scholarly journals Sistem Pakar Menentukan Kelas Anak Berkebutuhan Khusus dengan Metode Certainty Factor pada SLB Negeri Serdang Bedagai

2021 ◽  
Vol 3 (2) ◽  
pp. 162-168
Author(s):  
Anita Sindar RM Sinaga ◽  
Elisa Nur Armaini
Keyword(s):  
Special Needs ◽  
Research Problem ◽  
Special School ◽  
Early Age ◽  
Children With Special Needs ◽  
Certainty Factor ◽  
Special Schools ◽  
Daily Lives ◽  
School Learning ◽  
Teachers And Parents

Parents need to understand the child's condition from an early age, pay attention to the behavior of children who are growing normally in general so that they can take various actions and also other things that are considered important related to the child's future. Choosing to enroll children in special schools is certainly supported by the daily lives of children who do require special behavior in studying school learning. The formulation of the research problem is to determine the class of children with special needs using the Certainty Factor method based on the diagnosis of symptom and characteristic data that can help teachers and parents get information about the types of characteristics of children with special needs students at the State Special School (SLBN) Serdang Bedagai. The characteristics of children with special needs according to the data on the number of symptoms and characteristics discussed are 52 symptoms and 5 characteristics. (Autism JK01, Tuna Grahita JK02, Deafblind JK03, Blind JK04, Tuna Daksa JK05. This application can help teachers and parents find out the characteristics of children with special needs quickly and accurately. This application can be used in every special school to determine early knowing the types of characteristics of children with special needs

scholarly journals Management of Learning for Children with Special Needs an Early Age

2021 ◽  
Vol 6 (3) ◽  
pp. 648-659
Author(s):  
Lilis Suwandari ◽  
Sutaryat Trisnamansyah ◽  
Hanafiah Hanafiah ◽  
Achmad Mudrikah
Keyword(s):  
Early Childhood ◽  
Special Needs ◽  
Initial Assessment ◽  
Early Age ◽  
Children With Special Needs ◽  
Head Of School ◽  
Management Learning ◽  
Teachers And Parents ◽  
Management Functions ◽  
Different Characteristics

This article aims to describe the concept and implementation of the management of learning for children of early age with special needs. This study systematically describes the facts found in the field and compare the conditions at both institutions verbal or sentence. Object in this research is the process of managing learning for children with special needs, early age to be a child. The process includes planning, learning, organizing, learning implementation, and supervision. methods of data collection using observation, interview and documentation. Managing learning in early childhood Bloom which combines between the child regular with children with special needs require a different management in early childhood education generally. Learning to accommodate children with different characteristics and barriers to the development of different. The results showed the presence of management learning for early childhood needs, namely in the planning of learning begins with the initial assessment to identify the peculiarities of the child to be tailored to the needs of the Program, Individual Learning in children as well as develop a curriculum that is used as a learning reference. Organizing by placing the supervising teacher or special teacher who has competence in the handling of the CREW in accordance with the division of the group of children's learning. The implementation of learning using learning model that is specified each institution, the implementation of learning activities include the opener, the core and the cover, Evaluation and assessment reports carried out to determine the development achieved in the learning process. Differences and similarities of both institutions are located on the concept and implementation in each of the management functions of learning for children with special needs. Recommendation addressed to the head of school, teachers and parents with the aim that the learning can be done well.

scholarly journals The Strategy of Forming Religious Characters on the Deaf Children: Study at Special Schools in Rejang Lebong

AL-TA LIM ◽  
2020 ◽  
Vol 27 (1) ◽  
pp. 16-29
Author(s):  
Ahmad Suradi ◽  
Mawardi Mawardi
Keyword(s):  
Special Needs ◽  
Religious Education ◽  
Learning Process ◽  
Qualitative Method ◽  
Learning Strategy ◽  
Deaf Children ◽  
Special School ◽  
Children With Special Needs ◽  
Special Schools ◽  
Special Service

The study aims to determine the strategy used in forming religious characters on the deaf children in Elemantary Special School. A qualitative method was used where the data taken from observation, interview and document analysis. The result showed that the learning strategy of Islamic religious education in the development of morals for children with special needs in special schools is by implementing expository strategy, adding hours of study using the habituation method. The finding also showed that the supporting factors in the learning process to form moral guidance are the involvement of school’s principal who is very concern on the development of students’ morals; the teachers who have great patience in dealing with children with special needs. Then, it was also found that there were some inhibiting factors that faced by the school. They were on the absence of a special curriculum for children with special needs, Islamic education teachers who are not teachers who are graduates of special service schools, as well as the lack of supporting facilities as learning media, doing the learning process run monotonously.

scholarly journals Sexual Education for Parents and Teachers of Teenagers with Special Needs

2019 ◽  
Vol 3 (1) ◽  
pp. 58-72
Author(s):  
Penny Handayani ◽  
Weny Savitry S. Pandia ◽  
Agustin Angelia Putri ◽  
Lidia Wati ◽  
Vincentia Visi P ◽  
...  
Keyword(s):  
Special Needs ◽  
Sexual Behaviors ◽  
Sexual Education ◽  
Children With Special Needs ◽  
Adolescent Psychology ◽  
Sexual Behavior Problems ◽  
Daily Lives ◽  
Learning Programs ◽  
Teachers And Parents ◽  
And Training

Yayasan Wahana Inclusive Indonesia (YWII) is an institution engaged in providing services for children with special needs, people with disability, and inclusive society. YWII provides services that include counseling, development of individual learning programs (PPIs), support services for children with special needs, and training for educators, schools, parents, and communities. Educational and training activities are conducted by helping children with special needs to learn a few things they need most in their daily lives. Based on the children’s needs, the Master’s Program of Child and Adolescent Psychology Professionals, Faculty of Psychology, Atma Jaya Catholic University, designed training-based interventions to improve the knowledge of students, teachers, and parents about sexual behaviors. Prior to the intervention, the researcher conducted an assessment to determine the causes of "inapproriate" sexual behavior problems that occurred in the YWII environment. The data was collected through instruments such as interview, observation, and FGD. The collected data was then analyzed using the concepts of problem tree and destination tree. Based on the assessment results, it can be concluded that one of the challenges faced by YWII is related to the provision of sexual education to students or children. Adolescents with special needs have not yet had an awareness of their development from children to adolescents that is followed by sexual change or development and how they should respond to the changes. As a result, they are often considered to exhibit behaviors considered rude and vulnerable to sexual harassment. Training-based interventions were provided to parents and teachers at YWII to give them guidance and assistance to handle children with special needs on sexual 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.

scholarly journals Pendidikan Integrasi dan Pendidikan Inklusi

2017 ◽  
Vol 13 (2) ◽  
pp. 127
Author(s):  
Murni Winarsih
Keyword(s):  
Special Needs ◽  
Special School ◽  
Children With Special Needs ◽  
Integrated Education ◽  
Education Service ◽  
Keywords Education

Educationmustbeenjoyedbyallchildren,includingchildrenwith special needs. Currently education service for children with special needshasmanychanges.Thechangesincludeachangeinattitude of consciousness, condition, methodology, use of concepts, and shifting paradigm towards education of humanity. At first, the education service for children with special needs is in the form of educational segregation. Educational segregation is an education service for children with special needs where those who have the same barriers are in one school, for example, children with visual barriers are in the Special School (SLB) of A and children with auditory barriers are in the Special School (SLB) of B, and so on. Education service for children with special needs has been widely grown in the presence of integrated education service and inclusion in education. This paper discusses the integration of education and the inclusion in education. Keywords: education, integration, inclusion, and special needs. Pendidikan harus dapat dinikmati oleh semua anak, tidak terkecuali anak berkebutuhan khusus. Layanan pendidikan bagi anak berkebutuhan khusus saat ini tengah mengalami banyak perubahan.Perubahan-perubahaninimeliputiperubahandalam kesadaran sikap, keadaan, metodologi, penggunaan konsepkonsep, dan perubahan paradigma menuju kepada pendidikan kemanusiaan. Pada awalnya, layanan pendidikan bagi anak berkebutuhan khusus berupa pendidikan segregasi. Pendidikan segregasi merupakan layanan pendidikan bagi anak berkebutuhan khusus dimana anak berkebutuhan khusus dengan hambatan yang sama berada dalam satu sekolah, misalnya anak dengan hambatan penglihatan berada di Sekolah Luar Biasa (SLB) A, anak dengan hambatan pendengaran berada di Sekolah Luar Biasa (SLB)B, dan seterusnya. Layananpendidikanbagianakberkebutuhankhusustelahbanyak berkembang dengan adanya layanan pendidikan integrasi dan pendidikan inklusi. Dalam kesempatan ini akan dibahas tentang pendidikan integrasi dan pendidikan inklusi. Kata Kunci: pendidikan, integrasi, inklusi, berkebutuhan khusus.

scholarly journals Bimbingan dan Konseling Bagi Orangtua Anak Usia Dini Berkebutuhan Khusus (ABK)

2019 ◽  
Vol 12 (1) ◽  
pp. 55
Author(s):  
Melda Rumia Rosmery Simorangkir
Keyword(s):  
Early Childhood ◽  
Alternative Education ◽  
Special Needs ◽  
Counseling Services ◽  
Early Age ◽  
Children With Special Needs ◽  
Keywords Children ◽  
The Family ◽  
The Future ◽  
Education And Care

ABSTRACT A happiness when a woman in a family gives birth. Moreover, the baby who wasborn has been waiting long enough. However, sometimes what is expected byhumans is not always the same as what was presented by the creator. Thenwhat if it turns out that children who are present in the family are specialchildren? These children need special attention due to physical and mentaldisorders. Not a few parents must have children with special needs (ABK)confused, shocked or even blame each other. This is certainly not something thatis expected from children. ABK requires education, attention, assistance, speciallearning methods. Thus ABK parents must get special assistance so that theycan accept their child and educate the child with great attention and love. ABKparents must be assisted from early childhood, so that education and care aremore optimal. Counseling for ABK parents is done so parents do not feel alone,not ashamed, willing to accept and have a great readiness to accompany theirchildren in the future. The counselor is expected to be able to help ABK's parentsby providing counseling services specifically to guide parents. The guidance alsoserves to help parents provide alternative education and therapy that can begiven to children with special needs from an early age. Keywords: children with special needs, counselling, and guidance ABSTRAK Sebuah kebahagian ketika seorang perempuan dalam sebuah keluargamelahirkan. Apalagi buah hati yang dilahirkan telah ditunggu cukup lama.Namun, terkadang apa yang diharapkan manusia tidak selalu sama dengan apayang dihadirkan oleh pencipta. Lalu bagaimana apabila ternyata anak yang hadirdalam keluarga adalah anak yang special?. Anak tersebut memerlukan perhatiankhusus baik disebabkan kelainan fisik maupun mental. Tidak sedikit Orangtuaharus anak berkebutuhan khusus (ABK) mengalami kebingungan, kaget ataubahkan saling menyalahkan. Hal ini tentu bukan hal yang diharapkan dari anak.ABK memerlukan pendidikan, perhatian, bantuan, metode belajar khusus.Demikian orangtua ABK harus mendapatkan pendampingan khusus agarmereka bisa menerima anak mereka dan mendidik anak tersebut dengan penuhperhatian dan cinta yang besar. Orangtua ABK harus dibantu sejak anak usiadini, agar pendidikan dan pengasuhan lebih optimal. Konseling bagi orangtuaABK dilakukan agar orang tua tidak merasa sendiri, tidak malu, mau menerimadan memiliki kesiapan hati yang besar untuk mendampingi anak mereka dikemudian hari. Konselor di harapkan mampu menolong orang tua ABK denganmemberikan layanan-layan konseling khususnya membimbing orangtua.Bimbingan tersebut juga berfungsi untuk membantu orangtua memberikanalternatif pendidikan dan terapi yang dapat diberikan pada anak berkebutuhankhusus sejak usia dini. Kata kunci: anak berkebutuhan khusus konseling, dan bimbingan

scholarly journals Some specificities of rehabilitation of children with special needs

2005 ◽  
Vol 58 (9-10) ◽  
pp. 483-485
Author(s):  
Milena Kovac
Keyword(s):  
Special Needs ◽  
Speech Therapy ◽  
Mental Disability ◽  
Children With Special Needs ◽  
Disease Treatment ◽  
Special Schools ◽  
Male Predominance ◽  
Treatment Type ◽  
Independent Life ◽  
The Subject

Introduction Children with special needs (with psychophysical developmental disabilities) need rehabilitation in order to live as independent life as possible. The aim of this study was to determine the amount of certain kinds of rehabilitation in children with special needs. Material and methods The study included three groups of children (total of 99 children) hospitalized at the department for extended treatment of the rehabilitation center for children. All children have mental, physical or combined disabilities, as a result of chronic disease. Treatment type and the amount (and also involvement in special schools) depended on the disability Analysis of sex distribution showed male predominance. Most children (59 of them) were aged 0 - 7 (59.6%) and there were 40 children 8-17 (40.4%) years old. Results Most of the subject were involved in: occupational therapy 93 (36.8%). kinesitherapy 47 subjects (18.6%), psychomotor therapy 46 (18.2%), speech therapy 35 (13.8%), and medical therapy 32 (12.6%). School children were mostly with mental disability.

scholarly journals Analysis of Eating Behaviors (Picky Eaters), Parents Knowledge of Nutrition and Nutrition Patterns with Nutritional Status of Children Special Needs in SLB Dlanggu Mojokerto District

1970 ◽  
Vol 4 (2) ◽  
pp. 273-280
Author(s):  
Miftakhul Muthohiroh ◽  
Nurwijayanti Nurwijayanti ◽  
Yuly Periostiawati
Keyword(s):  
Nutritional Status ◽  
Special Needs ◽  
Parenting Styles ◽  
Eating Behaviors ◽  
Sampling Technique ◽  
Children With Special Needs ◽  
Nutritional Knowledge ◽  
Special Schools ◽  
Nutritious Food ◽  
Nutritional Status Of Children

Children with special needs are required to be able to live independently, adapt and socialize with normal people so that it can escape from the dependence of others. This study aims to study the relationship between nutritional status, nutritional knowledge, and parenting styles of parents with picky eaters in children with special needs in special schools in Mojokerto. The design of this research is analytic observational with a quantitative approach. The population is all students of the Special School in 3 schools in Mojokerto, as many as 186 students. Samples were obtained from some of the SLB students in 3 schools in Mojokerto with a total of 117 respondents. The sampling technique used accidental sampling. The results of this study, most of them experienced the eating behavior of picky eaters in the low category, namely 95 respondents (81.2%), mothers who had sufficient knowledge of nutrition, namely 70 respondents (59.8%), parents who applied parenting styles. dominant instrumental feeding (IF) is 38 respondents (32.5%), respondents with normal nutritional status are 54 respondents (46.2%), picky eater variables and knowledge variables have an effect on nutritional status. Parents must always increase knowledge about how to select, process and serve nutritious food to children, because nutritious food does not have to be expensive and the school must increase its role as a provider of education not only for their children but for parents about nutrition.

scholarly journals Hubungan antara persepsi dukungan sosial dan resiliensi pada orang tua anak berkebutuhan khusus

2020 ◽  
Vol 9 (2) ◽  
pp. 102-110
Author(s):  
Mauna Ali ◽  
Rahmadianty Gazadinda ◽  
Novaria Rahma
Keyword(s):  
Social Support ◽  
Special Needs ◽  
Quantitative Research ◽  
Perceived Social Support ◽  
Sampling Technique ◽  
Children With Special Needs ◽  
Daily Lives ◽  
Quantitative Research Methods ◽  
Resilience Scale ◽  
The Relationship

This study aims to determine the relationship between perceived social support and resilience in parents of children with special needs. This study was conducted to determine whether parents who have children with special needs have a perception of a good support and have become individuals who are resilient in living their daily lives. This research uses quantitative research methods. The instrument used in this study is the Multidimensional Scale of Perceived Social Support (MSPSS) for the perceived social social support and Connor Davidson Resilience Scale (CD-RISC) for resilience variables. The sample in this study amounted to 164 parents who have children with special needs. This research uses purposive sampling technique. The results of this study indicate that there is a significant relationship between the perceived social support and resilience in parents of children with special needs. The correlation coefficient value of the two variables is 0.470 which indicates that the relationship between variables is positive.

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.

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