scholarly journals PRINSIP KHUSUS DAN JENIS LAYANAN PENDIDIKAN BAGI ANAK TUNAGRAHITA

2019 ◽  
Vol 9 (2) ◽  
pp. 116-126
Author(s):  
Ni Luh Gede Karang Widiastuti ◽  
I Made Astra Winaya
Keyword(s):  
Special Education ◽  
Learning Process ◽  
Mentally Retarded ◽  
Learning Needs ◽  
Special Education Services ◽  
Education Services ◽  
Academic Abilities ◽  
Future Developments ◽  
Bright Future ◽  
Mentally Retarded Children

This article is structured with the intention of providing answers to questions that often arise and are discussed by teachers at school. One that often happens is what happens to students who in this context are mentally retarded children. Mentally retarded children are children who have significant intelligence with abilities and inability to adapt that arise in future developments. Mentally retarded children have academic abilities that are in accordance with the needs of their learning services requiring curriculum modification to suit their specific needs. Mild mentally retarded children also need special education services in the learning process at school. They need guidance and programs that suit their learning needs so that they have a bright future, just like children in general.

scholarly journals tugas Administrasi Supervisi Pendidikan

2020 ◽  
Author(s):  
Risha Nurul Maulidini
Keyword(s):  
Special Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Special Education Services ◽  
Education Services ◽  
The Core ◽  
Special Services ◽  
Special Service ◽  
The World

In the discussion of special service administration generally involves what is needed in the service provide special services or a business that is not directly related to the teaching and learning process in the classroom. But specifically given by the school to the students so that they are more optimal in implementing the learning process. Among these special services is the UKS canteen library and labor which would be very supportive of the process of teaching and learning activities for students in the world of education, so as to produce education graduates who are sensitive to services to the needs that involve the core of a learning, for that learning administration Special services in this article will be very helpful in the process of knowing what special education services are

scholarly journals Tugas ADM

2020 ◽  
Author(s):  
rahmad kurnia
Keyword(s):  
Special Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Special Education Services ◽  
Education Services ◽  
The Core ◽  
Special Services ◽  
Special Service ◽  
The World

In the discussion of special service administration generally involves what is needed in the service provide special services or a business that is not directly related to the teaching and learning process in the classroom. But specifically given by the school to the students so that they are more optimal in implementing the learning process. Among these special services is the UKS canteen library and labor which would be very supportive of the process of teaching and learning activities for students in the world of education, so as to produce education graduates who are sensitive to services to the needs that involve the core of a learning, for that learning administration Special services in this article will be very helpful in the process of knowing what special education services are

scholarly journals TUGAS ADM

2020 ◽  
Author(s):  
Malana Malik Ibrahim
Keyword(s):  
Special Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Special Education Services ◽  
Education Services ◽  
The Core ◽  
Special Services ◽  
Special Service ◽  
The World

In the discussion of special service administration generally involves what is needed in the service provide special services or a business that is not directly related to the teaching and learning process in the classroom. But specifically given by the school to the students so that they are more optimal in implementing the learning process. Among these special services is the UKS canteen library and labor which would be very supportive of the process of teaching and learning activities for students in the world of education, so as to produce education graduates who are sensitive to services to the needs that involve the core of a learning, for that learning administration Special services in this article will be very helpful in the process of knowing what special education services are

Republication of “A Propensity Score Matching Analysis of the Effects of Special Education Services”

2017 ◽  
Vol 50 (4) ◽  
pp. 197-214 ◽  
Author(s):  
Paul L. Morgan ◽  
Michelle L. Frisco ◽  
George Farkas2 ◽  
Jacob Hibel
Keyword(s):  
Special Education ◽  
Propensity Score ◽  
Large Scale ◽  
Children With Disabilities ◽  
Behavioral Outcomes ◽  
Special Education Services ◽  
Education Services ◽  
Education Professionals ◽  
Propensity Score Matching Analysis ◽  
Services And Supports

Editor’s Note Since the landmark enactment of Education of the Handicapped Act in 1975, special education supports and services have been provided to children with disabilities. Although costly, the intentionality of these specialized services has been to advance the educational and societal opportunities of children with disabilities as they progress to adulthood. For our republished article in this issue of JSE’s 50th anniversary volume, we have selected an article by Paul Morgan, Michelle Frisco, George Farkas, and Jacob Hibel. In this research, Morgan and his colleagues quantified the effectiveness of special education services on children’s learning and behavioral outcomes using large-scale longitudinal data. Their results challenge all education professionals to explore ways to increase the effectiveness of special education and to document research efforts that provide clear evidence that the services and supports provided to individuals with disabilities are improving the extent to which they fully experience the benefits of education and participate fully in society.

Self-Concepts of Institutional and Non-Institutional Educable Mentally Retarded Children

1974 ◽  
Vol 38 (3) ◽  
pp. 977-978 ◽  
Author(s):  
James C. Montague ◽  
Bob N. Cage
Keyword(s):  
Special Education ◽  
Public School ◽  
Mentally Retarded ◽  
Self Concept ◽  
Self Perception ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded

20 public school special education and 20 institutionalized educable mentally retarded children were compared on an experimental I Feel—Me Feel self-perception scale. No significant differences in self-concept were found between the institutional and non-institutional groups or between sexes. All children had generally good self-concepts.

Lack of Focus on Special Education in Literature on Educational Reform

1987 ◽  
Vol 53 (4) ◽  
pp. 325-326 ◽  
Author(s):  
M. Stephen Lilly
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Educators ◽  
Compensatory Education ◽  
Special Education Services ◽  
Education Services ◽  
Nation At Risk ◽  
Current State ◽  
Education Community ◽  
Effective Integration

The lack of focus on special education in the Sizer, Boyer, and Goodlad reports, as well as Nation at Risk, is analyzed. It is posited that mere neglect might not account for this lack of attention and that current shortcomings of special education services might lead the authors of the reports to focus on improvement of general education opportunities for all students rather than increased compensatory education. In its current state, special education for the “mildly handicapped” might well be seen by these authors as part of the problem, rather than part of the solution. To remedy this situation, special educators must increasingly see themselves as members of the general education community and work toward more effective integration of special and general education.

The Use of Rating Scales With Children Who Have Language Impairments

2002 ◽  
Vol 11 (2) ◽  
pp. 124-138 ◽  
Author(s):  
Sean M. Redmond
Keyword(s):  
Special Education ◽  
Emotional Disorders ◽  
Rating Scales ◽  
Language Impairments ◽  
Special Education Services ◽  
Speech Language Pathologists ◽  
Language Bias ◽  
Education Services ◽  
Behavioral Rating ◽  
Behavioral Rating Scales

Several reports suggest that socio-emotional disorders and language impairments frequently co-occur in children receiving special education services. One explanation for the high levels of co-occurrence is that limitations inherent to linguistic deficiencies are frequently misinterpreted as symptomatic of underlying socioemotional pathology. In this report, five commonly used behavioral rating scales are examined in light of language bias. Results of the review indicated that children with language impairments are likely to be overidentified as having socioemotional disorders. An implication of these findings is that speech-language pathologists need to increase their involvement in socioemotional evaluations to ensure that children with language impairments as a group are not unduly penalized for their language limitations. Specific guidelines for using ratings with children with language impairments are provided.

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