PERAN ORANGTUA DAN GURU PEMBIMBING KHUSUS KEPADA ANAK BERKUBUTAHAN KHUSU (SLOW LEARNER) DI SD NEGERI 5 ARCAWINANGUN

2019 ◽  
Vol 2 (1) ◽  
pp. 1-10
Author(s):  
Ujang Khiyarusoleh
Keyword(s):  
Special Needs ◽  
Research Question ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Slow Learner ◽  
Learning Achievement ◽  
Study Approach ◽  
Role Of Parents ◽  
Guidance Teachers

ABSTRAK Penelitian ini dilatarbelakangi oleh adanya pendidikan yang diperuntukkan bagi semua anak, termasuk anak berkebutuhan khusus. Anak berkebutuhan khusus memiliki karakter yang berbeda-beda, khususnya slow learner dalam pembelajaran mengalami keterlambatan dalam memahami materi. Oleh karena itulah diperlukan peran orangtua dan guru pembimbing khusus untuk membantu memberikan pendidikan yang lebih baik sesuai dengan karakternya. Rumusan masalah penelitian ini yaitu bagaimana peran orangtua dan guru pembimbing khusus kepada slow learner di SD Negeri 5 Arcawinangun. Tujuan penelitian ini yaitu untuk mengetahui peran orangtua dan guru pembimbing khusus kepada slow learner di SD Negeri 5 Arcawinangun. Jenis penelitian ini yaitu penelitian kualitatif dengan pendekatan studi kasus. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dokumentasi dan triangulasi sumber. Hasil penelitian ini menunjukan bahwa terdapat beberapa peran orangtua yaitu meliputi: orangtua sebagai pendamping utama, orangtua sebagai advokat, orangtua sebagai guru, orangtua sebagai diagnostian. Serta peran guru pembimbing khusus yang meliputi: merancang dan melaksanakan program kekhususan, melakukan identifikasi, asesmen dan menyususn program pembelajaran individual, memodifikasi bahan ajar, melakukan evaluasi, dan membuat laporan program dan perkembangan anak berkebutuhan khusus. Dengan peran peran tersebut, maka sebagian besar anak berkebutuhan khusus di SD Negeri 5 Arcawinangun dapat memberikan layanan dengan baik. Saran untuk penelitian ini orangtua senantiasa mendorong anaknya untuk belajar bersungguh-sungguh di rumah dan di skolah, serta menyediakan fasilitas belajar yang mendukung perkembangan pendidikan bagi anaknya. Kata Kunci: peran guru pembimbing khusus, peran orangtua, slow learner   ABSTRACT Background of the study was the existence of education aimed at all children, including children with special needs. Children with special needs have different characters, thus affecting their learning achievement. Therefore, the role of parents and special tutors were needed to help them improve learning achievement. The research question of this research was how the role of parents and special guidance teachers towards learning achievement of children with special needs in SD Negeri 5 Arcawinangun. The focus of this research was the role of parents and special guidance teachers on learning achievement of children with special needs in grades 1, 2 and 3 of SD Negeri 5 Arcawinangun. The purpose of this study was to determine the role of parents and special guidance teachers on the learning achievement of children with special needs in Arcawinangun 5 Public Elementary School. This type of research was qualitative research with a case study approach. Technique of data collection was observation, interviews, documentation and source triangulation. The results of this research indicated that there were several roles of parents, namely: parents as the main companion, parents as advocates, parents as teachers, parents as diagnostics. As well as the role of a special mentor teacher which includes: designing and implementing specific programs, identifying, assessing and arranging individual learning programs, modifying teaching materials, evaluating, and making program reports and development of children with special needs.With this role, most of the children with special needs in SD Negeri 5 Arcawinangun can improve their learning achievement well.Suggestions of this research were parents always encourage their children to study seriously at home and at school, and provide learning facilities that support the development of education for their children. Keywords: role of parents, role of special guidance teachers, slow learner

HUBUNGAN PERAN ORANG TUA DENGAN KEMANDIRIAN ANAK RETARDASI MENTAL DI SLB TUNAGRAHITA KARYA IBU PALEMBANG TAHUN 2017

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Bina Aquari, Yuhemy Zurizah Bina Aquari, Yuhemy Zurizah
Keyword(s):  
Mental Retardation ◽  
Special Needs ◽  
Personal Hygiene ◽  
P Value ◽  
Children With Special Needs ◽  
State School ◽  
Cross Sectional ◽  
Purposive Sampling ◽  
Role Of Parents

ABSTRAK Retardasi mental adalah suatu keadaan perkembangan mental yang terhenti atau tidak lengkap, yang ditandai dengan adanya hambatan keterampilan dalam masa perkembangan, sehingga berpengaruh pada tingkat intelegensi yaitu kemampuan kognitif, bahasa, motorik dan sosial. Tujuan penelitian ini adalah mengetahui hubungan peran orang tua dengan kemandirian anak retardasi mental di SLB Tunagrahita Karya Ibu Palembang Tahun 2017. Penelitian ini menggunakan studi deskriptif korelasi dengan pendekatan cross sectional. Populasi dalam penelitian ini adalah orang tua yang mempunyai anak retardasi mental Kelas 1-3 di SLB Tunagrahita Karya Ibu Palembang sebanyak 78 responden. Sampel dalam penelitian ini adalah ibu yang mempunyai anak retardasi mental sedang Kelas 1-3 di SLB Tunagrahita Karya Ibu Palembang sebanyak 26 responden. Teknik pengambilan sampel yang digunakan adalah purposive sampling. Hasil penelitian dari peran orang tua menunjukkan bahwa ada hubungan peran orang tua dengan kemandirian anak retardasi mental di SLB Tunagrahita Karya Ibu Palembang. (p value 0,003 < α 0,05). Diharpkan orang tua dapat meningkatkan bimbingan dan pendidikan pada anak retardasi mental untuk membentuk kemandirian yang lebih baik dengan cara selalu membimbing dan melatih anak dalam penggunaan bahasa, bersosialisai dan cara merawat diri sendiri.   ABSTRACT Mental Retardation is a condition of mental development which stops or at uncomplete state, mainly signed by skill hindrance during development, phase it so takes effect on the level of intellegence ; cognitive skill, language skill, motoric skill and social skill. The purpose of this study was to determine the association between the parents’ role and the independence of the children mental retardation at State School for Children with Special needs Karya Ibu in Palembang. This study used a descriptive correlation method with cross sectional approach. The population in this study was the parents who had a child mental retardation in1-3 Grades at State School for Children with Special needs Karya Ibu in Palembang as many as 78 respondents. The samples in this study were the mothers who had a child with medium mental retardation in 1-3 in Grades State School for Children with Special needs Karya Ibu in Palembang as many as 26 respondents. The sampling technique used was purposive sampling. The study of the role of parents showed there is a connection the role of parents with mental retardation in the child's independence SLB Karya Ibu in Palembang Affairs. (p value 0,003 < α 0,05). It is expected for the parents to improve the guidance and education to the children mental retardation to establish a better independence to guide and train the children in using language, socializing and making personal-hygiene.  

scholarly journals Communicative Approach to Inclusive Education in Pre-School

2015 ◽  
Vol 4 (1) ◽  
pp. 50-56
Author(s):  
Sandra Kraukle
Keyword(s):  
General Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Communication Skills ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Social Emotional ◽  
Basic Principles ◽  
Teachers And Parents

Abstract The understanding of the basic principles of inclusive education motivates the inclusion of children with special needs in general education schools. The paper presents the process of implementing inclusive education in Latvia and the teachers' and parents' understanding of the role of communication in including children with special needs, communication strategies, basic qualities and their use in teachers' work with children with special needs. Teachers and parents were asked to answer a questionnaire to determine if: (1) parents and teachers understand the value of communication in developing social, emotional and cognitive development and the implementation of inclusive education for children with special needs and (2) teachers of general pre-schools are ready to communicate with special needs children with and their parents while implementation inclusive education. This research confirms that teachers lack communicative competencies working with children with special needs (especially with children with limited communication skills) and their parents.

scholarly journals The Role of Support Group for Parents of Children with Special Needs

2018 ◽  
Vol 2 (1) ◽  
pp. 31
Author(s):  
P.R Ujianti
Keyword(s):  
Special Needs ◽  
Support Group ◽  
Information Exchange ◽  
Growth And Development ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Lack Of Information ◽  
The Family

To have children with special needs is a challenge for parents. Acceptance on the children condition is the main key in determining attitudes and taking steps needed for optimizing the children’s growth and development. Unfortunately, many parents experience obstructions in accepting the condition of their children. This results in conflict within the parents themselves, with their spouses, or with other members of the family. This acceptance process itself has to go through several stages, namely denial, bargaining, anger, depression and acceptance. Many parents live in denial and anger before they can accept their children’s condition. Parents’ knowledge and understanding about their children’s special needs is one of the supporting factors which lead to acceptance. Yet the fact is, many parents especially from the middle and lower classes lack of information and believe more in superstitions in society. This fact surely hinders the steps needed to accept their children’s special condition and take proper care of them. The presence of support group which consist of parents of children with special needs and those concerned in the development of special needs children is a place for comfort, emotional release and information exchange for the parents. 

scholarly journals Peran Wali Kelas Dalam Pengelolaan Anak Berkebutuhan Khusus di SDN 1 Banda Aceh

2020 ◽  
Vol 6 (2) ◽  
pp. 191
Author(s):  
T. M. Haekal
Keyword(s):  
Special Needs ◽  
Active Role ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Education Personnel ◽  
The Right ◽  
Homeroom Teachers ◽  
Regular Students ◽  
Banda Aceh

<p>The child with special needed need special assistance from the school side, the homeroom teacher is no exception. At Banda Aceh 1 Elementary School, children with special needs are managed in accordance with applicable standards. This study aims to determine the role, strategies and obstacles of homerooms in the management of children with special needs at SDN 1 Banda Aceh. This research is a qualitative research with data collection techniques, namely: observation, interviews, and documentation. The analysis was carried out by miles and huberman techniques. Research results include: 1). The role of homeroom is that it is very much needed even very important in terms of the management of children with special needs. As the right of the homeroom teacher in managing his students in the classroom, his roles include making plans for implementing learning, designing syllabi, media, and modifying curriculum. 2). Homerooms in the management of special needs children are homeroom teachers and special mentoring teachers always accompany regular students and children with special needs during the learning process until the learning is complete, the classroom atmosphere is always made fun sometimes there are also students who are bored so the teacher becomes more active in looking after. The homeroom teacher understands that management is not only theoretically using his own instincts. Obstacles are the lack of skills in exploring children with special needs because education personnel are not graduates of schools for children with special needs. Management of children with special needs carried out by teachers at SDN 1 Banda Aceh, management can be done well, as evidenced by students always playing an active role in learning and students are able to carry out evaluations conducted by the teacher. And for the next researcher, hopefully it can study more deeply about the management of homeroom teachers and special teachers in managing and handling children with special needs (ABK) and the factors that influence barriers to better complement and refine this research.</p>

scholarly journals Peran Guru dalam Mengantisipasi Terjadinya Pelecehan Seksual Terhadap Tunagrahita Ringan

2020 ◽  
Vol 8 (2) ◽  
pp. 119-132
Author(s):  
Massuhartono Massuhartono ◽  
Sauqi Rahma Putri
Keyword(s):  
Special Needs ◽  
Learning Process ◽  
Special Needs Children ◽  
Teacher’S Role ◽  
Teacher's Role ◽  
Role Of Parents

Peran guru bagi anak kebetuhan khusus meliputi informator, organisator, motivator, inisiator dan fasilitator serta upaya guru dalam membimbing peserta didiknya agar dapat mencapai kemandirian dan bisa melindingi dirinya. Akan tetapi masih ada guru yang mengalami kendala dalam melakukan proses pembelajaran maupun bimbingan khususnya pengetahuan tentang seks. Dikarenakan kurangnya pelatihan bagi guru dalam pengetahuan tentang seks, serta masih ada guru yang mengalami kesulitan dalam memahami peserta didiknya. Selain itu karena keterbatasan yang dialami peserta didik juga menjadi kendala bagi guru dalam memberikan bimbingan. Serta peran orang tua yang kurang koperatif terhadap perkembangan anaknya juga menjadi kendala.  Implikasi dari penelitian ini dapat dijadikan refensi mengenai peran dan metode bimbingan bagi guru anak kebutuhan khusus dalam memberikan bimbingan kepada peserta didiknya. Upaya yang dilakukan oleh guru ini dapat membantu peserta didik dalam mencapai kemandirian dan bisa melindungi dirinya. ABSTRACT The teacher's role for special needs children includes informers, organizers, motivators, initiators, and facilitators as well as teacher efforts in guiding their students to achieve independence and can protect themselves. However, there are still teachers who experience obstacles in carrying out the learning process and guidance, especially knowledge about sex. Due to the lack of training for teachers in knowledge about sex, there are still teachers who have difficulty understanding their students. In addition, because of the limitations experienced by students also become an obstacle for teachers in providing guidance. As well as the role of parents who are less cooperative towards their child's development is also an obstacle. The implications of this study can be used as references to the roles and methods of guidance for child teachers in special needs in providing guidance to their students. The efforts made by the teacher can help students achieve independence and be able to protect themselves.

scholarly journals The Family Decision Making Patterns of Children with Special Needs: a Sociology Study of the Family

2020 ◽  
Vol 2 (2) ◽  
pp. 53-59
Author(s):  
Fatimah Azis ◽  
Sam'un Mukramin
Keyword(s):  
Decision Making ◽  
Special Needs ◽  
Role Models ◽  
Children With Special Needs ◽  
The Family ◽  
Family Decision ◽  
Before And After ◽  
Family Decision Making ◽  
Role Of Parents

This study aims to explain information about the patterns of family decision making for parents who have children with special needs in the city of Makassar. This type of research is descriptive qualitative. The results of the study show that parents are key figures who play a very important role in providing role models, guidance, and affection in the process of child development. The role of parents in the acceptance of children with special needs is very important. Parents are the best guides and helpers for the independence of children with special needs. The mother as one of the parents of children with special needs has an important role in understanding the needs and development of their children. This is related to the mother's acceptance of children with disabilities, which is shown in the attitude to face children. If parents lack understanding of children with special needs, it can result in a lack of attention and consider the child to be unlucky in the family. Parents are the determinants of a child's life before and after birth. Therefore, it is the responsibility of parents to fully accept the existence of their children and treat them equally in all aspects of life with children in general without any discriminatory attitude and to provide the widest possible opportunity for education.

The Role Of Motion Games On The Development Of Children With Special Needs In The Primary Cycle

2019 ◽  
pp. 21-27
Author(s):  
Iuliana-Luminita Constantin ◽  
Marin Chirazi
Keyword(s):  
Special Needs ◽  
Special School ◽  
Children With Special Needs ◽  
Typical Development ◽  
Special Educational Needs ◽  
Number Of Children ◽  
Regular School ◽  
Primary Cycle ◽  
Rules Of The Game

The purpose of this research is to highlight the role of the games of movement on the development and social integration of children with special educational requirements from the primary cycle, studying the theme in the literature. According to statistics in the field over the last years, there has been an increase in the number of children with special needs in regular schools. Thus, children who a few years ago would have been included in a special school, today have facilities at a regular school, along with children with typical development and have a similar curriculum to follow [7]. This is why motion games are a method, an important opportunity to integrate children with special requirements in a collective, because through them children cooperate (working in groups or pairs) making new friends, no longer feeling rejected, communication becomes easier, collaborates to achieve the goal of the game, support each other, become more responsible by observing the rules of the game and accept each other as they are. The game develops the ability to adapt easily to new situations, increases effort capacity, teaches children to be careful and develops their confidence. Due to the fact that movement games are performed more in group, they provide socialization, but they must be adapted according to the child's deficiency. Conclusion: We have found that motion games are an effective way to integrate children with special educational needs into a collective, because through them children make new friends easier, they are accepted in collectivity, communication becomes easier, they support and understand each other and most importantly accepted as they are. Through the game children feel free to act.

PARENTS AS PARTNERS IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 1 (7) ◽  
pp. 152-158
Author(s):  
N. M. BURYKINA ◽  
Keyword(s):  
Developmental Disabilities ◽  
Secondary Schools ◽  
Special Needs ◽  
Educational Environment ◽  
Children With Special Needs ◽  
Raising Children ◽  
Philosophical Foundations ◽  
The Family ◽  
Children With Developmental Disabilities

This article discusses the role of the family in the social development of children with special needs in an inclusive educational environment, in connection with which the study addresses a new aspect of the interaction between the teacher and the child’s family, the interaction of the teacher (teacher) and parents of children with developmental disabilities is highlighted in a variety of areas, students in secondary schools or attending kindergartens. The purpose of the study is to assess the role of the family in the adaptation of children with developmental disabilities, studying in secondary schools or attending kindergartens. To achieve this goal, the author defines a range of research tasks: to study the historical and philosophical foundations of the role of the family in raising children with special needs; highlight the role of the family in implementing early intervention programs in secondary schools; substantiate the main stages that any school must go through, striving to create a more fruitful relationship between the school, family and community. The author stated the following results as a scientific novelty: general recommendations have been developed so that parents feel confident, competent and can work more productively together with teachers (educators) when children visit kindergarten groups (classes). As a result of the study, the author came to the conclusion that the process of teaching children with special needs in a comprehensive school is most effective in the interaction of the teacher and the family of the child.

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 Kontribusi Muhasabah dalam Mengembangkan Resiliensi Pada Orang Tua Anak Berkebutuhan Khusus

2021 ◽  
Vol 6 (2) ◽  
pp. 244-262
Author(s):  
Fatma Laili Khoirun Nida
Keyword(s):  
Special Needs ◽  
Poor Quality ◽  
Children With Special Needs ◽  
Case Study Approach ◽  
Study Approach ◽  
Study Results ◽  
Resilience Factors ◽  
Depth Interviews

The phenomenon of the poor quality of parental care for children with disabilities makes resilience one of the psychological capital that contributes to improving the quality of care. This study describes how through a muhasabah intervention in Blimbingrejo Village, Nalumsari District, Jepara Regency. The purpose of this study was to provide information for parents of children with special needs about muhasabah interventions in developing the resilience abilities of parents when carrying out their care. The urgency of this research is to reduce parenting stress experienced by parents because of the developmental barriers of their children. This research is qualitative with a case study approach through in-depth interviews and observation techniques. The study results explain that the condition of children with special needs is often a stressor for their parents. However, parents can live with complete steadfastness as a form of their resilience. The pattern of resilience formed is supported mainly by thinking about what they are trying to do. There are indications of the meaning of resilience factors in the practice of muhasabah in the form of the ability to regulate emotions, develop optimism and empathy, control impulses and causal analysis, good self-efficacy and take wisdom as an indication of aspects of the reaching out process. The results of this study are helpful information in developing the concept and practice of caring for children with special needs.

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