scholarly journals The Warnke Method for the Diagnosis and Improvement of Phonological Competence in Special Needs Children

2020 ◽  
Vol 10 (5) ◽  
pp. 127
Author(s):  
Ewa Brzdęk ◽  
Janusz Brzdęk
Keyword(s):  
Special Needs ◽  
Brain Activity ◽  
Final Diagnosis ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Linguistic Communication ◽  
Reading And Writing ◽  
Brain Hemispheres ◽  
Analysis And Synthesis ◽  
The One

Speech, reading, and writing are the basic forms of linguistic communication. Therefore, it is very important to diagnose any problems with them as early and completely as possible, particularly in children with special needs. One of the methods that focuses primarily on the diagnosis and therapy of such learning difficulties is the one developed by Fred Warnke. The diagnostic solutions of the method were motivated by the following assumptions: (a) Automation of hearing, vision, and motor functions can be improved based on the level of brain activity; (b) the development and automation of phonological analysis and synthesis are based on cooperation between the two brain hemispheres. The main purpose of this paper is to present and discuss some research results that show the usefulness of diagnosis of the first stage of the Warnke method, as well as the training determined by it, in improving the phonological memory, language, and reading and writing skills of a group of four Polish children with special needs. The range of automation of each function was estimated on the basis of the values obtained in the diagnoses (initial and final). The final diagnosis showed an improvement in the levels of speech, reading, and writing. Thus, the research has confirmed that the Warnke method diagnosis may help to broaden and complement the standard evaluation methods of phonological competence for Polish children with special needs. The outcomes were so encouraging that we decided to present them to a wider audience.

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

scholarly journals Teachers' Perceptions on What Inclusion Needs

2010 ◽  
Vol 12 (1) ◽  
pp. 75-84 ◽  
Author(s):  
Ženija Bērziņa
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Special Schools ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Regular Classrooms ◽  
Physical Abilities ◽  
Equal Right

Teachers' Perceptions on What Inclusion NeedsA decade has passed since the equal right of all children to quality education regardless of their mental or physical abilities was declared by the Education Law (Izglītības likums, 1998). During that interlude, the Latvian educational system went through a period of tremendous change from total segregation of children with special needs in special schools to so-called "correction" classes in general schools, then to the special classes in general schools and finally to inclusion of special needs children in regular classrooms. Thus, the idea of inclusive education has been developed and implemented in various forms, which causes people to have a different understanding of what inclusive education means and impedes children with special needs from learning together with their peers in general classrooms. This article reflects on the findings of a qualitative study that was designed and conducted to investigate different perceptions of pre-school and primary school teachers on the preconditions for inclusive education.

scholarly journals EVALUATION OF HANDLING OF CHILDREN WITH SPECIAL NEEDS IN PRIMARY SCHOOL INCLUSION

2018 ◽  
Vol 1 (2) ◽  
pp. 82
Author(s):  
Kurniayu T.R.A Ratu
Keyword(s):  
Special Education ◽  
Elementary School ◽  
Primary School ◽  
Special Needs ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
National Education ◽  
National Education System ◽  
Inclusive Schools ◽  
Qualitative Descriptive

According to article 15 of Law No. 20 of 2003 on National Education System, that kind of education for children with special needs is Special Education. Article 32 (1) of Law No. 20 of 2003 imposes limits that Special Education is education for students who have difficulty in following the learning process because of physical, emotional, mental, social, and/or have the potential intelligence and special talents. The purpose of this study was to determine the treatment of children with special needs in inclusive schools in elementary school inclusion and know the resistance received by teachers in dealing with children with special needs in elementary school inclusion Glagah subdistrict in Lamongan district. Researchers used purposive sampling to choice of subjects in this study, to specialize in the subject in accordance with the purpose or goal of this study. Subjects in this study were three teachers who teach in the classroom who are children with special needs, the three principals in three schools as well as the inclusion of six parents whose children including children with special needs in inclusive schools in the District Glagah Lamongan. Technique data collecting by observation, interview techniques, and documentation techniques. The benefits of research to contribute about appropriate handler for special needs children who enroll in primary school inclusion. This study used a qualitative approach. This study was a qualitative descriptive.

scholarly journals Implementation Of Health Protocol In Preventing The Spread Of The Covid 19 Virus

2021 ◽  
Vol 1 (2) ◽  
pp. 153-157
Author(s):  
Rahmadhani Fitri ◽  
Hendra Fahruddin Siregar ◽  
Adi Sastra Pengalaman Tarigan
Keyword(s):  
Special Needs ◽  
Community Service ◽  
Rna Virus ◽  
Physical Disabilities ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Single Strain ◽  
New Normal ◽  
Safe Place ◽  
Approach Method

Covid-19 is a positive single strain RNA virus that infects the respiratory tract. This virus spreads quickly, the only way is to prevent it. As time progressed, the conditions of transmission became more widespread and took many victims, ranging from adults, teenagers to children. This virus can attack anyone, this virus can also attack children with special needs. Children with special needs are children with special characteristics that are different from children in general without always showing mental, emotional, or physical disabilities. One of them is mental retardation. The more widespread the spread of the COVID-19 virus, the application and knowledge of health protocols must also touch the mentally retarded. This obstacle will affect them to adjust to the implementation of health protocols every day and homework for SLB C Muzdalifah to provide a safe place for students. Prepare students and teaching units in the implementation of New Normal Education. And Educate students so that they apply health protocols at all times. The approach method used in this community service is socialization through posters of health protocols and placement of hand sanitizers. Information on preventing the spread of covid 19 through posters and placing hand sanitisers in the SLB C Muzdalifah area as a reminder and teaching regularity in implementing health protocols. This information is expected to become a habit in the New Normal.

scholarly journals Dental Students’ Perceptions before and after Attending a Centre for Children with Special Needs: A Qualitative Study on Situated Learning

2020 ◽  
Vol 8 (3) ◽  
pp. 69
Author(s):  
Hani T. Fadel ◽  
Khlood Baghlaf ◽  
Afnan Ben Gassem ◽  
Hala Bakeer ◽  
Alla T. Alsharif ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Special Needs ◽  
Situated Learning ◽  
Dental Students ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Self Confidence ◽  
Before And After ◽  
Negative Perceptions ◽  
Negative Expectations

Objectives: To develop an in-depth understanding of the perceptions and experiences of senior dental students before and after fieldwork visits to a centre for children with special needs. Methods: A qualitative study utilised open-ended questions and involved 39 fifth-year dental students. A thematic analysis of the collected responses was undertaken, and a hierarchy of themes and subthemes were developed. Results: Analysis of the pre-visit responses revealed three main themes and a number of subthemes: ‘negative expectations’, ‘positive expectations’, and ‘pain expectations’. Similarly, four main themes with a number of subthemes emerged from the post-visit responses: ‘positive perceptions’, ‘negative perceptions’, ‘oral problems observed’, and ‘recommendations’. Conclusions: Within the study limits, different perspectives were extracted. Prior to the fieldwork visit, students expressed their lack of self-confidence and inadequate preparation. Following the situated learning visit experience, students’ perceptions of managing special needs children was positively influenced. Students were happy to be exposed to such an experience, but hoped for better organisation and specialised supervision in the future.

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 Pendidikan Islam bagi Kanak-Kanak Berkeperluan Khas: Guru sebagai Murabbi

2021 ◽  
Vol 5 (1) ◽  
pp. 64-76
Author(s):  
Nor Izzati Mahd Nor
Keyword(s):  
Special Needs ◽  
Daily Life ◽  
Islamic Education ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Keywords Children ◽  
Education Teacher ◽  
Literature Research ◽  
Muslim People ◽  
Good Attitude

Children with special needs are responsible in playing their role as servant and caliph of Allah. Therefore, Islamic Education teachers are highly accountable in educating and guiding special needs children to be able to know the Quran and perform worship in daily life. The purpose of this study is to explain the roles of Islamic Education teachers as murabbi. This is a qualitative research that uses an approach of literature research. The study had found that Islamic Education teachers play a big role to educate their students especially children with special needs and have responsibility to change muslim people in our country. Therefore, Islamic Education teachers need to be equipped with knowledge in all fields, rabbani thought and good attitude to give their best service as murabbi. Keywords: Children with Special Needs, Islamic Education Teacher, Murabbi AbstrakKanak-kanak berkeperluan khas juga adalah insan yang dipertanggungjawabkan oleh Allah SWT untuk memainkan peranan sebagai hamba dan khalifah Allah SWT. Oleh itu, guru-guru Pendidikan Islam memikul tugas dan amanah yang berat dalam mendidik dan membimbing kanak-kanak berkeperluan khas supaya dapat mengenal al-Quran dan melaksanakan ibadat dalam kehidupan seharian. Tujuan penulisan ini adalah untuk menjelaskan peranan guru Pendidikan Islam sebagai murabbi. Kajian ini merupakan kajian kualitatif iaitu dengan merujuk kepada bahan-bahan penulisan seperti buku-buku ilmiah, bab dalam buku, dan artikel jurnal yang berkaitan dengan tajuk kajian. Dapatan kajian mendapati guru Pendidikan Islam sebagai murabbi memainkan peranan dan tanggungjawab yang besar dalam mendidik pelajar khususnya kanak-kanak berkeperluan khas dan turut memainkan peranan sebagai agen perubahan negara yang membentuk masyarakat. Oleh itu, guru Pendidikan Islam perlu menyiapkan diri dengan penguasaan ilmu dalam semua bidang, pemikiran rabbani dan sikap yang terpuji bagi meneruskan perkhidmatan yang cemerlang sebagai murabbi. Kata kunci: Kanak-kanak Berkeperluan Khas, Guru Pendidikan Islam, Murabbi

scholarly journals PENANGANAN ANAK KESULITAN BELAJAR DISLEKSIA MELALUI PERMAINAN BOWLING KEBERANIAN

2018 ◽  
Vol 1 (2) ◽  
pp. 35
Author(s):  
Eka Sri Safarina ◽  
Hani Susanti
Keyword(s):  
Mental Illness ◽  
Qualitative Methods ◽  
Special Needs ◽  
Physical Function ◽  
Learning Difficulties ◽  
Children With Special Needs ◽  
Causal Factors ◽  
Reading And Writing ◽  
Special Child ◽  
Pregnancy Interruption

Handling Children Difficulties Learning Dyslexia through Bowling Game Courage aims to find out what is the difficulty of learning dyslexia, its causal factors, its type and characteristics, even to the way to overcome them. The method used in this research using qualitative methods. Children with special needs that vary such as Autism, mental illness, paralyzed, until the children who have trouble learning difficulties are also included in learners who have privileges. A special child is a child who has a weakness in physical function and cognitive to develop well. The cause varies from the disturbance during pregnancy, interruption at the time of childbirth, to the violence in children, it can cause disruption to the learning of children. This weakness is a weakness that can’t be seen with the eyes like wrong at the time of counting, reading and writing. Therefore there is one way to make learners who get problems with learning, especially reading can be helped with the game of letters and numbers, so that children do not feel bored and quickly memorized with interesting games such as bowling games with courage in addition to children can know the letters and numbers, children can also move by following the motion attached to the bowling pin, the child can also count the number of bowling pins that fall, mention the color of the falling pin, then the results of research that has been done from 3 learners who have problems in reading show good results with already able to mention 3 letters. Keywords: Learning Difficulties, Dyslexia, Courage game of courage.

scholarly journals Neurotechnology for Special Needs Children

2015 ◽  
Vol 5 (1) ◽  
pp. 319
Author(s):  
Norsiah Fauzan
Keyword(s):  
Special Needs ◽  
Brain Activity ◽  
Objective Assessment ◽  
Beta Activity ◽  
Special Needs Children ◽  
Neurofeedback Training ◽  
Alpha Beta ◽  
Quantitative Electroencephalogram ◽  
The Brain

This paper highlights the use of neurotechnology to improve the brain dysregulation of special needs children giving an example of a case study on autistic children. Neurofeedback Training (NFT) was preceded by objective assessment of brain activity using Quantitative electroencephalogram (qEEG) to identify the abnormalities of the childrens’ brain waves. Neurofeedback training were conducted based on relevant EEG findings in relation to the children’s medical history and symptoms. Analysis indicate excessive presence of delta wave at the Frontal lobes and posterior regions. NFT were conducted within three months for more than 25 sessions for each protocol starting with Beta training followed by Delta and Alpha protocols. The observations and assessment showed improvement in terms of social interaction and communication and increased Alpha-beta activity in some parts of the brain suggesting improvement in brain regulation.

Conditions That Facilitate Music Learning Among Students With Special Needs

2013 ◽  
Vol 61 (2) ◽  
pp. 144-159 ◽  
Author(s):  
Kevin W. Gerrity ◽  
Ryan M. Hourigan ◽  
Patrick W. Horton
Keyword(s):  
Special Needs ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Musical Ability ◽  
Students With Special Needs ◽  
Paired Samples ◽  
Significant Difference ◽  
School Music ◽  
Musical Growth ◽  
Study Participants

The purpose of this mixed-methods study was to identify and define the conditions that facilitate learning in music among students with special needs. Children with special needs met once a week for 10 consecutive weeks and received instruction in primarily music as well as the other arts. The children completed pre- and posttest evaluations that served as measurements of musical ability and growth. A paired-samples t test revealed a significant difference between pre- and posttest scores. Additionally, all of the study participants (the children, each child’s parent and/or guardian, university students serving as mentors, and professionals who supervised the program) completed semistructured interviews in order to determine the conditions that may have led to the children’s musical growth. Qualitative results corroborated the quantitative results and indicated that repetition, student choice, and increased response time were considered important teaching strategies that led to student growth and learning. Likewise, having in place clear directions and expectations, a behavior plan, and fostering a positive atmosphere that was free of distractions were identified by the participants as important conditions that must be met for learning to take place. A model for including children with special needs in public school music programs is discussed.

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