A Need Assessment for Developing In-Service Training Contents for Instructors of Culture and Art Education for Individuals with Disabilities

2021 ◽  
Vol 37 (2) ◽  
pp. 219-248
Author(s):  
Ji Hyun Kwon ◽  
Seung Hee Park
Keyword(s):  
Art Education ◽  
Individuals With Disabilities ◽  
Need Assessment ◽  
Service Training

Art Creation as an Instrument in Education of Individuals with Disabilities

2016 ◽  
Vol 6 (1) ◽  
pp. 56-69
Author(s):  
Pavel Sochor
Keyword(s):  
Art Education ◽  
Inclusive Education ◽  
Outsider Art ◽  
Individuals With Disabilities ◽  
Artistic Style ◽  
Models Of Disability ◽  
Art Brut ◽  
Mainstream Society ◽  
The Impact

Theoretical study deals with approaches towards art education of individuals with disabilities. Arts and Education are crucial cultural components and significantly affect the quality of life of people with disabilities in our society. Nowadays both components may serve to promote the ideas od lifelong inclusive education. Intervention in education is influenced by models of disability concepts reflecting different approaches. Art therapy and approach presenting the impact of disability on the basis of social reality is confronted with the presentation of disabled artist´s personality and his diversity. Unique environment of art education centres and art studios provides opportunity for cultivation of personality of a person with disability. The establishment of author with a disablity in artistic style art brut and outsider art in mainstream society can be considered as a form of socialization.

scholarly journals Model In-On Service Training Pengembangan Bahan Ajar PPKn Berbasis Living Values Education Bagi Guru-Guru PPKn

2021 ◽  
Vol 3 (1) ◽  
pp. 16-27
Author(s):  
Kokom Komalasari ◽  
Rahmat Rahmat ◽  
Diana Noor Anggraini
Keyword(s):  
Values Education ◽  
Need Assessment ◽  
Service Training

Kegiatan ini dilatarbelakangi hasil need assessment guru PPKn, dimana guru memerlukan peningkatan kemampuan teoritis dan praktis pengembangan bahan ajar berbasis nilai karakter, dan perlunya pemanfaatan hasil penelitian dosen (inovasi pembelajaran, kependidikan dasaran, strategis nasional, dan hibah kompetensi) untuk meningkatkan kemampuan teoritis dan praktis guru SMP dalam mengembangkan bahan ajar PPKn berbasis living values education untuk pengembangan peserta didik. Tujuan kegiatan pengabdian adalah meningkatkan kemampuan guru dalam : a) memahami bahan ajar PPKn berbasis living values education; b) mengembangkan bahan ajar PPKn berbasis living values education, dan c) menggunakan bahan ajar PPKn berbasis living values education. Kegiatan pengabdian menggunakan pendekatan in-on service training dengan sasaran guru-guru PPKn SMP di Kota dan Kabupaten Tasikmalaya yang tersebar di 39 Kecamatan (diwakili 78 guru). Produk pengabdian ini adalah desain dan perangkat model In-On Service Training Pengembangan Bahan Ajar PPKn Berbasis Living Values Education, artikel jurnal nasional/internasional dan HKI. Hasil pelatihan pengembangan media pembelajaran Sejarah dilaksanakan secara daring dengan tahap IN-ON service. Pelatihan ini diikuti oleh 78 peserta yang berasal dari Kota dan Kabupaten Tasikmalaya. Narasumber memilih materi yang dipaparkan di antaranya : Pembuatan bahan ajar PPKn berbasis Living Values Education; Pemanfaatan Media Pembelajaran PPKn di Era Digital; Kreativitas Guru dalam Merancang Bahan Ajar PPKn, dan Pembuatan dan Pemanfaatan Bahan Ajar Digital PPKn. Setelah dilakukan pelatihan daring, maka selanjutnya peserta melakukan tugas mandiri yakni praktik media pembelajaran di kelas secara mandiri. Adapun evaluasi pelatihan yang dilakukan adalah evaluasi proses pelatihan, evaluasi hasil pelatihan, dan monitoring evaluasi.

scholarly journals Pelatihan Desain Pembelajaran Digital Berbasis Living Values Education bagi Guru PPKn SMP di Kabupaten Garut

2021 ◽  
Vol 3 (2) ◽  
pp. 232-243
Author(s):  
Kokom Komalasari ◽  
Rahmat Rahmat ◽  
Iim Siti Masyitoh ◽  
Dede Iswandi
Keyword(s):  
Lesson Study ◽  
Peer Interaction ◽  
Meaningful Learning ◽  
Values Education ◽  
Peer To Peer ◽  
Need Assessment ◽  
Service Training

Kegiatan ini berangkat dari hasil need assessment guru PPKn SMP di Kabupaten Garut yang menunjukkan bahwa sebagain besar guru PPKn mengalami kesulitan dalam mendesain pembelajaran digital untuk mengembangkan sikap kewarganegaraan. Realita ini dikarenakan kurangnya pemahaman teoritis dan praktis guru terhadap desain pembelajaran PKn digital berbasis nilai. Oleh karena itu Universitas Pendidikan Indonesia perlu bersinergi dengan MGMP PPKn SMP Kabupaten Garut untuk melaksanakan Pelatihan Desain Pembelajaran Digital Berbasis Living Values Education bagi Guru PPKn SMP. Tujuan kegiatan pelatihan adalah: 1) Menganalisis bahan pelatihan desain pembelajaran PPKn Digital Berbasis Living Values?; 2) Mendeskripsikan pelaksanaan pelatihan pembelajaran PPKn Digital berbasis Living Values; dan 3) menganalisis peningkatan kemampuan teoritis dan praktis dalam Pembelajaran PPKn Digital Berbasis Living Values? Kegiatan pengabdian menggunakan pendekatan in-on service training dan participant centered training, dengan khalayak sasaran 81 guru PPKn SMP/MTs di Kabupaten Garut. Hasil :1)  Bahan pelatihan adalah desain pembelajaran digital PKn yang menerapkan prinsip fun, flexible, and meaningful learning yang mengintegrasikan prinsip living values education melalui Langkah-langkah ice breaker dan opener, purposive cretaive thinking, peer to peer interaction, streaming expert, mental qymnastic, dan reflection; 2) Pelaksanaan kegiatan pelatihan meliputi tahapan persiapan, pelaksanaan model in-on service training, monitoring dan evaluasi pelatihan; 3) Hasil pelatihan menunjukkan bahwa sebagian besar peserta memahami cara mendesain pembelajaran PPKn digital berbasis living values education, tetapi pada aspek penerapannya perlu pendampingan lebih intens dengan menggunakan model lesson study.

Pragmatic versus Morphological/Syntactic Criteria for Language Referrals

1980 ◽  
Vol 11 (2) ◽  
pp. 85-94 ◽  
Author(s):  
Jack Damico ◽  
John W. Oller
Keyword(s):  
Grade Level ◽  
The State ◽  
Verb Agreement ◽  
Remedial Programs ◽  
Service Training ◽  
Traditional Approaches ◽  
Communicative Effectiveness

Two methods of identifying language disordered children are examined. Traditional approaches require attention to relatively superficial morphological and surface syntactic criteria, such as, noun-verb agreement, tense marking, pluralization. More recently, however, language testers and others have turned to pragmatic criteria focussing on deeper aspects of meaning and communicative effectiveness, such as, general fluency, topic maintenance, specificity of referring terms. In this study, 54 regular K-5 teachers in two Albuquerque schools serving 1212 children were assigned on a roughly matched basis to one of two groups. Group S received in-service training using traditional surface criteria for referrals, while Group P received similar in-service training with pragmatic criteria. All referrals from both groups were reevaluated by a panel of judges following the state determined procedures for assignment to remedial programs. Teachers who were taught to use pragmatic criteria in identifying language disordered children identified significantly more children and were more often correct in their identification than teachers taught to use syntactic criteria. Both groups identified significantly fewer children as the grade level increased.

Teachers' Stereotypes of Children Who Wear Hearing Aids

1981 ◽  
Vol 12 (3) ◽  
pp. 139-144 ◽  
Author(s):  
Cletus G. Fisher ◽  
Kenneth Brooks
Keyword(s):  
Elementary School ◽  
School Child ◽  
Hearing Aids ◽  
Hearing Aid ◽  
Social Implications ◽  
Elementary School Child ◽  
Classroom Teachers ◽  
Frequency Of Occurrence ◽  
Service Training

Classroom teachers were asked to list the traits they felt were characteristic of the elementary school child who wears a hearing aid. These listings were evaluated according to the desirability of the traits and were studied regarding frequency of occurrence, desirability, and educational, emotional, and social implications. The results of the groupings are discussed in terms of pre-service and in-service training.

Computer Usage by Speech-Language Pathologists in Public Schools

1988 ◽  
Vol 19 (4) ◽  
pp. 423-427 ◽  
Author(s):  
Gail Ruppert Houle
Keyword(s):  
Public Schools ◽  
Public School ◽  
Computer Technology ◽  
Computer Usage ◽  
Attitudes Toward Computers ◽  
Speech Language Pathologists ◽  
Frequent Users ◽  
Service Training

This study investigated factors that influence public school speech-language pathologists' acceptance and/or resistance to computer technology. Significant differences were found between speech-language pathologists who are frequent users of computers in the workplace and those who seldom or never use them. These differences were attributed to differences in attitudes toward computers, available funding for computers, in-service training, and physical facilities.

Internationale Aspekte der Verankerung inklusiver Unterrichtskonzepte

2015 ◽  
Vol 43 (4) ◽  
pp. 243-253 ◽  
Author(s):  
Frank Häßler ◽  
Michael Burgert ◽  
Jörg Michael Fegert ◽  
Wencke Chodan
Keyword(s):  
Individuals With Disabilities ◽  
Individuals With Disabilities Act

Der Begriff Inklusion (= Einschluss, Dazugehörigkeit) wird geradezu synonym für die gemeinsame Beschulung von Kindern mit und ohne Behinderung des Lernens, der Sprache, des Körpers und/oder der Seele verwendet. Der vorliegende Artikel behandelt den Stand inklusiver Beschulung in Deutschland sowie internationale Entwicklungen wie die Salamanca-Erklärung der UNESCO, den «Individuals with Disabilities Act» (IDEA) der USA sowie den Stand und ausgewählte Fortschritte im europäischen Raum, insbesondere in Großbritannien, Österreich und Russland. Obwohl aus politischer Sicht die Entscheidung für die Inklusion unumkehrbar anmutet, scheint es bisher keine Einigung über den Weg und Zeitrahmen zur Umsetzung zu geben. So liegt der durchschnittliche Anteil der Schüler mit einem sonderpädagogischen Förderbedarf, die in Regelklassen an Regelschulen unterrichtet werden, bei nur 28.2 % (Grundgesamtheit: alle Schüler mit ausgewiesenem Förderbedarf in Deutschland). Hierfür werden Ursachen analysiert und diskutiert. Daneben erscheint als die vorrangige Frage die nach dem Nutzen für die Betroffenen, da die Perspektive der Betroffenen der Maßstab dafür sein sollte, ob Inklusion als gelungen angesehen wird. Diese Frage kann mit hoher Wahrscheinlichkeit nur bezogen auf einzelne Subgruppen von Behinderten valide beantwortet werden kann. Hier besteht noch erheblicher Forschungsbedarf.

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