scholarly journals Delivery of Educational Services to Children with Special Needs in Public Elementary Schools in the Philippines

2019 ◽  
Author(s):  
Narciso D. Rabara ◽  
Janet I. Adalem, Ed.D ◽  
Ernesto Ray G. Adalem
Keyword(s):  
Elementary Schools ◽  
Special Needs ◽  
The Philippines ◽  
Educational Services ◽  
Children With Special Needs ◽  
Public Elementary Schools

scholarly journals Stress and Coping Strategies of Parents of Children with Special Needs

1970 ◽  
Vol 2 (2) ◽  
pp. 186
Author(s):  
Windy T. de la Cruz
Keyword(s):  
Coping Strategies ◽  
Special Needs ◽  
Coping Strategy ◽  
Stress Level ◽  
Family Relationships ◽  
Pearson Correlation ◽  
The Philippines ◽  
Children With Special Needs ◽  
Maladaptive Coping ◽  
And Coping

In the Philippines, there is an increasing number of children with special needs, and parents' ability to cope has implications with the way they raise their child as well as in family relationships. This descriptive, comparative, and correlational study focused on determining the stress level of parents, their demographic characteristics, and coping strategies. Data were gathered using standardized instruments as well as profile sheets from the 57 parents who were chosen through the snowball sampling technique. Data were then analyzed using descriptive statistics, t-test, one-way ANOVA, and Pearson correlation coefficient. Findings showed a significant relationship between the stress level and educational attainment. Furthermore, parents utilized adaptive coping as their dominant coping strategy, but they were also at varying degrees and at different times of utilizing maladaptive coping strategies. The stress level was positively associated with maladaptive coping strategy suggesting that parents were prone to emotional problems. Results had implications for mental health practices in the country. 

scholarly journals EQUAL ACCESS TO QUALITY EDUCATION THROUGH THE PRISM OF ORGANIZING INCLUSIVE EDUCATION IN HUB SCHOOLS

2018 ◽  
pp. 56-61
Author(s):  
O. DENYSIUK ◽  
D. SULIMENKO ◽  
T. DRON
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Educational Institution ◽  
Quality Education ◽  
Equal Access ◽  
Educational Services ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
National Education ◽  
Wide Range

The process of reforming national education involves solving a number of overdue problems, among which an urgent issue of equal access to quality education still remains. Providing high-quality educational services to learners regardless of their social status, locality of residence, financial capacity, and other concomitant factors are a social and humanitarian task of the state.The introduction of the inclusive education system is an integral part of the functioning of the reference schools. The success of this process depends on the implementation of a number of systemic tasks, among which the following are the priorities: convenient location of the educational institution for the transportation of children from different settlements; provision of qualified pedagogical staff with appropriate training for working with children with special needs as well as staff units of correctional educators; presence of the modern level of material and technical support in accordance with the needs of children with special needs (meeting the requirements for the architectural accessibility of the premises of the educational institution); ensuring equal access to quality education for all persons, including those with special educational needs; creation of a single  information space  for the organization of distance learning for children with special needs; collection of reliable statistics to provide up-to-date information on reference schools and the organization of inclusive education for further analysis and adoption of sound management decisions based on it; bringing to a wide range of users of educational services, parents, communities of OTG, public organizations of positive experience of work of basic educational institutions; Disclosure of information about inclusive classes, forms and methods of training in them; monitoring of the functioning of the reference schools.

scholarly journals Learning Strategies For Children Special Needs

2020 ◽  
Vol 8 ◽  
Author(s):  
Anisa Julia Prawesti ◽  
Bayu Septian Anuraga ◽  
Rio Setya Budi Nugraha
Keyword(s):  
Special Needs ◽  
Learning Strategies ◽  
Inclusive Education ◽  
Educational Services ◽  
Children With Special Needs

This study aims to determine the Learning Strategies For Children Special Needs. The method used in this research is the study of literature. This research produces educational services for individuals with special needs is inclusive education by deepening the application of learning strategies for children with special needs.

scholarly journals The Effect of Distance Learning on Learning Outcomes of Children with Special Needs in Inclusive Schools in the New Normal

2021 ◽  
Vol 8 (01) ◽  
pp. 145-154
Author(s):  
Nur Sholikhati ◽  
Muhaimi Prayogo ◽  
Joko Santoso
Keyword(s):  
Distance Education ◽  
Elementary Schools ◽  
Distance Learning ◽  
Special Needs ◽  
Learning Outcomes ◽  
Sampling Technique ◽  
Educational Process ◽  
Children With Special Needs ◽  
Face To Face ◽  
Inclusive Schools

Distance education is an organized educational process that bridges the separation between students and educators mediated by the use of technology and minimal face-to-face meetings. Distance education evolved from correspondent education to education through e-learning across time and space. Currently, in Indonesia, even in all countries in the world there is an outbreak of Covid-19 which results in learning in the field of education having to change from face-to-face learning to distance learning. The purpose of this study was to determine how the effect of distance learning for children with special needs in inclusive schools in the new era of normality. The method used in this research is qualitative research with online interview data collection techniques, documentation, and literature studies related to children with special needs during the COVID 19 pandemic. Qualitative data analysis was carried out through the stages of data reduction, data presentation, concluding, and verification. Based on the purposive random sampling technique, this study involved 15 informants consisting of classroom teachers and Special Advisors from 12 inclusive schools in all districts in the Special Region of Yogyakarta. The results of the study revealed that distance learning which is applied in inclusive elementary schools in Yogyakarta is learning that is carried out online by utilizing various learning media both using the internet network and not Course materials are distributed online, communicated also carried out online, and all forms of examinations are also carried out online. The result of implementing distance learning in inclusive elementary schools is that learning the Indonesian language that is carried out remotely has a positive effect in the form of increased mastery of reading, listening, writing, and speaking competencies for children with special needs during the Covid-19 pandemic. The learning component that has the most influence is the selection of the learning media used. The more interactive the media used, the more effective the learning outcomes obtained by students. Even though online learning also encountered some obstacles, teachers continued to strive to improve the effectiveness of distance learning for children with special needs by collaborating with parents or guardians of students.

scholarly journals Printed Modular Distance Learning in Philippine Public Elementary Schools in Time of COVID-19 Pandemic: Quality, Implementation, and Challenges

2021 ◽  
Vol 4 (3) ◽  
pp. 19-29
Author(s):  
Allen Jake S. Talimodao ◽  
Dennis V. Madrigal
Keyword(s):  
Elementary Schools ◽  
Distance Learning ◽  
The Philippines ◽  
Department Of Education ◽  
National Standards ◽  
Instructional Supervision ◽  
Learning Modalities ◽  
Public Elementary Schools ◽  
Relevant Education

Coronavirus Disease 2019 forced educational sectors worldwide to implement various distance learning modalities. In the Philippines, printed modular distance learning modality was implemented to continue delivering quality and relevant education amid the pandemic. Thus, this study assessed the quality and implementation of PMDL in public elementary schools. Likewise, this study ranked the challenges encountered by the teachers in the quality and implementation of PMDL. Using descriptive and inferential analyses, the results revealed that both quality and implementation of PMDL were consistently excellent, indicating the adherence of the modality to the national standards set by the Department of Education. However, significantly lower quality of PMDL among small and medium schools and the encountered challenges of teachers on assessments, activities, outputs, parents' incapacity, inconsistent participation, and compliance established the need for instructional supervision.

scholarly journals Peran Guru Bimbingan dan Konseling pada Sekolah Penyelenggara Pendidikan Inklusi

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Desje Lattu
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Developed Countries ◽  
The United States ◽  
Educational Services ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Mutual Support ◽  
Almost All ◽  
Contemporary Education

The development of contemporary education leads to the model of inclusive education. Almost all developed countries have appreciated, treated and respected children with special needs more detailed and very human. In the United States, for example, inclusive education is growing very rapidly in the presence of various elements of mutual support. In addition, in Japan children with special needs and parents are given the freedom to choose the school according to the wishes of children with special needs. Schools that receive special needs children provide educational services according to their specificity. Inclusive education is now beginning to be developed in Indonesia, with various areas being supported by the goal of implementing inclusive education.

scholarly journals ATTITUDES TOWARDS INCLUSIVE EDUCATION FROM THE PERSPECTIVE OF TEACHERS AND PROFESSIONAL ASSOCIATES

TEME ◽  
2018 ◽  
pp. 001
Author(s):  
Srboljub Djordjevic ◽  
Dragana Stanojevic ◽  
Lucija Djordjevic
Keyword(s):  
Elementary Schools ◽  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Positive Attitude ◽  
Comparative Methods ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Male And Female ◽  
The Republic

The paper analyzes opinions and attitudes of teachers and professional associates towards inclusive education and towards students with special needs in the Republic of. Serbia and Norway, and they are compared with each other. The research was conducted in fifteen regular elementary schools located on the territory of the Republic of Serbia on a sample of 220 teachers and 22 professional associates, as well as with 10 teachers and 6 professional associates from two primary schools in Oslo, Norway. The research used descriptive, analytical and comparative methods, and survey as the research technique. Based on the obtained research results, it is concluded that there is a generally positive attitude of teachers and professional associates in the Republic of Serbia towards inclusive education of children with special needs. Such results provide a guarantee for further perspective and implementation of inclusive education in the Republic of. Serbia. The conducted research did not show statistically significant differences in the attitudes of male and female respondents regarding the inclusive education of children with special needs. However, the attitudes of teachers and professional associates in the Republic of Serbia towards the inclusive education of children with special needs differ statistically and teachers generally have more positive attitude towards all categories of students. The obtained results also make it imperative to conclude that there is still the need to work on improving attitudes towards students with special needs in order to create certain support for further implementation of inclusive education.

scholarly journals Increased Ability to Face Disaster Threats for Children with Special Needs in Inclusion Elementary Schools at Yogyakarta City

2019 ◽  
Vol 2 ◽  
pp. 323-325
Author(s):  
Mahilda Dea Komalasari
Keyword(s):  
Elementary Schools ◽  
Special Needs ◽  
Capacity Building ◽  
Community Partnership ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Question And Answer ◽  
The City ◽  
Partnership Program ◽  
Yogyakarta City

The potential for many disasters in the city of Yogyakarta needs to be addressed with a training to improve the ability to face disaster threats, especially for children with special needs. This training aims to increased ability to face disaster threats for children with special needs in inclusion elementary schools at Yogyakarta City. The capacity building training to face the threat of disaster was carried out by lecture, question and answer, and demonstration methods. This training took place at SDN Karanganyar and SDN Minggiran. Both of these elementary schools are inclusion in the city of Yogyakarta. Based on observations at SDN Karanganyar and SDN Minggiran, it is necessary to conduct training to improve the ability to face disaster threats to improve the ability to face disaster threats because there were students with special needs who did not understand how to protect and save themselves in the event of a disaster. Therefore, Thegoals of this community partnership program are teacher and students with special needs in SDN Karanganyar and SDN Minggiran, and implemented from February 2018 to October 2018. Through training to improve the ability to face disaster threats, it is expected to improve the ability of students with special needs in facing disaster threats.

scholarly journals Kebijakan Pemerintah Terhadap Pendidikan Inklusif

2018 ◽  
Vol 1 (3) ◽  
pp. 1-15
Author(s):  
Angga Saputra
Keyword(s):  
Mental Retardation ◽  
Special Needs ◽  
Inclusive Education ◽  
The Other ◽  
Educational Services ◽  
Children With Special Needs ◽  
Homeless Children ◽  
Regular School ◽  
The Government ◽  
Teachers And Parents

Inclusive education is the education given to students who have the disorder, has the potential intelligence and special talents. Also children are not able to learn for one thing: disability, autism, mental retardation, homeless children, the other had the talent and potential. Inclusive education is a system of educational services for children with special needs in the regular school education and this should be done as early as possible. This is in accordance with the policy internationally and nationally as stipulated in Law No. 20 of 2003 on article 32 and Permendiknas number 70 of 2009, by providing opportunities and opportunities for children with special needs to acquire education in schools regular ranging from elementary school, School junior High and High School / Vocational. The success of inclusive education will depend on the cooperation of the government, teachers and parents together.

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