scholarly journals PEMANFAATAN MEDIA PEMBELAJARAN IPA BAGI PESERTA DIDIK DENGAN VISUAL IMPAIRMENT DI SLB

2017 ◽  
Vol 1 (1) ◽  
pp. 9
Author(s):  
Yeni Widiyawati
Keyword(s):  
Visual Impairment ◽  
Special School ◽  
Instructional Media ◽  
Type Condition ◽  
Special Schools

Tujuan penelitian ini yaitu untuk mengetahui: 1)ketersediaan; 2) jenis dan kondisi; serta 3) tingkat pemanfaatan dari media pembelajaran dalam pembelajaran IPA  bagi peserta didik dengan visual impairment di SLB. Metode penelitian yang digunakan berupa wawancara serta observasi terkait jenis dan kondisi serta pemanfaatan media dalam pembelajaran IPA bagi peserta didik dengan visual impairment. Hasil penelitian di empat SLB menunjukkan bahwa 1) sekolah belum optimal dalam menyediakan media pembelajaran IPA yang dapat diakses oleh peserta didik dengan visual impairment; 2) jenis media pembelajaran IPA yang disediakan sekolah sangat terbatas dan terkadang dalam kondisi rusak; dan 3) pemanfaatan media pembelajaran IPA di keempat SLB tersebut dapat dikatakan kurang maksimal. UTILIZATION OF SCIENCE INSTRUCTIONAL MEDIA FOR VISUAL IMPAIRMENT STUDENTS IN SPECIAL SCHOOLS Abstract The aims of this research is to reveal: 1) avaibility; 2)type and condition & 3)utilizattion degree of science instructional media for visual impairment students in special schools. Interview and observation to find out the type, condition and degree of science instructional media for visual impairment students was used as a method in this research. The result shows: 1)the avaibility of science instructional media inspecial schools hasn’t optimal yet; 2)type of science instructinal media that available in schools was limited and some was turns to improper condition to use; 3)the utilization of science instructional media in those special schools hasn’t optimal yet. Keywords: , , special school.

scholarly journals Model pemanasan berbasis gerak dan lagu bagi anak tunanetra

2017 ◽  
Vol 13 (1) ◽  
pp. 19-24
Author(s):  
Hendrik Kusworo ◽  
Sri Winarni
Keyword(s):  
Health Education ◽  
Research And Development ◽  
Visual Impairment ◽  
Field Testing ◽  
Developmental Model ◽  
Special Schools

Penelitian ini bertujuan untuk menghasilkan model pamanasan yang dapat mengajarkan siswa tunanetra gerak pemanasan/beraktivitas mengunakan media, dengan memberikan contoh berupa CD dan buku panduan kepada guru pendidikan jasmani di Sekolah Luar Biasa (SLB). Untuk mencapai tujuan tersebut, penelitian ini dilakukan dengan mengunakan penelitian pengembangan (Research and Development), dengan model pengembangan ADDIE, yang terdiri dari 4 tahapan yaitu: (1) Analysis (tahap analisis), (2) Design (tahap desain), (3) Development & Implementation (tahap pengembangan dan impelmentasi), (4) Evaluation (tahap evaluasi). Hasil dari penelitian tersebut menunjukan bahwa Model Pemanasan Berbasis Gerak & Lagu Bagi Anak Tunanetra dinyatakan layak sebagai model pemanasan untuk anak tunanetra di SLB. Hal ini didukung oleh hasil uji kelayakan yang diperoleh dari beberapa penguji, ahli materi dengan skor rata-rata: (4,2) dengan kategori sangat baik, ahli media dengan skor rata-rata: (4,75) dengan kategori sangat baik, praktisi dengan skor rata-rata: (4,0) dengan kategori baik, dan uji lapangan mendapatkan skor rata-rata: (4,24) dengan kategori sangat baik. Sound and movement-based warming up model for children with visual impairment AbstractThe study aims at producing a warming model for teaching the students with visual impairment how to perform the warming-up activities by means of media. The warming up is modelled based on the CD and the manual for the teachers of Sports and Health Education in Special Schools. In order to achieve the objective, the study should be conducted by implementing the Research and Development (R&D) efforts using the ADDIE Developmental Model which consists of: (1) Analysis; (2) Design; (3) Development & Implementation; and (4) Evaluation. The results of the study show that the Sound and Movement-Based Warming-Up Model for the Students with Visual Impairment is feasible to serve as the warming up model for the students with visual impairment in the Special Schools. The conclusion is supported by the feasibility tests from several experts as follows: (1) (4,20) with “Very Good” category from Material Expert; (2) (4,75) with “Very Good” category from Media Expert; (3) (4,00) with “Good” category from Practitioner; and (4) (4,24) with “Very Good” category from Field Testing.

scholarly journals Behavioral Problems among Visually Impaired Children Studying at Special School for Blindness

2019 ◽  
Vol 1 (2) ◽  
pp. 10
Author(s):  
Amany A. Mohamed ◽  
Aml S. A. Abdelrahem ◽  
Sanaa M. Ahmed
Keyword(s):  
Visual Impairment ◽  
Behavioral Problems ◽  
Visually Impaired ◽  
Child Behavior Checklist ◽  
Demographic Variables ◽  
Special School ◽  
Correlational Design ◽  
Impaired Children ◽  
Purposive Sample ◽  
Visually Impaired Children

Background: Visual impairment and blindness are significant ophthalmic disorders around the world. Behavioral problems in visually impaired children considered as one of the most serious health problems. Aim: The study aimed to assess behavioral problems among visually impaired children studying at a special school for blindness and assess the association between behavioral problems scores and selected demographic variables of studied children. Methods: The research design adopted for this study was descriptive correlational design. Sample: A purposive sample composed of one hundred and one (101) parents of children with visual impairment. Setting: The children studying at El Nour School for blindness in Minia city. Tools: The data were collected using the parents' interview questionnaire and Child Behavior Checklist/4-18 (CBCL/4-18). Results: Withdrawn syndrome represented the highest clinical level among the studied children, followed by clinical aggressive behavior. Also, less than a fifth of them had clinical internalizing problems, and 17.8% of them had clinical externalizing problems. A highly statistically significant correlation revealed between the score of total behavior syndromes and age of studied children. Conclusion: Visually impaired children had problems in the total social competence score and all its subscales. About one-third of them had borderline and clinical problems regarding total score of behavioral syndromes. Also, internalized and externalized problems had reported. The study recommended further intervention studies are necessary, which include parents' class about behavioral problems of visually impaired children and methods to limit its effect on children life.

scholarly journals Comparison of Educational Facilities of Mentally Challenged Children of Special School and Government School in Kolkata

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Phalguni Bhattacharya
Keyword(s):  
Education System ◽  
Special Educators ◽  
Special School ◽  
Educational Facilities ◽  
Right To Education ◽  
Special Schools ◽  
Government Schools ◽  
Government School ◽  
Inclusion Education ◽  
The Right

Purpose: The present study examined the right to education of mentally challenged children in special schools and government schools to compare educational facilities and availability of special educators. Method: Sample of 40 special schools mentally challenged children and 40 Government schools under inclusion education system mentally challenged children of both gender participated.Similarly10 teachers of five special school and 10 teachers of five govt. school under inclusion education system. Measures used were self-made questionnaire. Result: Percentage revealed that Governmental facilities and availability of special educators significantly differ between special schools and Governmental schools under inclusion education structure. Contribution of the Research: After implementation of right to education act, education becomes the fundamental right of each and every child. Article 21-A included disabled children in this act. The contribution of the study is to betterment of Governmental facilities for all mentally challenged children of both schools and maintain proper ratio in class between special educator and mentally challenged children. Therefore the study enlightens more awareness among society about inclusion education system for mentally challenged children.

scholarly journals Evaluation of Public Special School Environment (case: SLB Negeri Ungaran)

2020 ◽  
Vol 202 ◽  
pp. 07044
Author(s):  
Bangun I.R. Harsritanto ◽  
Dessy Oktavia ◽  
Mira Annisa Rezeki ◽  
Hermin Werdiningsih
Keyword(s):  
School Environment ◽  
Design Criteria ◽  
Special School ◽  
Construction Process ◽  
Special Schools ◽  
Public Building ◽  
Design Standard ◽  
Evaluation Sheet

Information of design standard often become debatable condition in construction process. That condition brought different performance of building especially public building such public special schools. This paper aimed to emphasize the design regulation on special school by evaluating a public special school in Semarang Regency SLB Negeri Ungaran. The standard of education building standard of PERMENDIKNAS RI No. 33/2008 was being resumed into design criteria, then it became the evaluation sheet to value the case. The result of this research shown that most of the mandatory space already being built but the details were not designed as the standards.

Is there anything special about lesson study in special schools?

2020 ◽  
Vol 9 (4) ◽  
pp. 301-316
Author(s):  
Sarah Seleznyov ◽  
Amelia Roberts ◽  
Rachel Walker ◽  
Sarah Watson ◽  
Melanie Hogan
Keyword(s):  
Lesson Study ◽  
Online Survey ◽  
Positive Impact ◽  
School Leaders ◽  
Special School ◽  
Special Schools ◽  
Mainstream Teachers ◽  
Content Type ◽  
The Uk ◽  
The Impact

PurposeJapanese lesson study (LS) is a professional development (PD) approach in which teachers collaboratively plan a lesson, observe it being taught and then discuss what they have learned. LS's popularity as an approach to teacher PD in the UK is growing, and it is used in both special and mainstream settings. This study explores whether LS is perceived and operationalized in the same way across special and mainstream settings.Design/methodology/approachThis study arose as a result of collaboration between UCL Institute of Education academics (principle investigators) and three special school leaders using LS in their own schools (practitioner co-investigators), who together formed the research team. The team first explored the literature base for LS in special education. They then investigated special and mainstream schools using LS for teacher PD. Research tools included semi-structured interviews and an online survey. Participants were obtained through opportunistic sampling via the networks of schools available to the researchers.FindingsThere were several key differences between LS in special and mainstream settings. Special teachers felt LS had a more positive impact on subject knowledge than mainstream teachers, and this impact extended to support staff. Special teachers were more likely to carry out multiple research cycles than mainstream colleagues and to quickly build LS into the existing timetable. Mainstream teachers focused on individual pupils in LS to seek learning about pedagogy more generally, whereas general learning about pedagogy was seen as a secondary benefit to special teachers.Research limitations/implicationsOne of the limitations of the research is that participants are more positively inclined toward LS than the general population of their school, since those not interested in LS would be unlikely to take the time to engage with the research. It will be important to conduct more research into the use of LS in mainstream schools, as this study is one of very few exploring LS in this special context.Practical implicationsThe ease with which special schools can align LS to current practice due to greater flexibility of timetables and larger staff teams seems to result in a greater appreciation and “valuing” of the process in mainstream schools, where teachers seemed to feel their senior leadership teams had gone to extra lengths to enable LS to happen. LS seems to offer a framework within which senior leaders can prioritize such learning experiences for teachers, leading to positive benefits for pupils, teachers and the school, and is therefore a process worth considering both for special and mainstream school leaders.Originality/valueThe literature review found a limited number of studies of LS in a special educational needs and disability (SEND) context, all of which took place in the UK and focused on the impact of teacher participation in LS on teacher practice and pupil learning. All three studies show a positive impact and suggest that LS might have wider applications for both special schools and mainstream schools supporting SEND pupils. There has been no exploration of the different ways in which mainstream and special school teachers and pupils might experience or construct LS in their own contexts.

In the shadow of threatening norms: How students with visual impairment contest and reproduce institutional positions [SPECIAL ISSUE]

2020 ◽  
pp. 026461962096768
Author(s):  
Anne Bödicker ◽  
Yalız Akbaba
Keyword(s):  
Young People ◽  
Qualitative Analysis ◽  
Visual Impairment ◽  
Self Concept ◽  
Special School ◽  
Special Issue ◽  
Self Confidence ◽  
Life Plans ◽  
Inclusive Schools

This article focuses on semi-narrative guided interviews with students with visual impairment (VI) who attend a state-approved special school for students with VI at the time of the interview, although they had different previous experiences in both segregated and inclusive schools. We are conducting a qualitative analysis from the perspective of teenagers concerning how they negotiate institutional ascriptions of (dis)abilities. We have selected interview sequences of two young people: (a) Kai: self-confidence and internalized self-doubt and (b) Felix: between fighting and claiming ableist divides. Our analyses reveal the different ways of how Kai and Felix each contest the ableist divide they constantly have to cope with. Kai does so by sticking to her self-concept and ambitious life plans; Felix does so by ridiculing how the institution ascribes neediness to students.

A Comparison of Social and Pre-vocational Competency Devices for use with Mildly Retarded Adolescents in Victorian Schools

1978 ◽  
Vol 2 (2) ◽  
pp. 15-23
Author(s):  
Barbara Bliss ◽  
Stan A. Halpin
Keyword(s):  
Special School ◽  
Further Training ◽  
Special Schools ◽  
Positive Correlation ◽  
Vocational Competence ◽  
Current Systems ◽  
Years Of Schooling

AbstractThis research examines current systems being used to evaluate mildly I.H. adolescents in their last years of schooling. The suitability of the S.P.I.B. and the P.A.C-2 as evaluation devices in social and pre-vocational competence for students attending Victorian Special Schools was examined. Eighteen Special School S’s were administered the S.P.I.B. and evaluated on P.A.C-2. The sample showed to have similar competencies with the standardization samples of both the S.P.I.B. and the P.A.C-2. A positive correlation was found between Victorian S’s particular P.A.C-2 and S.P.I.B. ability areas. The P.A.C-2 has also shown that it has a realistic relationship between evaluation and further training.

scholarly journals ELEVATING INSTITUTION PERFORMANCE OF SPECIAL SCHOOLS THROUGH STRATEGIC PLANNING

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Virgana Virgana ◽  
Merry Lapasau ◽  
Soeparlan Kasyadi
Keyword(s):  
Strategic Planning ◽  
Structural Equation ◽  
Swot Analysis ◽  
Program Planning ◽  
Special School ◽  
Validity And Reliability ◽  
Vertical Coordination ◽  
Special Schools ◽  
Work Program ◽  
School Committees

In the current pandemic period, some activities of the work program cannot be carried out properly, there are even some activities cannot be carried out. Special school institutions as a forum for education services for children with special needs, need to make changes and improve work programs. The institution work program needs to improve to achieve an institution's vision and mission. It is necessary to change the work program through a more focused program planning. This research aims to formulate a strategic plan contained in the work program of special schools. This study uses a qualitative method with SWOT analysis. This research essential the current condition of private special school X, namely by compiling strengths, weaknesses, opportunities, and threats. To obtain current condition information from the institution, involving school supervisors, principals, teachers, and school committees by teleconference. Before analysing the current condition data of strengths, weaknesses, opportunities, and threats conducted the validity and reliability test by using Smart-structural equation modelling. From the classification results, the institution's position quadrant will be identified to obtain the institution's strategic planning work program will be obtained from this quadrant. The research results state the institution's position was in the 3rd quadrant that means institutions must develop strategic planning institutions by minimizing weaknesses to reduce threats to the institution. Special school headmasters can arrange programs based on strategic planning with horizontal and vertical coordination to achieve their goals on time according to the work program plan. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0790/a.php" alt="Hit counter" /></p>

scholarly journals Historical and pedagogical experience of the formation of the educational system of the Primorsky special school

2020 ◽  
Vol 9 (27) ◽  
pp. 276-283
Author(s):  
Konstantin Teodorovich Tikhiy ◽  
Tatiana Nikolaevna Shurukhina ◽  
Alexander Nikitovich Belov ◽  
Vladimir Nikolaevich Tarasenko ◽  
Aleksandr Leonidovich Anisimov
Keyword(s):  
Twentieth Century ◽  
Educational System ◽  
Juvenile Delinquents ◽  
Educational Institutions ◽  
Special School ◽  
Special Schools ◽  
New Methods ◽  
Pedagogical Analysis ◽  
The Relationship ◽  
Rehabilitation Tasks

The article presents the results of historical and pedagogical analysis of the educational system of the Primorsky special school. The purpose of this work is to analyze the experience of the formation and development of the adaptation system of juvenile delinquents in a special school. In the late 1960s and the first half of the 1970s, this experience was completely new in the educational system, since there were no such types of educational institutions in Soviet practice, so there was a need to find new methods to achieve educational, educational and rehabilitation tasks in work with difficult teens. This article analyzes the emerging techniques and methods of educational and social and adaptation activities of adolescents in a special school in the 70s of the twentieth century. Results. The experience of the formation of the educational system of the Primorsky special school is described, the mechanisms of the successful functioning of special schools are shown, the specifics of the relationship between teachers, educators and pupils are highlighted.

scholarly journals Kriteria Ruang Sekolah Khusus Penyandang Autisme

2021 ◽  
Vol 7 (1) ◽  
pp. 18-26
Author(s):  
Salmon Priaji Martana ◽  
Hafilda Hafilda
Keyword(s):  
Developmental Disorders ◽  
Children With Autism ◽  
Qualitative Approach ◽  
Literature Survey ◽  
Survey Method ◽  
Design Criteria ◽  
Special School ◽  
Design Standards ◽  
Special Schools ◽  
Government Regulations

Autism is a condition of children with developmental disorders. This condition encourages the establishment of special schools to accommodate children with autism. This special school must have specific standards and criteria so that children with autism can learn at school as well as in turn have adequate therapeutic facilities. This paper aims to describe the criteria of those special schools for children with autism, in particular the design criteria that can be applied to the interior of a building. The research was conducted with a qualitative approach using a literature survey method with a review of government regulations and design standards for spaces of children at special schools recommended for persons with autism. It is hoped that with an understanding of these design criteria, spaces for persons with autism in special schools can be designed more effective and efficient.

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