scholarly journals Pembelajaran Matematika pada Siswa Berkebutuhan Khusus di Sekolah Inklusi

2018 ◽  
Vol 2 (1) ◽  
pp. 99
Author(s):  
Ari Irawan ◽  
Chatarina Febriyanti
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Mathematics Learning ◽  
Children With Autism ◽  
Qualitative Approach ◽  
Children With Special Needs ◽  
Autistic Children ◽  
Curriculum Adaptation ◽  
Inclusive School ◽  
Additional Form

Penelitian ini bertujuan untuk mengungkap bagaimana proses pembelajaran yang terjadi pada anak autis berkategori sedang dan rendah di sekolah inklusi. Metode penelitian yang digunakan adalah survey eksploratif dengan pendekatan kualitatif. Instrumen yang digunakan adalah pedoman wawancara dan pengamatan langsung. Pengolahan data berupa analisis dari hasil wawancara dan pengamatan. Lokasi penelitian berada di SD Lentera Insan Kecamatan Cimanggis Kota Depok. Hasil penelitian menunjukan bahwa anak autis yang berkategori sedang dan rendah dapat mengikuti proses pembelajaran dikelas bergabung dengan anak reguler. Pembelajaran matematika yang diberikan juga memiliki tingkat kesulitan materi yang lebih sederhana atau yang biasa disebut sebagai kurikulum adaptasi. Anak autis juga diberikan kurikulum tambahan berupa pengembangan kurikulum individual dengan anak berkebutuh khusus dilatih untuk dapat lebih mandiri. Selain itu kurikulum juga diberlakukan untuk anak bersosialisasi. Kata kunci: pendidikan inklusi, autis, pembelajaran matematika.   ABSTRACT This study aims to reveal the process of learning that occurs in autistic children with special needs in medium and low achiever in inclusive school. The research method used was survey exploratory with a qualitative approach. The research location is in SD Lantera Insan District of Cimanggis Depok. The results show that the middle and low achiever of autistic children can follow the learning process along with the regular children. Mathematics content for those children is less difficult with simplified material or commonly referred to curriculum adaptation. Children with autism also given an additional form of curriculum development where children with special needs curriculum individual specially trained to be more independent. Besides the curriculum also apply for children to socialize. Keywords: inclusive education, autism, mathematics learning.

Development of Virtual Reality Applications with the ADDIE Model for Prospective Educators of Children with Autism

2020 ◽  
Vol 4 (4) ◽  
pp. 672-681
Author(s):  
Dhomas Hatta Fudholi ◽  
Rahadian Kurniawan ◽  
Dimas Panji Eka Jalaputra ◽  
Izzati Muhimmah
Keyword(s):  
Virtual Reality ◽  
Special Needs ◽  
Prospective Teachers ◽  
Children With Autism ◽  
Children With Special Needs ◽  
Design Development ◽  
Autistic Children ◽  
Application Development ◽  
Addie Model ◽  
Prospective Educators

Knowledge is needed for children with special needs to support their quality of life. This is a challenge for prospective educators / prospective teachers. A deeper knowledge is needed to really understand children with special needs. This research is carried out to develop a skill simulator application for autistic child’s prospective educator using Virtual Reality technology. This application will be used as a teaching medium which incorporates motion sensor tools. The sensors will make the virtual application looks realistic. The application was developed using the ADDIE method (Analysis, Design, Development, Implementation and Evaluation). The application development begins with discovering the characteristic of autistic children. This is done to formulate the learning materials. The knowledge base of the autistic children was obtained from the Sekolah Luar Biasa (SLB). By using the obtained knowledge, storyboard was designed and implemented. The developed application has been evaluated by 16 prospective child educators with autism and two professional experts. In general, the application can help prospective educators understand the characteristics of children with autism. Moreover, it provides a safe and pleasant teaching skill practice for the prospective educators.  

scholarly journals KARAKTERISTIK ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH DASAR NEGERI (INKLUSI) DI KOTA PALANGKA RAYA

2017 ◽  
Vol 17 (1) ◽  
pp. 22-27
Author(s):  
Agung Riadin ◽  
Misyanto Misyanto ◽  
Dwi Sari Usop
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Special Needs ◽  
Qualitative Approach ◽  
Research Approach ◽  
Children With Special Needs ◽  
Academic Field ◽  
Inclusive School ◽  
The Government ◽  
The Impact

Parents of children with special needs want their children to attend public schools, together with other children. The desire is supported by the government by launching an inclusive school. This study aims 1). Knowing the characteristics of children with special needs in Elementary School (Inclusion) in Palangkaraya City, 2). Knowing the impact of the presence of children with special needs in Elementary School (Inclusion) in Palangka Raya city, 3). Knowing the abilities of children with special needs in Elementary School (Inclusion) in Palangka Raya city. The research approach used is the qualitative approach. Methods of data collection using interviews, observation, and documentation. The results of this study indicate that the characteristics of children with special needs individually vary. However, its main characteristics, namely experiencing weakness in the academic field. On the other hand, children with special needs in Palangka Raya City Inclusion School have more advantages in the non-academic field.

scholarly journals Pendampingan dan Pengenalan Teknologi Berbasis Internet kepada Anak Berkebutuhan Khusus di SLB C Budi Daya, Jakarta Timur

2020 ◽  
Vol 3 (1) ◽  
pp. 51-59
Author(s):  
Fitria Ayuningtyas ◽  
Vinta Sevilla
Keyword(s):  
Special Needs ◽  
Learning Strategy ◽  
Children With Autism ◽  
Emotional Disturbances ◽  
Children With Special Needs ◽  
Autistic Children ◽  
Normal Children ◽  
Long Time ◽  
Information And Communication ◽  
And Behavior

A normal child who is not lacking in anything physical or psychological is the dream of all parents. A hope regarding this matter is something that is natural for anyone. It's just that, in reality these hopes cannot be realized for some people. One of them is the presence of children with special needs in their lives. Even though every child has their own uniqueness and potential. One of the children with special needs is an autistic child. Autism is a very complex developmental disorder in a long life that includes disruption in aspects of social interaction, communication and behavior as well as emotional disturbances and sensory perceptions even in motoric aspects. Very severe disorders of some disorders experienced by children with autism that is a disorder in the ability to communicate. The ability to communicate nonverbally for children in general can be obtained naturally, without the need to be specifically and continuously taught for a long and long time. But the situation will be very different from autistic children. Autistic children need a design and learning strategy and approach to improve their nonverbal communication skills appropriately. Along with this, the development of Technology, Information and Communication (ICT) is inevitable. Most people think that the introduction and development of ICT knowledge is only for normal children. Through community service, the PKM team wants to share related developments in Technology, Information and Communication to children with special needs by using assistive devices and games specifically for children with special needs, especially children with autism. The implementation was carried out at SLB C Budi Daya, Cijantung, East Jakarta on 14 and 17 September 2018 ago.

scholarly journals INCLUSIVE EDUCATION: ACHIEVEMENTS AND CHALLENGES

2014 ◽  
Vol 5 (2) ◽  
pp. 37-41
Author(s):  
ARMENUHI AVAGYAN ◽  
ARAKSYA SVAJYAN
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
The State ◽  
Educational Process ◽  
Children With Special Needs ◽  
Educational Plan ◽  
Individual Educational Plan ◽  
Inclusive School ◽  
Physical Disorders ◽  
The Republic

In Armenia, children with mental and physical disorders have always been in the center of attention of the state and nation. The system of inclusive education, the statistics of enrollment of children with special needs in the educational process, inclusive education problems and development perspectives in the Republic are introduced as well. Keywords: inclusive school, individual educational plan, socialization, multiprofile team of specialists, educational needs of child, children with special needs.

scholarly journals Optimalisasi Peran Sekolah Inklusi

2016 ◽  
Vol 1 (1) ◽  
pp. 38-47
Author(s):  
Reni Ariastuti ◽  
Vitri Dyah Herawati
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Soft Skills ◽  
Educational Games ◽  
Skills Training ◽  
Children With Special Needs ◽  
Design Learning ◽  
Inclusive Schools ◽  
Inclusive School ◽  
The Right

Every Indonesian citizen has the right to get a decent education and teaching, not least for those children with special needs (ABK). SD Lazuardi Kamila may use as an information referral inclusive school in Surakarta, existence is capable of being a facilitator for the inclusion of other schools to further develop and improve themselves for educational purposes such inclusion can be more optimal. This IbM activity aims to: (1) the teacher can determine the level of need crews primarily on the healthcare, (2) the teacher can understand how to be a teacher-friendly (welcoming teacher) in the school inclusion, (3) the teacher can make early detection of the growth protege (4) teachers can design learning, and (5) the management of the school is to prepare the required facilitation of inclusive education. Referring to objectives, the method is performed in service activities are conducting trainings and workshops directly to the participant/teacher. This activity was followed with the assistance of the participants that this activity can be sustained. From this activity provides benefits to the community, particularly the development of soft skills training and a teacher of children with special needs with the birth of inclusive schools friendly to children. Tools educational games are also given to crew members in order to support the therapy and also their education.

scholarly journals Training and teaching applications for Autistic Children based on C# standalone application

2021 ◽  
pp. 66-79
Author(s):  
Mohammed Yousif
Keyword(s):  
Special Needs ◽  
Children With Autism ◽  
Learning System ◽  
Treatment Technique ◽  
Children With Special Needs ◽  
Sultanate Of Oman ◽  
Autistic Children ◽  
Efficient Treatment ◽  
Annual Increase ◽  
Mutual Relations

  Autism is a disease, which affects the child's ability to communicate with those around them and develop mutual relations with them and hence it needs to have a quick and efficient treatment technique. The earliest age of ASD diagnosis is between 4.5 and 5.5 years. Approximately 6 per 1000 children under eight years suffer from ASD. Statistics show an annual increase of the disease about 3,500 cases of children with autism in the Sultanate of Oman. The aim of this work is to design an Interactive Learning System based Windows Application for teaching the children with Autism. The Windows Application is developed using C# which will be useful to teach the children different things such as Alphabets, Numbers, Fruits, Vegetables and many more. The application is a bi-lingual application (English and Arabic). The application can be used also to test the progress of the children. Also, develop interactive materials that help children with special needs for enhancing their communicating and thinking. In addition develop interactive materials that help children with special needs for enhancing their communication and rational skills which could help them to integrate into the society.

THE ROLE OF SHADOW TEACHER IN LEARNING MANAGEMENT OF CHILDREN WITH SPECIAL NEEDS IN PAUD TERPADU INKLUSI BINA INSAN KREATIF TASIKMALAYA

2021 ◽  
Vol 5 (2) ◽  
pp. 331
Author(s):  
Yuli Salis Hijriyani ◽  
Fenty Andriani ◽  
Rosidin Rosidin
Keyword(s):  
Special Needs ◽  
Field Research ◽  
Qualitative Approach ◽  
Education For All ◽  
Children With Special Needs ◽  
Education Services ◽  
Roles And Responsibilities ◽  
Childhood Education ◽  
Inclusion Education

As part of inclusion education, Education for All (EfA) or Pendidikan untuk Semua (PuS) has six main programs, including the inclusion program of Early Childhood Education (Pendidikan Anak Usia Dini or PAUD). This article is compiled based on a qualitative approach, which is a type of field research and presented descriptively. This article highlights the role of Shadow Teacher as one of the main keys to the success of inclusion education in PAUD Terpadu Inklusi Bina Insan Kreatif (BIK) in Tasikmalaya city. The findings of the article show that Shadow Teacher has a variety of relatively different roles and responsibilities than class teachers. But it plays a big role in helping the success of learning carried out by class teachers, especially related to Children with Special Needs (Anak Berkebutuhan Khusus or ABK). In undergoing its roles and responsibilities, Shadow Teacher applies various strategies to assist the development of ABK students, in the academic, non-academic and self-developed fields. Furthermore, the PAUD Terpadu Inklusi BIK institute has such a crucial policy related to improving the quality, qualifications and competency of Shadow Teacher that it can provide better inclusion education services for ABK students in particular, and for other stakeholders in general.

scholarly journals Using Tablet Computers with Elementary School Students with Special Needs: The Practices and Perceptions of Special Education Teachers and Teacher Assistants / Utilisation des tablettes électroniques avec des enfants d’école primaire à besoins spéciaux

2013 ◽  
Vol 39 (4) ◽  
Author(s):  
Genevieve Marie Johnson
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Special Education Teachers ◽  
Mathematics Learning ◽  
Literacy Skills ◽  
Fine Motor ◽  
Children With Special Needs ◽  
Tablet Computers ◽  
School Students ◽  
Teacher Assistants

Twelve special education teachers and teacher assistants who have instructional experience using iPads with children with special needs completed a survey that queried their practices and perceptions. In general, teachers and assistants were extremely positive about the value of iPads for children with special needs, particularly for children with autism, attention deficits and limitations of fine motor control. Special education teachers and teacher assistants reported most frequently using iPads to promote student language and literacy skills, although mathematics learning activities were also commonly reported. Enhanced student motivation was the most frequently reported benefit of using tablet computers in school followed by instructional planning advantages. Tablet computers appear to have the potential to be an essential aspect of individual program plans. Teaching tasks might reasonably include downloading and organizing specific applications on specific children’s tablets and professional development might increasingly focus of evaluation of tablet applications. Douze professeurs en éducation spéciale et aides-enseignants utilisant les iPads dans leur enseignement avec des enfants à besoins spéciaux ont rempli un questionnaire relatif à leurs pratiques et à leurs perceptions. En général, les enseignants et les aides-enseignants se sont révélés extrêmement positifs quant à la valeur des iPads pour les enfants à besoins spéciaux, en particulier pour les enfants avec autisme, avec un déficit d’attention et avec un contrôle limité de la motricité fine. Le plus souvent, les enseignants en éducation spéciale et les aides-enseignants ont indiqué avoir utilisé les iPads pour améliorer les compétences linguistiques et de littératie des élèves, bien que des activités d'apprentissage des mathématiques aient aussi été mentionnées fréquemment. Le renforcement de la motivation des élèves constituait l'avantage le plus souvent associé à l’utilisation des tablettes à l'école, suivi par des avantages liés à la planification de l’enseignement. Les tablettes pourraient devenir un élément essentiel des plans de programme individuel. Les tâches d'enseignement pourraient inclure le téléchargement et l'organisation d’applications spécifiques sur les tablettes particulières des enfants, et le perfectionnement professionnel pourrait de plus en plus être consacré à l'évaluation des applications pour tablettes.

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