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 Implementation of an individual educational route in inclusive practice

2021 ◽  
Vol 98 ◽  
pp. 01019
Author(s):  
Oksana Titova ◽  
Margarita Bratkova ◽  
Olga Karanevskaya ◽  
Elena Gravitskaya ◽  
Irma Barbakadze
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Educational Needs ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Educational Organization ◽  
Number Of Children ◽  
Advantages And Disadvantages ◽  
Inclusive Schools

There is currently a trend towards an increase in the number of children with special educational needs enrolled in inclusive schools. Thus, the number of children with special educational needs enrolled in inclusive schools is growing. This is caused both by significant changes in the legal regulatory framework, including the 2012 Federal Law on Education, the adoption of the Federal State Educational Standard of Primary General Education for Children with Special Needs, etc. and by the fact that in some regions the number of specialized schools is decreasing, inclusive education becomes a more affordable option for children with special education needs. School specialists, parents, and the public engage in an active dialogue about choosing the most efficient path for an educational route for special needs children, comparing the advantages and disadvantages of inclusive and special education. The design and implementation of an individual educational route, an individual curriculum is essential for children with special needs in terms of improving the quality of education and efficiently entering social life. The relevance of the study is determined by identifying the components that facilitate and complicate, hinder the development and implementation of an individual educational route for these children in an educational organization; the determination of the content of an individual educational route based on the current situation in a practical institution considering the requirements of inclusive education. The purpose of the study is to explore the problems of developing and implementing individual educational routes for children with special needs in the context of inclusion and to determine ways to solve these problems. The key methods of the study are a questionnaire and a structured interview. The empirical data confirms the assumption that the development and implementation of an individual educational route for children with special needs in an educational organization are problematic and inefficient for several reasons. The data obtained is new since similar research results have not been found in the open sources over the past five years.

Research on Special Education in New Zealand – Current State of the Art

1981 ◽  
Vol 5 (2) ◽  
pp. 5-19
Author(s):  
Keri Wilton
Keyword(s):  
Special Education ◽  
New Zealand ◽  
Special Needs ◽  
Social Characteristics ◽  
Special Educational Needs ◽  
Teaching Resources ◽  
Number Of Children ◽  
Regular School ◽  
Behavioural Characteristics ◽  
Maximum Benefit

Special education is usually defined as provisions made for children on the basis of particular and atypical physical or behavioural characteristics they have or manifest. Most current and widely used special education textbooks adopt such a definition, and Havill and Mitchell’s (1972) book — so far the only general New Zealand reference book in this area, is no exception: ‘Special education refers to the facilities, materials and teaching resources provided for children who because of exceptional physical, intellectual, emotional or social characteristics, can not receive maximum benefit from a regular school programme (Havill & Mitchell, 1972 [p.9])’; ‘….provisions brought to bear for children whose teaching needs are beyond the resources usually available in an ordinary school (Ross, 1972 [p. 17]). There is nothing wrong with defining special education in this way. Indeed the fact that a number of children have or show exceptional physical or behavioural characteristics (or can be reliably predicted to do so) is the very foundation upon which special educational provisions are planned and made. What needs equal recognition, however — and is frequently overlooked, is that such provisions will be necessary to the degree that regular classroom provisions are inadequate to accommodate children with special needs. It is possible — indeed probable, that many children are receiving special educational provisions mostly because of the inadequacies of their particular school/classroom situation and not primarily because of any special teaching needs they may have. In this sense, special educational services can be viewed as a type of “Band-Aid” facility — available when regular class provisions are inadequate for particular children because of inadequacies on the part of the teacher (i.e., in teaching ability, understanding of the special needs and learning/behavioural characteristics of the children concerned, etc.) or inadequacies in resources available to the teacher (i.e., equipment, time, etc.). The fact that it is very difficult to ascertain in any particluar case whether a child is receiving special education primarily because of characteristics he/she has or primarily because of characteristics or resources his/her teacher does not have, makes it very difficult to specify the special educational needs of such children, or to design or evaluate special educational provisions vis-a-vis the needs of the children concerned.

scholarly journals PERAN PENDIDIKAN DALAM PROSES PEMBELAJARAN INKLUSIF (STUDI KASUS DI SD MUHAMMADIYAH DADAPAN KABUPATEN SLEMAN)

2018 ◽  
Vol 1 (1) ◽  
pp. 29
Author(s):  
Arum Umamil Banati ◽  
Nurul Hidayati Rofiah
Keyword(s):  
Special Needs ◽  
Learning Process ◽  
Classroom Teacher ◽  
Target Object ◽  
Classroom Teachers ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Regular School ◽  
Inclusive Learning

Inclusive learning is to provide a service system for children with special needs to be served in the nearest school or regular school with their peers. In the implementation of inclusive learning in schools requires serious handling from related parties, especially parents, the school, government and the community. Therefore, researchers want to know how the role of educators in the inclusive learning process in SD Muhammadiyah Dadapan Sleman District. This research is a qualitative research with descriptive approach of case study. The subject of this research is principal, classroom teacher, subject teacher, special tutor and student. Target object in this research is the role of educator (classroom teacher, special tutor, and children with special needs) in inclusive learning at SD Muhammadiyah Dadapan, Sleman District.Based on the research results obtained conclusions as follows: (1) Educators referred to in this study are classroom teachers, special tutors and subject teachers. The role of special mentor teachers is only as a consultant if the class teacher has difficulty in guiding students with special needs during the learning process in the classroom. The role of classroom teachers and subject teachers is crucial in the inclusive learning process, in schools because students with special needs are more often guided by classroom teachers and subject teachers. (2) Competent educators will be better able to create an effective, enjoyable learning environment, and will be better able to manage the class, so that learning can run optimally. To create a conducive learning atmosphere the educator must have 4 competencies, namely pedagogic competence, personality competence, social competence, and professionalism.

scholarly journals THE SPECIALIST QUALITIES OF IMPLEMENTING AN ART EDUCATION CURRICULUM FOR LEARNERS WITH SPECIAL NEEDS FROM THE TEACHERS’ STANDPOINT / DAILINIO UGDYMO PROGRAMOS REALIZAVIMO SPECIALIŲJŲ POREIKIŲ UGDYTINIAMS YPATUMAI PEDAGOGŲ POŽIŪRIU

2017 ◽  
Vol 1 (35) ◽  
pp. 39
Author(s):  
Asta Vaitkevičienė ◽  
Ona Jokubauskienė
Keyword(s):  
Special Needs ◽  
Art Education ◽  
Educational Needs ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Education Curriculum ◽  
Self Confidence ◽  
Art Activities

<p>The article deals with the qualities required in implementing an art education curriculum for learners with special needs. There are few studies disclosing how teachers approach an art education curriculum with learners who have special educational needs. Therefore, it is relevant to investigate how teachers understand<br />and think about the purpose of art education for learners with special needs, and how they assess such activities provided in the art education curriculum. It is concluded that through implementing an art education curriculum for children with special needs, teachers must understand the purpose of art education and are convinced that the creative activities of learners with special needs stimulate their imagination, develop creativity and enhance self-confidence. During art education activities teachers are ready to take into account pupils’ individual abilities and differentiate tasks. Teachers understand the role of art education in the development of the personality of learners with special needs but controversially? Clarify, why is it controversial? assess the trends of art activities.</p><p>Straipsnyje analizuojamos dailinio ugdymo programos realizavimo ypatybės specialiųjų poreikių ugdytiniams. Pabrėžiama, kad tyrimų, atskleidžiančių pedagogų požiūrį į meninio ugdymo programų turinį specialiųjų ugdymosi poreikių ugdytiniams yra labai nedaug, todėl aktualu tirti, kaip pedagogai supranta meninio ugdymo paskirtį specialiųjų poreikių ugdytiniams bei ką jie mano ir kaip vertina dailės ugdymo programoje numatytas veiklos su specialiųjų poreikių ugdytiniais kryptis. Išvadose teigiama, kad realizuodami meninio ugdymo programą specialiųjų poreikių vaikams pedagogai suvokia meninio ugdymo paskirtį, yra įsitikinę, jog specialiųjų poreikių ugdytinių kūrybinė veikla skatina jų vaizduotę, plėtoja kūrybingumą, stiprina pasitikėjimą savimi. Meninio ugdymo veikloje pedagogai yra pasiruošę atsižvelgti į individualius mokinių gebėjimus ir skirti diferencijuotas užduotis. Pedagogai supranta meninio ugdymo vaidmenį specialiųjų poreikių ugdytinio asmenybės raidai, tačiau prieštaringai vertina dailės veiklos kryptis.</p>

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

PARENTS AS PARTNERS IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 1 (7) ◽  
pp. 152-158
Author(s):  
N. M. BURYKINA ◽  
Keyword(s):  
Developmental Disabilities ◽  
Secondary Schools ◽  
Special Needs ◽  
Educational Environment ◽  
Children With Special Needs ◽  
Raising Children ◽  
Philosophical Foundations ◽  
The Family ◽  
Children With Developmental Disabilities

This article discusses the role of the family in the social development of children with special needs in an inclusive educational environment, in connection with which the study addresses a new aspect of the interaction between the teacher and the child’s family, the interaction of the teacher (teacher) and parents of children with developmental disabilities is highlighted in a variety of areas, students in secondary schools or attending kindergartens. The purpose of the study is to assess the role of the family in the adaptation of children with developmental disabilities, studying in secondary schools or attending kindergartens. To achieve this goal, the author defines a range of research tasks: to study the historical and philosophical foundations of the role of the family in raising children with special needs; highlight the role of the family in implementing early intervention programs in secondary schools; substantiate the main stages that any school must go through, striving to create a more fruitful relationship between the school, family and community. The author stated the following results as a scientific novelty: general recommendations have been developed so that parents feel confident, competent and can work more productively together with teachers (educators) when children visit kindergarten groups (classes). As a result of the study, the author came to the conclusion that the process of teaching children with special needs in a comprehensive school is most effective in the interaction of the teacher and the family of the child.

THE ROLE OF SHADOW TEACHER IN LEARNING MANAGEMENT OF CHILDREN WITH SPECIAL NEEDS IN PAUD TERPADU INKLUSI BINA INSAN KREATIF TASIKMALAYA

2021 ◽  
Vol 5 (2) ◽  
pp. 331
Author(s):  
Yuli Salis Hijriyani ◽  
Fenty Andriani ◽  
Rosidin Rosidin
Keyword(s):  
Special Needs ◽  
Field Research ◽  
Qualitative Approach ◽  
Education For All ◽  
Children With Special Needs ◽  
Education Services ◽  
Roles And Responsibilities ◽  
Childhood Education ◽  
Inclusion Education

As part of inclusion education, Education for All (EfA) or Pendidikan untuk Semua (PuS) has six main programs, including the inclusion program of Early Childhood Education (Pendidikan Anak Usia Dini or PAUD). This article is compiled based on a qualitative approach, which is a type of field research and presented descriptively. This article highlights the role of Shadow Teacher as one of the main keys to the success of inclusion education in PAUD Terpadu Inklusi Bina Insan Kreatif (BIK) in Tasikmalaya city. The findings of the article show that Shadow Teacher has a variety of relatively different roles and responsibilities than class teachers. But it plays a big role in helping the success of learning carried out by class teachers, especially related to Children with Special Needs (Anak Berkebutuhan Khusus or ABK). In undergoing its roles and responsibilities, Shadow Teacher applies various strategies to assist the development of ABK students, in the academic, non-academic and self-developed fields. Furthermore, the PAUD Terpadu Inklusi BIK institute has such a crucial policy related to improving the quality, qualifications and competency of Shadow Teacher that it can provide better inclusion education services for ABK students in particular, and for other stakeholders in general.

scholarly journals School Security and Safety for Students with Special Needs in the Kingdom of Saudi Arabia: الأمن والسلامة المدرسية لطلاب ذوى الاحتياجات الخاصة فى المملكة العربية السعودية

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Mohammed bin Nasser al-Maatiq Al-Shahrani
Keyword(s):  
Saudi Arabia ◽  
Special Needs ◽  
School Safety ◽  
Children With Disabilities ◽  
School Security ◽  
Special Educational Needs ◽  
Negative Effects ◽  
Students With Special Needs ◽  
Regular School ◽  
The Impact

The study aimed at evaluating the school safety and security which is necessary to protect students with special needs in Saudi Arabia. The analytical descriptive approach was used  and study was divided into two main chapters: The first chapter deals with the conceptual framework by identifying the meaning of school security and safety, and identifying the special needs group. Then in the next chapter the researcher analyzed the current reality in Saudi society and diagnose it. The negative effects of not integrating special needs students in schools, and concluding with the most important recommendations and mechanisms to remedy these problems, and design a plan of action to implement the study and set a timetable for it. Results: Children with special needs face several problems, including psychological, educational or social, and the integration of this group into society in general and in schools is a complex issue. Integration is defined as providing opportunities for children with disabilities to become involved in the special education system as a means of emphasizing the principle of equality Opportunities in education and aims to integrate in general to meet the special educational needs of children with disabilities within the framework of the regular school and according to the methods and methods and methods of educational studies and supervised by the provision of a specialized educational system in addition to the cadres of education in the public school and many studies pointed to the impact Consolidation and support, including those rejected as a result of several positive and negative trends.

Concerns of Teachers About the Integration of Children with Physical versus Multiple Disabilities

1994 ◽  
Vol 18 (2) ◽  
pp. 50-56
Author(s):  
Jeff Sigafoos ◽  
John Elkins
Keyword(s):  
Special Needs ◽  
Peer Interaction ◽  
Physical Disabilities ◽  
Multiple Disabilities ◽  
Social Benefits ◽  
Regular Classroom ◽  
Children With Special Needs ◽  
School Teachers ◽  
Regular School ◽  
Degree Of Disability

The present study compared the attitudes and concerns of regular school teachers towards the integration of children with physical versus multiple disabilities. Teachers were generally positive towards integration for students with physical disabilities and only slightly less favourable towards the integration of students with multiple disabilities. Concerns about integration often depended on the child’s individual needs and degree of disability. Teachers were also concerned that integration might disrupt the classroom and indicated the need for more time and support. Educating children with special needs in the regular classroom was often said to be stressful. While the potential social benefits of integration were recognised, many teachers had observed a lack of positive peer interaction. Specific strategies to facilitate the integration of children with special needs emerged from these data and these are discussed.

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