scholarly journals The Effectiveness of Multimedia in Education for Special Education (MESE) to Improve Reading Ability and Memorizing for Children with Intellectual Disability

2018 ◽  
Vol 13 (08) ◽  
pp. 254 ◽  
Author(s):  
Munir Munir ◽  
Wawan Setiawan ◽  
Eddy Prasetyo Nugroho ◽  
Jajang Kusnendar ◽  
Aji Prasetya Wibawa
Keyword(s):  
Special Education ◽  
Intellectual Disability ◽  
Reading Ability ◽  
Independent Study ◽  
Single Subject ◽  
Single Subject Research ◽  
Reading Text ◽  
The Difference ◽  
Multimedia In Education ◽  
Children With Intellectual Disability

The difference between learning using one sensory ability (e.g. reading text or hearing or looking at the pictures only) and two or more (e.g. reading text equipped by sound and visualized by animation; and even allows children to get involved directly in the process of learning) was that the low ability in memorizing. MESE (Multimedia in Education for Special Education) was a multimedia application developed for reading for children with intellectual disability. This research aimed to find out MESE effectiveness in learning related to reading skills and memorizing. MESE was very attractive and had interactive ability that provided opportunity to learners for independent study. The method used was SSR (Single Subject Research). The results showed that learning by using MESE application enhanced reading skill and memorizing. The analysis of the student’s worksheet of reading ability and memorizing showed positive result though several sessions showed a decline and or a stable.

scholarly journals Phonetic Methods on The Early Reading Ability of Student with Intellectual Disability

2020 ◽  
Vol 6 (2) ◽  
pp. 72
Author(s):  
Nuri Hidayati ◽  
Asep Sunandar ◽  
Rizqi Fajar Pradipta
Keyword(s):  
Intellectual Disability ◽  
Reading Ability ◽  
Quantitative Research ◽  
Early Reading ◽  
Single Subject ◽  
Research Approach ◽  
Single Subject Research

Abstract: Influence phonetic method the Early Reading Ability of Intellectual Student with a disability. The study aims to determine the influence of the phonetic method on the Early Reading Ability of Students with Intellectual a disability. The research is a quantitative research approach to Single Subject Research (SSR). The results of the study indicate that there is an influence on the phonetic method of the Early Reading Ability of Students with Intellectual Disability

scholarly journals Effectiveness of Mobile Skill Teaching Software for Parents of Individuals with Intellectual Disability

2018 ◽  
Vol 11 (3) ◽  
pp. 1 ◽  
Author(s):  
Serkan Cankaya ◽  
Abdullah Kuzu
Keyword(s):  
Experimental Study ◽  
Intellectual Disability ◽  
Research Methodology ◽  
Life Skills ◽  
Daily Life ◽  
Probe Design ◽  
Single Subject ◽  
Single Subject Research ◽  
Multiple Probe ◽  
Children With Intellectual Disability

Mobile skill teaching software has been developed for the parents of the children with intellectual disability to be used in teaching daily life skills. The purpose of this research is to investigate the effectiveness of the mobile skill teaching software developed for the use of the parents of the children with intellectual disability. In accordance, the effectiveness of the software has been tested using multiple probe design with probe conditions across subjects’ research methodology which is one of the single subject research models. Four adults with intellectual disability and their parents participated in the study. The parents participating in the study taught their children with intellectual disability how to cook cheese omelet with the use of the software. The data obtained as a consequence of the experimental study suggests that the activities carried out by the parents with the use of the software were found to be effective.

scholarly journals Accelerating Qurán Reading Fluency through Learning Using QURÁNI Application for Students with Hearing Impairments

2019 ◽  
Vol 14 (06) ◽  
pp. 110
Author(s):  
Yusuf Hanafi ◽  
Heppy Jundan Hendrawan ◽  
Ilham Nur Hakim
Keyword(s):  
Special Education ◽  
Reading Fluency ◽  
Strong Correlation ◽  
Point Of View ◽  
Single Subject ◽  
Hearing Impairments ◽  
Limited Access ◽  
Single Subject Research ◽  
Components Of Reading ◽  
Positive Effect

The ability to read Qurán of students with hearing impairments supported by special education is still not as expected due to the limited access to technology. The progress of technology such as a smartphone has led many people to adopt a view that the technology of application is very appropriate to be developed for their learning. In this study, we have developed an application called QUR'ANI to teach reading the Qur'an fluently and appropriately for students with hearing impairments. The method used was single subject research with the AB model. The effectiveness of this application in teaching the Qur’an for students with hearing impairments has been tested with positive effect. Besides, the teacher's subjective point of view in this application has also been consulted. This research found that there was a strong correlation between the components of reading fluency.

scholarly journals COMPARISON OF SPECIAL EDUCATION PRESCHOOL PROGRAM AND INCLUSIVE PRESCHOOL PROGRAM FOR MATH ACHIEVEMENT

2019 ◽  
Vol 77 (1) ◽  
pp. 156-164
Author(s):  
Marija Slavkovic ◽  
Haris Memisevic
Keyword(s):  
Special Education ◽  
Intellectual Disability ◽  
School Readiness ◽  
Inclusive Education ◽  
Transition Period ◽  
Preschool Program ◽  
Preschool Programs ◽  
Inclusive Preschool ◽  
Quasi Experimental ◽  
Children With Intellectual Disability

Transition period from preschool years to school years is a time of rapid changes in children’s development. Children with intellectual disability lag behind their peers without disabilities in their school readiness skills, especially in math skills. Thus, there is a great importance of school preparation programs for children with intellectual disability in improving their math abilities. The aim of the present research was to compare the effectiveness of two preschool programs in improving math abilities of children prior to their enrollment in elementary schools. The sample for this research comprised 90 children aged 60-72 months. Of those, there were 60 children with intellectual disability and 30 typically developing children. Math abilities were assessed with a subscale from Peabody Individual Achievement Test. The results of this research indicated that children with intellectual disability attending special education preschool program achieved significantly better math results than children with intellectual disability attending inclusive preschool program. Some suggestions to preschool teachers on how to improve the effectiveness of their work with children with intellectual disability were given. Keywords: children with intellectual disability, inclusive education preschool programs, math abilities, quasi-experimental design, school readiness, special education preschool programs.

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