scholarly journals ASESMEN SEBAGAI UPAYA TINDAK LANJUT KEGIATAN IDENTIFIKASI TERHADAP ANAK BERKEBUTUHAN KHUSUS

WAHANA ◽  
2018 ◽  
Vol 70 (1) ◽  
pp. 17-24
Author(s):  
Dian Puspa Dewi
Keyword(s):  
Service Delivery ◽  
Special Needs ◽  
Assessment Process ◽  
Children With Special Needs ◽  
Individual Needs ◽  
Child Assessments ◽  
Specific Implementation

The results of the identification that have been performed on the Children with special needs become the basis for follow-up service delivery. Assessment is a follow-up of identification activities, both of which are a series of inseparable and interrelated processes. Assessment of Children with Special Needs is a systematic or regular and comprehensive process or a whole in exploring further problems to find out what problems, barriers, advantages and individual needs. In the assessment process, an assessment of the three most basic things in Children with Special Needs is the child's deficiency or disability, the surplus or potential of the child and the needs of the child. Assessments are carried out with specific implementation methods and procedures.The results of the identification that have been performed on the Children with special needs become the basis for follow-up service delivery. Assessment is a follow-up of identification activities, both of which are a series of inseparable and interrelated processes. Assessment of Children with Special Needs is a systematic or regular and comprehensive process or a whole in exploring further problems to find out what problems, barriers, advantages and individual needs. In the assessment process, an assessment of the three most basic things in Children with Special Needs is the child's deficiency or disability, the surplus or potential of the child and the needs of the child. Assessments are carried out with specific implementation methods and procedures.

scholarly journals “Clown Children” Quo Vadis Guarantee Education for Children with Special Needs in the Era of Covid-19

2021 ◽  
Vol 13 (2) ◽  
pp. 1218-1228
Author(s):  
Khamim Zarkasih Putro ◽  
Muhammad Shaleh Assingkily ◽  
Angga Febiyanto ◽  
Zaini Dahlan
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Participant Observation ◽  
Children With Special Needs ◽  
The North ◽  
Reduction Techniques ◽  
Quo Vadis ◽  
North Sumatra

This paper aims to analyze education guarantees for children with special needs (ABK) in the Covid-19 era. The focus of the study is the phenomenon of crew members clowning on the streets of Medan City. The theory used in analyzing the data is the theory of implementation of Merilee S. Grindle's policies. This research uses a qualitative approach with a case study method. Data was collected using an open interview technique, participant observation, and documentation study. Furthermore, the data were analyzed through data reduction techniques, data display, and concluding. This study indicates that the North Sumatra government has been very responsive to inclusive education for children with special needs in the region.This is indicated by two things, namely (1) the declaration of North Sumatra as the Province of Inclusive Education since 2015 and (2) the issuance of the Governor of North Sumatra No. 29 of 2016 concerning the Implementation of Inclusive Education as a follow-up to Permendiknas Number 70 of 2009.

scholarly journals Examination of views and suggestions about participation of families of children with special needs in individualised education programme

2018 ◽  
Vol 13 (1) ◽  
pp. 31-40
Author(s):  
Adile Emel Sardohan Yildirim ◽  
Gonul Akcamete
Keyword(s):  
Special Needs ◽  
Education Programme ◽  
Structured Interview ◽  
Children With Special Needs ◽  
Keywords Children ◽  
Interview Technique ◽  
Analysis Technique ◽  
The Family ◽  
Main Factor

Individualised education programmes (IEP) will be practiced with children with special needs (CWSN) and their families. The main factor for IEP’s success is the participation of the family and also, their children. In this study, views and suggestions about participation of families of CWSN in their IEP processes are examined. The research is based on qualitative research. Five mothers and a grandmother with CWSN were participated; data are collected via semi-structured interview technique and analysed with inductive analysis technique. This research uncovers that the participants didn’t participate in their children’s diagnosis, assessment, settlement and follow-up processes, and they were not content with the assessment results. Also, the participants who didn’t participate in the IEP weren’t even aware of the legal obligation that they had to and their children’s IEP, they weren’t in cooperation with the teacher in that process, and teachers didn’t show the progress in the children to the families even if they recorded that. Keywords: Children with special needs (CWSN), family, individualised education programmes (IEP).

Role competences of professionals engaged in child-with-special-needs-raising-family follow-up activities

Servis plus ◽  
10.12737/5532 ◽  
2014 ◽  
Vol 8 (3) ◽  
pp. 10-16
Author(s):  
Валентина Карасева ◽  
Valentina Karaseva
Keyword(s):  
Special Needs ◽  
Professional Education ◽  
Professional Training ◽  
Social Adaptation ◽  
Children With Special Needs ◽  
Personnel Training ◽  
Social Psychological ◽  
Raising Children ◽  
Training Of Personnel

The article is devoted to the issues of personnel training for the sphere of social and pedagogical followup of families raising children with special needs, especially the issues of role competences (those of an adviser providing metholodological recommendations to parents in relation to child up-bringing; a consultant on family law and arranging for the support of experts in other fields; a defender responsible for the protection of children’s rights in cases of careless discharge of duties by the parents) of professionals providing assistance and support to children with special needs and their families. Each role requires a complex of professional knowledge and competences acquired in the course of professional training. The author puts forward practical suggestions concerning improvements of professional education and training of personnel for this field. As the major responsibility of social counselors is currently the provision of pedagogical, social, psychological, diagnostic and medical assistance, the article elaborates the types of activities to be carried out in the framework of each of the above-mentioned branches of activity. Drawing on personal experience in the field of personnel training, the author emphasizes the fact that none of these lines of activity are followed in isolation, thus, it seems possible to identify a certain pattern of interdependence, with pedagogy underpinning each pattern. The article takes into account the democratic reforms providing for the prerequisites for social adaptation of children with special needs.

Media in Special Education II: Identification and Assessment Issues

1985 ◽  
Vol 9 (1) ◽  
pp. 26-31
Author(s):  
Peter Hallinan
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Special Needs ◽  
Children With Special Needs

AbstractAn earlier article (Hallinan, 1984) introduced the important role of media in teacher education concerning children with special needs. This follow-up article briefly reviews some currently available media in Australia, on the topic of identification and assessment issues in special education.

scholarly journals Aplikasi Asesmen Anak Berkebutuhan Khusus di SLB Rafaha Arjasari Menggunakan Progressive Web App

2019 ◽  
Vol 10 (2) ◽  
pp. 65-74
Author(s):  
Nawan Tutu Syah Lampah ◽  
Eko Budi Setiawan
Keyword(s):  
Special Education ◽  
Special Needs ◽  
National Curriculum ◽  
Student Assessment ◽  
Assessment Process ◽  
Special School ◽  
Children With Special Needs ◽  
Child Education ◽  
Web App

Rafaha Arjasari Special School is one of the schools that provide special education for children with special needs. Learning in Rafaha Arjasari Special School refers to the applicable national curriculum then adapted to the abilities, barriers and needs of each child. Education will not run optimally if the educator does not know the obstacles, risks, and potential of each student. Assessment is the process of collecting, analyzing and interpreting data or information about students and their environment. Based on interviews with the headmaster of Rafaha Special School, the assessment is an absolute process that must be done so teachers can find out the obstacles, risks, and potential of each children. The purpose of this research is to build assessment applications that can help teachers in carrying out the assessment process. This system provides features for assessing visual perceptions and perceived perceptions by utilizing the flash and vibrate features on the Android smartphone. The features that provided can help teachers make the assessment process easier.

scholarly journals Examination of views and suggestions about participation of families of children with special needs in individualised education programme

2018 ◽  
Vol 13 (1) ◽  
pp. 31-40
Author(s):  
Adile Emel Sardohan Yildirim ◽  
Gönül Akçamete
Keyword(s):  
Special Needs ◽  
Education Programme ◽  
Structured Interview ◽  
Children With Special Needs ◽  
Keywords Children ◽  
Interview Technique ◽  
Analysis Technique ◽  
The Family ◽  
Main Factor

Individualised education programmes (IEP) will be practiced with children with special needs (CWSN) and their families. The main factor for IEP’s success is the participation of the family and also, their children. In this study, views and suggestions about participation of families of CWSN in their IEP processes are examined. The research is based on qualitative research. Five mothers and a grandmother with CWSN were participated; data are collected via semi-structured interview technique and analysed with inductive analysis technique. This research uncovers that the participants didn’t participate in their children’s diagnosis, assessment, settlement and follow-up processes, and they were not content with the assessment results. Also, the participants who didn’t participate in the IEP weren’t even aware of the legal obligation that they had to and their children’s IEP, they weren’t in cooperation with the teacher in that process, and teachers didn’t show the progress in the children to the families even if they recorded that.   Keywords: Children with special needs (CWSN), family, individualised education programmes (IEP).  

scholarly journals Extent of Involvement of Parents in the Identification of Children with Special Needs in Kenya

2017 ◽  
Vol 7 (3) ◽  
pp. 215
Author(s):  
Josphat Shaduma Bonjo ◽  
Kochung J. Edward ◽  
Nyangara Karen
Keyword(s):  
Parental Involvement ◽  
Special Needs ◽  
Sampling Technique ◽  
Target Population ◽  
Educational Assessment ◽  
Assessment Process ◽  
Background Information ◽  
Children With Special Needs ◽  
The Government ◽  
Assessment Procedures

<div><p>The assessment of children with special needs is an important component of SNE. The process of educational assessment involves identification of children with special needs and disabilities, administration of tests and intervention. The Educational Assessment and Resource centers (EARCs) in Kenya are mandated to provide assessment services. The principles of assessment require the involvement of parents in the assessment process.  Preliminary survey on 120 parents from 10 counties whose children had special needs reveals that only 51(43%) parents were involved in the assessment process. The roles of parents include provision of background information; instruction of children during the administration of the tests and training children after assessment. What is unknown is the extent of parental involvement in the assessment process at the EARCs in Kenya. The purpose of this study was to establish the extent of parental involvement in the identification of children with special needs in Kenya. The objectives of the study were to; examine the involvement of parents in the identification of children with special needs. The study employed descriptive survey research design. The target population was 47 assessment teachers, 94 parents of children assessed and 47 parents of children to be assessed from 47 centers in 47 counties in Kenya. Saturated sampling technique was used to select assessment teachers. Purposive sampling was used to select parents of the already assessed children and 41 parents of those to be assessed. Questionnaires, interview guides, observation schedules and document analysis guides were used for data collection. Face and content validity of the instruments were ascertained by experts from the department of Special Needs Education Maseno University. Reliability of the instruments was determined through a pilot study on 10% of the population using test-retest. The acceptable reliability was set at r = 0.70.Quantitative data was analyzed using frequency counts, percentages and mean scores. Qualitative data was organized and reported in an on-going process as themes and sub-themes. The study found out that there was a minimal involvement of parents in the assessment process at the centers in Kenya (M=2.18). The study concluded that assessors with training specifically in assessment were positive in involving parents in the assessment process at the EARCs compared to those who had qualifications in SNE without a specific training in assessment. The study recommends that a certificate or diploma course tailored to train assessors in assessment procedures, assessment techniques, guidance and counseling, referral and placement procedures be introduced at a relevant institution to train only assessors. It is also recommended that a policy on assessment procedures to harmonize assessment services in Kenya be enacted by the government. The research findings may help to improve parental involvement in the assessment process at the EARCs in Kenya.</p></div>

scholarly journals Missed Appointments at a Child Development Centre and Barriers to Access Special Needs Services for Children in Klang Valley, Malaysia: A Mixed Methods Study

2021 ◽  
Vol 19 (1) ◽  
pp. 325
Author(s):  
Fariza Fadzil ◽  
Idayu Badilla Idris ◽  
Norazlin Kamal Nor ◽  
Juriza Ismail ◽  
Azmi Mohd Tamil ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Child Development ◽  
Special Needs ◽  
Mixed Methods Study ◽  
Children With Special Needs ◽  
Missed Appointments ◽  
Development Centre ◽  
Child Development Centre ◽  
Special Needs Services

Attending appointments is vital for children with special needs, as such appointments involve long-term interdisciplinary care to ensure continuity of care and improve health and well-being. This study was performed to determine the prevalence of missed clinic appointments and identify the factors among those who have ever missed appointments and barriers of access to children’s special needs services at the Child Development Centre (CDC) at the Universiti Kebangsaan Malaysia Medical Centre (UKMMC). Moreover, suggestions for improvement from the caregivers’ perspectives were explored. This is an explanatory sequential mixed methods study among caregivers of children with developmental disabilities aged up to 17 years old. Of 197 caregivers, 62 (31.5%) had missed clinic appointments. Forgetfulness was the most frequently cited reason. The bi-variable analysis showed significant differences in missed appointment rates by gender of caregivers and duration of follow-up. The final logistic regression model demonstrated that, when combined with the effect of being a male caregiver as an independent variable, follow-up duration of more than 6 years increased 2.67 times the risk of missing an appointment. Caregivers’ perceived barriers were transportation, caregiver, child and healthcare services factors. Policies and strategic plans should be focused on key findings from these factors to improve appointment adherence and accessibility to services for children with special needs.

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