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.

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 Educational Revitalization of the Children with Special Needs at an Inclusive School

2018 ◽  
Vol 6 (3) ◽  
pp. 385
Author(s):  
Made Kerta Adhi ◽  
Ni Putu Seniwati
Keyword(s):  
Special Needs ◽  
School Library ◽  
Children With Special Needs ◽  
Normal Children ◽  
Self Development ◽  
Inclusive School ◽  
Teachers And Students ◽  
Educational Staff ◽  
And Behavior

The main purpose of this research is to find out the forms and meaning of revitalization of children with special needs at an inclusive school, particularly at Saraswati Elementary School, Tabanan, and Bali. This research is a qualitative research with an approach of a Cultural Study. The results show that the forms of revitalization are increasing resources, such as the workshop of teachers and students parents; providing apprentice for school staff, especially the manager of school library; increasing the involvement of children with special needs with the other common peers in self-development; equipping facilities such as special guidance room and library facilities. The meaning of revitalization is to improve the quality of human resources, togetherness in differences, and the development of potential children with special needs. In conclusion, there are enhancement of knowledge, skills, and behavior of teachers and educational staff respectively with the average of 88 and 90 percent, parents become more empathetic to the children, and social cohesion between children with special needs and normal children is established, so children with special needs are able to grow well.

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.

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.

MODEL OF PEER-MEDIATED SOCIAL SKILLS INTERVENTION FOR CHILDREN WITH SPECIAL NEEDS IN INCLUSIVE PRIMARY SCHOOLS

2018 ◽  
Author(s):  
Marlina - Marlina
Keyword(s):  
Social Skills ◽  
Primary School ◽  
Special Needs ◽  
Primary Schools ◽  
Social Skills Training ◽  
Skills Training ◽  
Training Model ◽  
Children With Special Needs ◽  
Social Skills Intervention ◽  
Normal Children

This research is aimed at investigating a model of social skills training for children with special needs in inclusive primary school. The study is used at research and development. The training model involves the normal children as training mediators, the so-called peer-mediated social skills intervention (PMSSI), PMSSI model is developed into seven steps. The results of the development are: (1) PMSSI model is appropriate to meet the needs of children with special needs and normal children as social skills training; (2) PMSSI model has the steps description of social skills training which are organized, hierarchical, and clear; (3) PMSSI model is useful for classroom teachers and special educator teachers in inclusive primary school; and (4) PMSSI model is efficient in terms of cost but not of time. Based on the results of the development, there are two suggestions: (1) the need for training the trainers on the use of PMSSI model before being applied in inclusive primary school, and (2) the implementation of social skills training should be done integratedly in academic activities or in a playgroup setting.

PROSES KOMUNIKASI INTERPERSONAL ORANG TUA DENGAN ANAK AUTIS DALAM MEMBENTUK KEMANDIRIAN ANAK

Jurnal Common ◽  
2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Tina Rakhmatin ◽  
Dian Amilia
Keyword(s):  
Interpersonal Communication ◽  
Nonverbal Communication ◽  
Children With Autism ◽  
Verbal Communication ◽  
Communication Process ◽  
Image Method ◽  
Autistic Children ◽  
Normal Children ◽  
Inhibiting Factors ◽  
Parents And Children

Penelitian ini bertujuan untuk mengetahui proses komunikasi interpersonal orang tua kepada anak autis di Kota Bandung. Untuk menjawab dari tujuan penelitian tersebut, peneliti menetapkan sub fokus pada Komunikasi verbal, komunikasi nonverbal, dan faktor penghambat. Penelitian ini menggunakan metode kualitatif dengan studi deskriptif dimana informan yang terlibat dalam penelitian ini berjumlah lima orang yang terdiri dari empat informan kunci sebagai orang tua dan satu informan pendukung psikolog anak sebagai informan pendukung. Hasil penelitian ini menunjukkan bahwa proses komunikasi interpersonal yang dilakukan antara orang tua dengan anak autis tidak seperti melakukan komunikasi dengan anak normal dan sulit untuk melakukan komunikasi agar dapat dipahami oleh anak autis. Komunikasi verbal yang dilakukan dengan autis harus jelas, tegas, singkat dan juga dengan menggunakan metode gambar, serta adanya kata-kata perintah yang diberikan demi kemandirian anak autis. Komunikasi nonverbal dilakukan dengan gerakan-gerakan ketika orang tua memberikan larangan kepada anak dengan menggunakan gerakan jari telunjuk yang mengacung kemudian digoyangkan, mereka akan segera berhenti melakukan hal tersebut dan memahami bahwa hal tersebut dilarang. Faktor penghambat dalam berkomunikasi dengan anak autis yaitu sulitnya melakukan kontak mata, kurangnya respon yang diberikan, kesulitan berbicara yang dialami anak autis, serta gangguan pada bidang sensori. --------------------------------------------------------------------------------- This study aims to determine the parent's interpersonal communication process to autistic children in the city of Bandung. To answer the purpose of the study, the researcher established a sub focus on verbal communication, nonverbal communication, and inhibiting factors. This study uses qualitative methods with descriptive studies where the informants involved in this study amounted to five people consisting of four key informants as parents and one informant supporting child psychologists as supporting informants. The results of this study indicate that the process of interpersonal communication carried out between parents and children with autism is not like communicating with normal children and is difficult to communicate so that it can be understood by children with autism. Verbal communication done with autism must be clear, firm, concise and also by using the image method, as well as the words of the commands given for the independence of autistic children. Nonverbal communication is carried out with movements when parents give a prohibition to children by using the movement of the index finger that is raised and then shaken, they will immediately stop doing that and understand that it is prohibited. Inhibiting factors in communicating with children with autism are difficulty in making eye contact, lack of response given, speech difficulties experienced by autistic children, and disturbances in the sensory field.

scholarly journals PSIKOEDUKASI SMART PARENTING TENTANG KARAKTERISTIK ANAK BERKEBUTUHAN KHUSUS (ABK

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Pamela Hendra Heng
Keyword(s):  
Special Needs ◽  
Learning Style ◽  
Education Program ◽  
Developmental Disorders ◽  
Multiple Intelligence ◽  
Special Treatment ◽  
Children With Special Needs ◽  
Normal Children ◽  
Education Services ◽  
Inclusive Schools

Children with special needs (ABK) are very different from normal children in terms of needs, health, education, teaching, how to give advice and attention. Children with special needs require special treatment because they have developmental disorders and others disorders from children in general (Desiningrum, 2016). In 2015, Indonesia had approximately 4.2 million ABK. Baska and Stambaugh (in Juwono and Kumara, 2011) state that education services in Indonesia are still experiencing difficulties due to the lack of knowledge of teachers about ABK. Sunardi, Yusuf, Gunarhadi, Priyono, and Yeager (2011) state that in Indonesia, almost no changes have been made to accommodate the education program for children with special needs in inclusive schools; there is no difference in teaching strategies for children with special needs (Kurniawati, De Boer, Minnaert, and Mangunsong, 2017; Mangungsong 2014). The Holland Interests Test, the written Learning Style test and the Multiple Intelligence seminar were attended by 42 adolescents, analyzed by psychologists to determine their interests and talents. A psychoeducation approach through the smart parenting seminar "Mengasuh kidz jaman now" attended by 101 parents, teachers and church practitioners, aimed to give an understanding of the characteristics of children with special needs at church X in East Java.

scholarly journals COMPARATIVE ANALYSIS OF DETERMINATION MODELS FOR THE DEVELOPMENT OF THE PSYCHE AS THE BASIS FOR PSYCHOLOGICAL ASSISTANCE PROGRAMS CONSTRUCTION FOR CHILDREN WITH DEVELOPMENTAL DISABILITIES

2020 ◽  
pp. 23-49
Author(s):  
Irina N. Pogozhina ◽  
Varvara A. Egorova
Keyword(s):  
Comparative Analysis ◽  
Developmental Disabilities ◽  
Special Needs ◽  
Developmental Disorders ◽  
Innovative Technology ◽  
Children With Special Needs ◽  
Assistance Programs ◽  
Psychological Assistance ◽  
And Behavior ◽  
Difficult Children

Relevance. Specialists providing psychological assistance to children with developmental disorders use programs based on different determination models. Each model and the resulting technology solves a well-defined range of problems and has limitations. The content of the models, as a rule, is not reflected, which reduces their efficiency. Purpose of the work is to compare the models determining the development of the psyche and behavior as the basis for constructing programs of psychological assistance to children with special needs. Method. Theoretical critical analysis and synthesis of literature on the research problem. Results. The contents of determination models of the development of the psyche and behavior (classical, neo-classical, post-neo-classical) are compared according to 4 characteristics. The types of determination factors and psychological assistance programs for children with developmental disorders are analyzed. A comparative analysis of psychological assistance programs and deterministic models on the basis of which they are built is carried out. The limitations of the models when using them to build developing programs are highlighted and described. It is shown how groups of factors under study are taken into account in the content of training programs. The limitations of models are highlighted and described. An innovative technology and algorithm for studying the system of determination influences in the framework of the post-neo-classical model of the private level for their use in research and practice of helping difficult children is proposed Conclusions. Determination models can be practically reviewed as clarifying and complementing each other. Understanding the possibilities and limitations of intervention technologies developed on the basis of different models expands the possibilities of providing psychological assistance to children and adolescents with developmental disabilities. The groups of external factors that determine the indicators of the development of “difficult” children do not fundamentally differ from those of normo-typical children. Groups of internal factors related to the indicators of the viability of a child and adolescent with developmental disabilities can act as learning goals in the construction of programs for psychological and pedagogical assistance to difficult children. The analysis of psychological assistance programs for children with special needs has shown that they are based on classical and neo-classical models and have both strengths and limitations due to the concepts of the systemic nature of the human psyche embedded in the models.

scholarly journals Parents' Capacity for Autistic Child Personal Hygiene

2019 ◽  
Vol 11 (2) ◽  
pp. 117
Author(s):  
Lucia Ani Kristanti ◽  
Cintika Yorinda Sebtalesy
Keyword(s):  
Children With Autism ◽  
Personal Hygiene ◽  
Sampling Techniques ◽  
Autistic Children ◽  
Normal Children ◽  
Maximum Capacity ◽  
Descriptive Research ◽  
Study Population ◽  
Research Type ◽  
And Training

ABSTRAK Anak autisme memiliki kebutuhan dasar yang sama dengan anak normal lainnya. Namun akibat dari gangguan perkembangan yang dialami menyebabkan mereka tidak atau kurang mampu memenuhi kebutuhannya tersebut secara mandiri. Tujuan penelitian ini adalah mengetahui kapasitas orang tua terhadap personal hygiene anak autis. Jenis penelitian deskriptif. Populasi penelitian ini adalah semua orang tua yang memiliki anak autis dengan jumlah sampel 30 responden. menggunakan teknik total sampling. Variabel dalam penelitian ini adalah kapasitas orang tua terhadap personal hygiene anak autis. Instrumen penelitian menggunakan kuesioner. Data yang diperoleh kemudian diproses editing, coding, scoring dan tabulating. Hasil penelitian menunjukkan bahwa sebagian besar orang tua memiliki kapasitas maksimal terhadap personal hygiene (mandi) anak autis yaitu 21 orang (70%). Sebagian besar orang tua memiliki kapasitas maksimal terhadap personal hygiene (keramas) anak autis yaitu 21 orang (70%). Sebagian besar orang tua memiliki kapasitas maksimal terhadap personal hygiene (gosok gigi) anak autis yaitu 22 orang (73,3%). Sebagian besar orang tua memiliki kapasitas maksimal terhadap personal hygiene (cuci tangan) anak autis yaitu 20 orang (63,7%). Sebagian besar orang tua memiliki kapasitas maksimal terhadap personal hygiene (memotong kuku) anak autis yaitu 19 orang (63,3%). Saran dari hasil penelitian yaitu memberikan pendidikan dan pelatihan kepada orang tua yang memiliki anak autis dalam mengelola sumber-sumber daya yang dimiliki, paling tidak uang dan waktu dalam upaya peningkatan kapasitas orang tua terhadap personal hygiene anak autis. Diharapkan hasil penelitian ini dapat dikembangkan dengan menyertakan variabel yang belum diangkat dalam pelaksanaan penelitian ini. Kata kunci : Kapasitas Orang Tua, Anak Autis, Personal Hygiene ABSTRACT Children with autism have the same basic needs as other normal children. However, the result of developmental disruptions caused them to be unable or less able to meet these needs independently. The purpose of this study is to determine the capacity of parents of autistic children personal hygiene. Descriptive research type. The study population was all parents who have autistic children with a sample of 30 respondents. using total sampling techniques. The variable in this study is the capacity of parents for personal hygiene in children with autism. The research instrument used a questionnaire. The data obtained is then processed editing, coding, scoring and tabulating. The results showed that most parents have the maximum capacity for personal hygiene (bathing) of autistic children, which is 21 people (70%). Most parents have the maximum capacity for personal hygiene (shampooing) for autistic children, which is 21 people (70%). Most of the parents have a maximum capacity for personal hygiene (brush teeth) of autistic children, that is 22 people (73.3%). Most parents have the maximum capacity for personal hygiene (hand washing) of autistic children, which is 20 people (63.7%). Most parents have a maximum capacity for personal hygiene (nail cutting) of autistic children, 19 people (63.3%). Suggestions from the results of the study are to provide education and training to parents who have autistic children in managing their resources, at least money and time in an effort to increase the capacity of parents to autistic children personal hygiene. It is expected that the results of this study can be developed by including variables that have not been raised in the implementation of this study. Keywords: Parental Capacity, Personal Hygiene, Autistic Children

scholarly journals LIFE SKILLS AND INCLUSIVE EDUCATION

2018 ◽  
Vol 5 (43) ◽  
Author(s):  
Parul Aggarwal
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Life Skills ◽  
Literacy Skills ◽  
Children With Special Needs ◽  
Main Question ◽  
Social Emotional ◽  
Normal Children ◽  
Rapid Social Change ◽  
Basic Learning

The rapid social change consequent upon modernization, urbanization, globalization and media boon has made the lives of youth, their expectations, values and outlook very different from those of older generations. Youth is considered as the most powerful members of the society due to their physical and intellectual capabilities. But it is sad to see the fact that most of them are unable to utilize their potential in a suitable and pertinent way due to lack of guidance and motivation. Now, the main question arises that if the normal youth is unable to utilize their potential then what about the excluded groups who are deprived of vision, hearing, movement, communication, perceptual-motor, social-emotional, intelligence and adaptive behavior? Therefore, the challenges faced by normal children as well as children with special needs are many and they require more than even the best numeracy and literacy skills. That is why, many countries have included “Life Skills” as basic learning need for all the children including normal children as well as children with special needs (UNICEF).

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