scholarly journals Analysis of Coping Behavior of Parents Who Have Children with Special Needs (Autism) in Public Special School 1 Kendari

2020 ◽  
Vol 1 (2) ◽  
pp. 28-36
Author(s):  
Rani Muhammadi ◽  
Sudirman Nasir ◽  
Yahya Thamrin ◽  
Ridwan M. Thaha ◽  
Arifin Seweng ◽  
...  
Keyword(s):  
Special Needs ◽  
Health Workers ◽  
Coping Behavior ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Special School ◽  
Children With Special Needs ◽  
Coping Behaviors ◽  
Study Approach ◽  
The Individual

Autism Spectrum Disorder (ASD) is a condition characterized by several levels of social behavior, communication and language that is disturbed by various interests and narrow activities that are unique to the individual and carried out repeatedly. Parents need coping to understand the condition of children with special needs. This study aims to analyze coping behavior in parents who have children with special needs (autism). This research is a qualitative research with a case study approach. The data were obtained by means of in-depth interviews and observations on 14 informants consisting of families, parents and health workers as well as teachers and principals Public Special School 1 Kendari. Content analysis is used to identify topics or categories in data. The results showed that coping behaviors were used to overcome feelings, namely worship, crying, patience, keeping busy and entertaining themselves. Coping behavior to overcome the condition of children with special needs (autism) in the form of following therapy, dietary food, teaching children at home, alternative medicine and taking medication. To support coping efforts, parents get support from family, friends, school principals, teachers and therapists. It is recommended that Special School 1 Kendari be able to increase the understanding and knowledge of parents about autism by holding training for parents who have children with autism, how to handle children with autism so that parents gain understanding and help parents' difficulties in working with children with autism.

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

Development of Virtual Reality Applications with the ADDIE Model for Prospective Educators of Children with Autism

2020 ◽  
Vol 4 (4) ◽  
pp. 672-681
Author(s):  
Dhomas Hatta Fudholi ◽  
Rahadian Kurniawan ◽  
Dimas Panji Eka Jalaputra ◽  
Izzati Muhimmah
Keyword(s):  
Virtual Reality ◽  
Special Needs ◽  
Prospective Teachers ◽  
Children With Autism ◽  
Children With Special Needs ◽  
Design Development ◽  
Autistic Children ◽  
Application Development ◽  
Addie Model ◽  
Prospective Educators

Knowledge is needed for children with special needs to support their quality of life. This is a challenge for prospective educators / prospective teachers. A deeper knowledge is needed to really understand children with special needs. This research is carried out to develop a skill simulator application for autistic child’s prospective educator using Virtual Reality technology. This application will be used as a teaching medium which incorporates motion sensor tools. The sensors will make the virtual application looks realistic. The application was developed using the ADDIE method (Analysis, Design, Development, Implementation and Evaluation). The application development begins with discovering the characteristic of autistic children. This is done to formulate the learning materials. The knowledge base of the autistic children was obtained from the Sekolah Luar Biasa (SLB). By using the obtained knowledge, storyboard was designed and implemented. The developed application has been evaluated by 16 prospective child educators with autism and two professional experts. In general, the application can help prospective educators understand the characteristics of children with autism. Moreover, it provides a safe and pleasant teaching skill practice for the prospective educators.  

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 Savouring as an Intervention to Decrease Negative Affect in Anxious Mothers of Children with Autism and Neurotypical Children

2021 ◽  
Vol 11 (5) ◽  
pp. 652
Author(s):  
Ariel Pereira ◽  
Atiqah Azhari ◽  
Chloe Hong ◽  
Gerin Gaskin ◽  
Jessica Borelli ◽  
...  
Keyword(s):  
Negative Affect ◽  
Positive Affect ◽  
Children With Autism ◽  
Well Being ◽  
Autism Spectrum ◽  
Positive Experience ◽  
Children With Asd ◽  
Mother Child Relationships ◽  
Potential Benefits ◽  
The Individual

Savouring is an emotion regulation strategy and intervention that focuses on the process of attending, intensifying and prolonging positive experiences and positive affect associated with these memories. Personal savouring involves a reflection on positive memories that are specific to the individual and do not involve others. In contrast, relational savouring entails reflecting on instances when people were responsive to the needs of their significant others. Such interventions hold potential benefits in enhancing positive affect (PA) and reducing negative affect (NA) for both parents of children with autism spectrum disorder (ASD) and parents of neurotypical children. Adults with greater symptoms of generalised anxiety have been found to have less PA and more NA. However, no study has investigated the effects of a mother’s anxiety symptoms on the efficacy of savouring in enhancing PA and reducing NA. Thus, this paper combined personal and relational savouring to investigate whether savouring may enhance PA and reduce NA of a pooled sample of mothers of neurotypical children and mothers of children with ASD. 52 mothers of neurotypical children and 26 mothers of children with ASD aged 3–7 years old were given a series of questionnaires and randomly assigned to either relational savouring or personal savouring conditions. In relational savouring, mothers were asked to reflect upon a shared positive experience with their child while in the personal savouring condition, a personal positive experience was recalled. Across mothers of children with ASD and neurotypical children, findings suggest that savouring leads to a decrease in NA (p < 0.01) but not increases in PA. Similarly, mothers with higher levels of anxiety experience a greater decrease in NA (p < 0.001) compared to mothers with lower levels of anxiety post-savouring. This study proposes that a brief savouring intervention may be effective among mothers of preschoolers. As lower levels of negative affect is linked to healthier psychological well-being, mothers might be able to engage in more effective and warm parenting after savouring exercises, which would cultivate positive mother-child relationships that benefit their children in the long-term.

scholarly journals Fenomenologia da Qualidade de Vida de Mães de Crianças Autistas

2020 ◽  
Vol 26 (2) ◽  
pp. 122-134
Author(s):  
Maria P. M CHAIM ◽  
Sebastião B. C. NETO, ◽  
Aminn y F. PEREIRA, ◽  
Virgínia E. S. M. COSTA
Keyword(s):  
Quality Of Life ◽  
Children With Autism ◽  
Structured Interview ◽  
Autism Spectrum ◽  
Primary Objective ◽  
Public Health Services ◽  
Children With Asd ◽  
The Individual ◽  
Phenomenological Psychopathology

The quality of life (QOL) of mothers of children with autism spectrum disorder (ASD) is related to the symptomatic and idiopathic characteristics of the existential condition of the child and is determined by the subjective understandings attributed according to the individual experience. The primary objective of this article is to describe and understand the subjective constructs about the self-referenced QOL of mothers of children with ASD. It is an empirical study, qualitative and based on a reading of phenomenological psychopathology. Participated 10 mothers of children with ASD, users of public health services in Goiânia. The following instruments were used: a sociodemographic and clinical data questionnaire and a semi-structured interview script about QOL. The interviews were submitted to the construction of thematic categories, according to the methodology of Giorgi (1985), and later were correlated with the existential categories of Augras (2004). It was observed that although a standard is sought to understand QOL, each mother has subjective factors that reflect in her way of experiencing the condition of being a mother of a child with special needs. It is concluded that it is the science, when seeking to understand the quality of life of people with similar characteristics, to consider the relevance of the subjective aspects and the meaning that each mother constructs of its own reality.

scholarly journals Kontribusi Muhasabah dalam Mengembangkan Resiliensi Pada Orang Tua Anak Berkebutuhan Khusus

2021 ◽  
Vol 6 (2) ◽  
pp. 244-262
Author(s):  
Fatma Laili Khoirun Nida
Keyword(s):  
Special Needs ◽  
Poor Quality ◽  
Children With Special Needs ◽  
Case Study Approach ◽  
Study Approach ◽  
Study Results ◽  
Resilience Factors ◽  
Depth Interviews

The phenomenon of the poor quality of parental care for children with disabilities makes resilience one of the psychological capital that contributes to improving the quality of care. This study describes how through a muhasabah intervention in Blimbingrejo Village, Nalumsari District, Jepara Regency. The purpose of this study was to provide information for parents of children with special needs about muhasabah interventions in developing the resilience abilities of parents when carrying out their care. The urgency of this research is to reduce parenting stress experienced by parents because of the developmental barriers of their children. This research is qualitative with a case study approach through in-depth interviews and observation techniques. The study results explain that the condition of children with special needs is often a stressor for their parents. However, parents can live with complete steadfastness as a form of their resilience. The pattern of resilience formed is supported mainly by thinking about what they are trying to do. There are indications of the meaning of resilience factors in the practice of muhasabah in the form of the ability to regulate emotions, develop optimism and empathy, control impulses and causal analysis, good self-efficacy and take wisdom as an indication of aspects of the reaching out process. The results of this study are helpful information in developing the concept and practice of caring for children with special needs.

Critical Behavior Monitoring for Children with Special Needs in Preventing Physical Injury Using Kinect

2015 ◽  
pp. 211-249
Author(s):  
Ong Chin Ann ◽  
Lau Bee Theng ◽  
Henry Lee Seldon ◽  
Fernando Anddie Putra
Keyword(s):  
Special Needs ◽  
Critical Behavior ◽  
Human Activities ◽  
Autism Spectrum ◽  
Physical Injury ◽  
Children With Special Needs ◽  
Kinect Sensor ◽  
Monitoring Model ◽  
Behavior Monitoring ◽  
Human Activities Recognition

This research studies ways to prevent physical injury for children with special needs, or specifically children with Autism Spectrum Disorder (ASD). The prevention is achievable by monitoring child behavior in the classroom from time to time. A Critical Behavior Monitoring model was developed for this purpose. The model is integrated with a Kinect sensor (by Microsoft) to process the signal acquired for human activities recognition. Currently, the model manages to identify 17 different human activities and notify parents or teachers via SMS and/or email if any unusual or critical activities are detected (i.e. falling down or asking for help). This will ensure immediate action is taken to prevent injuries or the situation from getting worse.

scholarly journals E-books for children with autism: Best read alone or with a therapist?

2020 ◽  
Vol 36 (1) ◽  
pp. 19-32
Author(s):  
Erin Soares ◽  
Therese Miller ◽  
Kathleen Ciffone ◽  
Kirsten Read
Keyword(s):  
Children With Autism ◽  
Autism Spectrum ◽  
Ideal Condition ◽  
Storybook Reading ◽  
Applied Behavioral Analysis ◽  
Story Reading ◽  
Children With Asd ◽  
Shared Storybook Reading ◽  
The Individual ◽  
The Ideal

Children with autism spectrum disorder (ASD) seemingly prefer tablets to other methods of intervention, though professionals posit that a therapist’s presence is beneficial. In this experiment, two unique e-stories were created specifically for children with ASD. Ten children with low- or nonverbal ASD heard each story presented on an iPad; one narrated through the iPad, and one read by a therapist trained in Applied Behavioral Analysis (ABA). The within-participants design enabled researchers to measure the individual benefit of each type of story reading. After hearing each book, participants were tested on their comprehension via multiple choice, sequencing, and open-ended questions. Results indicated that the ideal condition for these young children with low- and nonverbal ASD was the therapist-read condition. These findings suggest that simple stories presented on a rewarding platform, with the minimally intrusive assistance of a therapist, provide young, verbally-challenged children with ASD with a foundation for receiving the benefits of shared storybook reading.

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