Factor ◽  
School Collaboration ◽  
Inclusive Schools

The teacher has an important role in the implementation of learning. Especially in masterring the characteristics of each students. Therefore teachers must be able to master pedagogical competencies to develop social skills especially in students with special needs in inclusive schools. The reseach method used is a qualitative method. The results showed that (1) Social studies teachers have implemented pedagogic science well so that they can develop social skills of students with special needs (2) Supporting factors for the development of social sskills of children with special needs is the availability of shadow teacher, school collaboration with parents, and facilities and infrastucture (3) Meanwhile, the inhibiting factor for the development of social skills stem from love self-confidence of students with special needs themselves. Guru mempunyai peran penting dalam pelaksanaan pembelajaran terutama penguasaan terhadap karakteristik setiap peserta didik. Oleh karena itu guru harus dapat menguasai kompetensi pedagogik untuk mengembangkan keterampilan sosial terutama pada peserta didik berkebutuhan khusus di sekolah inklusi. Metode penelitian yang digunakan adalah metode kualitatif. Hasil penelitian menunjukkan bahwa (1) Guru IPS telah mengimplementasikan ilmu pedagogik dengan baik sehingga dapat mengembangkan keterampilan sosial dari peserta didik berkebutuhan khusus (2) Faktor pendorong pengembangan keterampilan sosial anak berkebutuhan khusus yaitu dengan ketersediaan guru pendamping khusus, kerjasama sekolah dengan orangtua serta sarana dan prasarana (3) Sedangkan, faktor penghambat pengembangan keterampilan sosial berasal dari rasa kepercayaan diri yang rendah dari peserta didik berkebutuhan khusus sendiri dan kurangnya pelatihan pembelajaran kelas inklusi untuk guru mata pelajaran.

scholarly journals University libraries: The role of an accessible campus on the inclusion of users with special needs

2019 ◽  
Vol 31 ◽  
Author(s):  
Isabel Cristina dos Santos DINIZ ◽  
Ana Margarida ALMEIDA ◽  
Cassia Cordeiro FURTADO
Keyword(s):  
Special Needs ◽  
Library Directors ◽  
University Libraries ◽  
Online Questionnaire ◽  
Students With Special Needs ◽  
Ongoing Research ◽  
Future Scenario ◽  
Accessibility Issues ◽  
Users With Special Needs

Abstract The purpose of this paper is to present preliminary results of an ongoing research that seeks to diagnose inclusive practices in Brazilian and Portuguese university libraries, particularly in what concerns to the role of an accessible campus on the inclusion of users with special needs. The results were collected through an online questionnaire applied to 87 library directors (54 Brazilian and 33 Portuguese). Fifty valid answers were collected (28 Brazilian and 22 Portuguese).The results allowed to identify accessibility issues, namely in what regards to the access to the campus and to the lack of teams of librarians with specific skills to aid and assist these users. We conclude that many of these libraries are integrated in campuses without accessible infrastructure, and therefore, are not able to promote the inclusion of the students with special needs. Respondents say they are aware of their limitations and weaknesses when facing this challenge and show openness to change their practices and attitudes towards a new future scenario in which they could build solutions to improve the accessibility and inclusion in these libraries.

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