scholarly journals The Impact of Hygiene during COVID-19 Pandemic using Wheat Bread Microparticles: From Chemical Nutrient Content, Hand Hygiene, Multiplied Microorganisms to Education for Students with Special Needs

2021 ◽  
Author(s):  
Tryastuti Irawati Belliny Manullang ◽  
◽  
Asep Bayu Dani Nandiyanto ◽  
Ana A ◽  
Efri Mardawati ◽  
...  
Keyword(s):  
Intellectual Disabilities ◽  
Special Needs ◽  
Personal Hygiene ◽  
Wheat Bread ◽  
Scientific Concept ◽  
Students With Special Needs ◽  
Hand Sanitizer ◽  
Cooking Oil ◽  
Students With Intellectual Disabilities ◽  
The Impact

This study aims to demonstrate the importance of hygiene to prevent COVID-19 pandemic towards students with special needs using wheat bread where the chemical nutrient and multiplied microorganisms on bread made from wheat microparticles are analyzed. The experiments were conducted by contaminating the wheat bread using hands cleansed washing soap, hand sanitizer, cajuput oil, and cooking oil. Then, we gave lessons about the scientific concept to students with intellectual disabilities with IQ below 70. Results of the contaminated wheat bread showed the highest colony-forming units on the given treatment which used water and cooking oil. The second highest was the dirty hands. However, for wheat bread contaminated by handwashing soap, hand sanitizer and stores in the fridge, the colony-forming unit was null. The teaching and learning process showed that this experiment helped students to maintain personal hygiene during COVID-19. The experiment successfully shifted students’ perspectives because the students directly observed the process of the spoilage bread. Although it is very difficult for the students with intellectual disabilities to learn the concept of fungus, and microbe’s growth on the bread, this study can open students’ perception about handwashing. Therefore, implementing the experimental demonstration through an inquiry-based approach in future studies should be conducted to enable students to understand more about the scientific concept.

scholarly journals BERGERAK DAN BERKARYA BERSAMA SLB B-C CAHAYA JAYA, KELAPA GADING

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Shanty Sudarji
Keyword(s):  
Intellectual Disabilities ◽  
Special Needs ◽  
Hearing Impairment ◽  
Informal Education ◽  
Gifted Children ◽  
Speech Impairment ◽  
Special Needs Students ◽  
Students With Special Needs ◽  
High Intelligence ◽  
Students With Intellectual Disabilities

In Indonesia, education can be classified into formal, non-formal, and informal education. Special School (SLB) is one form of formal school that is devoted to provide educational services for students with special needs. Students and special needs students have significant differences in some important dimensions of their humanitarian function. This explains that physically, psychologically, cognitively, or socially obstructed in achieving its goals or needs and maximum potential, including those who are deaf, blind, have speech impairment, disability, mental retardation, emotional distress. Also gifted children with high intelligence. SLB B-C Cahaya Jaya provides special education for special needs students, including student with hearing impairment dan students with intellectual disabilities. This activity was given for 40 students with special needs which 11 students with hearing impairment and 29 students with intellectual disabilities. The activities are singing, playing balloons, pasting, painting, garnishing and dining. The objective is to refresh physical motor activity and learning to make a simple artwork with practical and fun means. The hoped benefits are to stimulate creativity, increase motor-perception coordination and to train social abilities to interact with others. Students can follow the activities cooperatively, and they can finish them independently or with assistance. Overall of the process, the activities went well.<br />Keywords: hearing impairement, intellectual disability, perception-motor

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.

scholarly journals The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments

2021 ◽  
Vol 12 ◽  
Author(s):  
Alfonso Rodríguez-Oramas ◽  
Pilar Alvarez ◽  
Mimar Ramis-Salas ◽  
Laura Ruiz-Eugenio
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Learning Environments ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Interactive Learning ◽  
Interactive Learning Environments ◽  
Evidence Based ◽  
Students With Special Needs ◽  
The Impact

In the international context of a progress toward more inclusive educational systems and practices, the role of Special Education teachers is being transformed. From an inclusive perspective, these professionals increasingly support students and their teachers in the mainstream classroom, avoiding segregation. However, Special Education teachers often struggle to reach and support all students with special needs and their teachers to provide quality inclusive education. For this reason, more research is still needed on in-service training strategies for the inclusion of students with special needs that effectively translate into evidence-based school practices that improve the education of all students. This article analyses the impact of two evidence-based dialogic training programs of Special Education teachers working in mainstream schools carried out in Mexico during the 2018–2019 school year. Through in-depth interviews with participants, it was identified how, after the training, teachers increasingly grounded their actions on scientific evidence and promoted interactive learning environments that improved the educational inclusion of their students with special needs. This training also became the venue to make evidence-based educational actions available to other students without special needs, improving the quality of education provided to all students.

Motivational Aspects of Gaming for Students with Intellectual Disabilities

2011 ◽  
Vol 1 (4) ◽  
pp. 49-59
Author(s):  
Maria Saridaki ◽  
Constantinos Mourlas
Keyword(s):  
Special Education ◽  
Intellectual Disabilities ◽  
Special Needs ◽  
Digital Games ◽  
Game Based Learning ◽  
Continuous Development ◽  
Research Findings ◽  
Students With Intellectual Disabilities ◽  
Intellectual Level ◽  
Extrinsic Reinforcement

The attention to learners with special needs, in particular those with intellectual disabilities, is an area of continuous development. It is considered important to develop adaptive educational solutions for the integration of people with educational difficulties according to their needs. Digital games provide an attractive and direct platform in order to approach students of every intellectual level. However, practical game based learning application in the special education classroom is still regarded with skepticism by educators, or has been treated solely as an extrinsic reinforcement. Moreover, the design and usage of digital games as a motivational tool for students with intellectual disabilities has not been thoroughly documented. This paper presents a review of the motivational theories and research findings regarding the usage of digital games in the educational experience of users with intellectual disabilities, with a scope to define the potentials, prerequisites and possible limitations of such an intervention.

scholarly journals Investigation of Experiences Teaching Students with Intellectual Disabilities / Geografijos mokytojų darbo pamokose su sutrikusio intelekto mokiniais patirties tyrimas

2017 ◽  
Vol 5 ◽  
pp. 153-167
Author(s):  
Regina Venckienė
Keyword(s):  
Intellectual Disabilities ◽  
Special Needs ◽  
Evaluation Method ◽  
Children With Special Needs ◽  
Self Evaluation ◽  
Teaching Aids ◽  
Students With Intellectual Disabilities ◽  
Teaching Learning ◽  
Almost All ◽  
Teaching Programs

The article contains a survey of some aspects of experiences teaching students with intellectual disabilities. It emphasizes the learning problems, discusses the issues of planning and individualization of teaching/learning substance, points out the most popular methods of teaching geography and nuances of communication and cooperation with other interested persons. Generalization of investigation data showed that almost all interrogated persons work with children with special needs. The majority of respondents seek solutions of the mentioned problems individually. They mainly communicate with their colleagues and students’ parents and individualize the teaching substance and tasks on their own. Their solutions usually are based on teaching aids designed for implementation of the general teaching programs. For complementary information, they usually address the internet sources or attend special courses, seminars and conferences. Most of geography teachers working with children with intellectual disabilities use both classic and active teaching/learning techniques and formal and informal evaluation applying oral and written interrogation methods. According to the obtained data, the teachers of geography, who participated in the interrogation, give priority to teaching skills of geography and all general competencies. It should be noted that generalization of the survey data highlighted some negative aspects of the work with students with intellectual disabilities. It was determined that during the lessons most of the interrogated teachers do not apply evaluation/self-evaluation method and use written quizzes alone. They scored own experience of working with children with special needs to 2–3 points and pointed out lack of competence. Unfortunately, few geography teachers think that students with intellectual disabilities should not be trained at comprehensive schools.

scholarly journals Reaching Out: Extending Collaboration & Training To Educators

2015 ◽  
Vol 13 ◽  
Author(s):  
Orletta Nguyen
Keyword(s):  
United States ◽  
Special Education ◽  
Special Needs ◽  
Job Demands ◽  
The United States ◽  
Hierarchical System ◽  
Collaborative Relationships ◽  
Students With Special Needs ◽  
Training And Support ◽  
The Impact

In the United States, special education paraeducators constitute a population of educators that provide integral services to our students with special needs. This population of educators is historically and currently poorly trained and supervised; yet, they work with the most challenging conditions and student population. Existing literature has unveiled a dismal state where the paraeducators job demands are increasing while their training and support remain relatively stagnant. An area where research has not highlighted as thoroughly is the impact of the dysfunctional, hierarchical system in which paraeducators operate. In essence, paraeducators are victims of a dysfunctional system that leaves them stagnant in their learning and in a position of marginalization. To begin including and valuing these individuals and thus improving our schools, practitioners must go back to the basics and increase the extent in which we demonstrate our appreciation of paraeducators by acknowledging and including them in more collaborative relationships and providing adequate training.

scholarly journals Dampak implementasi pendidikan inklusi terhadap aspek akademik siswa lamban belajar (slow learner)

2019 ◽  
Vol 11 (1) ◽  
pp. 23-28
Author(s):  
Suparno Suparno ◽  
N. Praptiningrum ◽  
Ernisa Purwandari
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Positive Impact ◽  
The Other ◽  
Slow Learner ◽  
Students With Special Needs ◽  
Academic Reading ◽  
The Subject ◽  
The Impact ◽  
The City

Pendidikan inklusi sebagai sebuah pendekatan untuk memenuhi kebutuhan pendidikan belajar semua anak, menjadi solusi bagi peserta didik berkebutuhan khusus untuk mendapatkan layanan pendidikan setara dengan peserta didik pada umumnya termasuk siswa berkebutuhan khusus lamban belajar (slow learner). Daerah Istimewa Yogyakarta (DIY) sebagai salah satu provinsi penyelenggara pendidikan inklusi telah menerapkan pendidikan inklusi di semua kabupaten dan kota. Kajian ini penting untuk memperbaiki praktik pendidikan inklusi di DIY selanjutnya. Subjek dalam penelitian ini adalah siswa lamban belajar (slow learner) tingkat dasar (dasar 1-3) di tujuh SD Inklusi di Bantul. Hasil penelitian menunjukkan bahwa 1) implementasi pendidikan inklusi memberikan dampak positif terhadap capaian akademik membaca dan aritmatika siswa lamban belajar; 2) implementasi pendidikan inklusi belum menunjukkan dampak yang positif terhadap capaian akademik menulis siswa lamban belajar. Penelitian masih terbatas pada siswa lamban belajar sehingga perlu pengkajian lebih lanjut akan dampak pendidikan inklusi pada siswa berkebutuhan khusus lainnya. Inclusive education as an approachment to meet the needs of learning all children be a solution for students with special needs to get the services of education equivalent to students in general included in it students slow learner. Daerah Istimewa Yogyakarta (DIY) as one of the provinces of the organizers inclusive education in all of the regency and the city. This study is an important to improve the practice of inclusive education in DIY next time. The subject in this research are students with slow learner the basic (basic 1- 3) in seventh inclusive elementary school in Bantul. The results of the research indicate that 1) implementation inclusive education give a positive impact on their academic reading and arithmetical students with slow learner; 2) implementation inclusive education has not shown a positive impact on their academic wrote students with slow learner. The research is still limited on the students with slow learner so that need to more assessment will be the impact of inclusive education on the other students with special needs.

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