scholarly journals Implementation Of Health Protocol In Preventing The Spread Of The Covid 19 Virus

2021 ◽  
Vol 1 (2) ◽  
pp. 153-157
Author(s):  
Rahmadhani Fitri ◽  
Hendra Fahruddin Siregar ◽  
Adi Sastra Pengalaman Tarigan
Keyword(s):  
Special Needs ◽  
Community Service ◽  
Rna Virus ◽  
Physical Disabilities ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Single Strain ◽  
New Normal ◽  
Safe Place ◽  
Approach Method

Covid-19 is a positive single strain RNA virus that infects the respiratory tract. This virus spreads quickly, the only way is to prevent it. As time progressed, the conditions of transmission became more widespread and took many victims, ranging from adults, teenagers to children. This virus can attack anyone, this virus can also attack children with special needs. Children with special needs are children with special characteristics that are different from children in general without always showing mental, emotional, or physical disabilities. One of them is mental retardation. The more widespread the spread of the COVID-19 virus, the application and knowledge of health protocols must also touch the mentally retarded. This obstacle will affect them to adjust to the implementation of health protocols every day and homework for SLB C Muzdalifah to provide a safe place for students. Prepare students and teaching units in the implementation of New Normal Education. And Educate students so that they apply health protocols at all times. The approach method used in this community service is socialization through posters of health protocols and placement of hand sanitizers. Information on preventing the spread of covid 19 through posters and placing hand sanitisers in the SLB C Muzdalifah area as a reminder and teaching regularity in implementing health protocols. This information is expected to become a habit in the New Normal.

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

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.

scholarly journals Teachers' Perceptions on What Inclusion Needs

2010 ◽  
Vol 12 (1) ◽  
pp. 75-84 ◽  
Author(s):  
Ženija Bērziņa
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Special Schools ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Regular Classrooms ◽  
Physical Abilities ◽  
Equal Right

Teachers' Perceptions on What Inclusion NeedsA decade has passed since the equal right of all children to quality education regardless of their mental or physical abilities was declared by the Education Law (Izglītības likums, 1998). During that interlude, the Latvian educational system went through a period of tremendous change from total segregation of children with special needs in special schools to so-called "correction" classes in general schools, then to the special classes in general schools and finally to inclusion of special needs children in regular classrooms. Thus, the idea of inclusive education has been developed and implemented in various forms, which causes people to have a different understanding of what inclusive education means and impedes children with special needs from learning together with their peers in general classrooms. This article reflects on the findings of a qualitative study that was designed and conducted to investigate different perceptions of pre-school and primary school teachers on the preconditions for inclusive education.

scholarly journals Efforts to Maintain the Health of Children with Special Needs (ABK) During the Pandemic through Online Education Seminars

2020 ◽  
Vol 2 (1) ◽  
pp. 10-13
Author(s):  
Ziske Maritska
Keyword(s):  
Online Education ◽  
Special Needs ◽  
Community Service ◽  
Children With Special Needs ◽  
Service Activity ◽  
Short Time

Sudden changes that cover all aspects of life in a short time, such as what happened during the current COVID-19 pandemic, can pose challenges to not only the children with special needs, but also their parents / guardians. This community service activity is carried out in the form of online educational seminars on efforts to maintain the health of children with special needs during the pandemic for parents / guardians of children with special needs who attend SLB C Karya Ibu Palembang and also common populace. This activity aims to provide a better understanding to parents / guardians of children with special needs about what children with special needs may face and live with during the pandemic.

scholarly journals EVALUATION OF HANDLING OF CHILDREN WITH SPECIAL NEEDS IN PRIMARY SCHOOL INCLUSION

2018 ◽  
Vol 1 (2) ◽  
pp. 82
Author(s):  
Kurniayu T.R.A Ratu
Keyword(s):  
Special Education ◽  
Elementary School ◽  
Primary School ◽  
Special Needs ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
National Education ◽  
National Education System ◽  
Inclusive Schools ◽  
Qualitative Descriptive

According to article 15 of Law No. 20 of 2003 on National Education System, that kind of education for children with special needs is Special Education. Article 32 (1) of Law No. 20 of 2003 imposes limits that Special Education is education for students who have difficulty in following the learning process because of physical, emotional, mental, social, and/or have the potential intelligence and special talents. The purpose of this study was to determine the treatment of children with special needs in inclusive schools in elementary school inclusion and know the resistance received by teachers in dealing with children with special needs in elementary school inclusion Glagah subdistrict in Lamongan district. Researchers used purposive sampling to choice of subjects in this study, to specialize in the subject in accordance with the purpose or goal of this study. Subjects in this study were three teachers who teach in the classroom who are children with special needs, the three principals in three schools as well as the inclusion of six parents whose children including children with special needs in inclusive schools in the District Glagah Lamongan. Technique data collecting by observation, interview techniques, and documentation techniques. The benefits of research to contribute about appropriate handler for special needs children who enroll in primary school inclusion. This study used a qualitative approach. This study was a qualitative descriptive.

scholarly journals Dental Students’ Perceptions before and after Attending a Centre for Children with Special Needs: A Qualitative Study on Situated Learning

2020 ◽  
Vol 8 (3) ◽  
pp. 69
Author(s):  
Hani T. Fadel ◽  
Khlood Baghlaf ◽  
Afnan Ben Gassem ◽  
Hala Bakeer ◽  
Alla T. Alsharif ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Special Needs ◽  
Situated Learning ◽  
Dental Students ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Self Confidence ◽  
Before And After ◽  
Negative Perceptions ◽  
Negative Expectations

Objectives: To develop an in-depth understanding of the perceptions and experiences of senior dental students before and after fieldwork visits to a centre for children with special needs. Methods: A qualitative study utilised open-ended questions and involved 39 fifth-year dental students. A thematic analysis of the collected responses was undertaken, and a hierarchy of themes and subthemes were developed. Results: Analysis of the pre-visit responses revealed three main themes and a number of subthemes: ‘negative expectations’, ‘positive expectations’, and ‘pain expectations’. Similarly, four main themes with a number of subthemes emerged from the post-visit responses: ‘positive perceptions’, ‘negative perceptions’, ‘oral problems observed’, and ‘recommendations’. Conclusions: Within the study limits, different perspectives were extracted. Prior to the fieldwork visit, students expressed their lack of self-confidence and inadequate preparation. Following the situated learning visit experience, students’ perceptions of managing special needs children was positively influenced. Students were happy to be exposed to such an experience, but hoped for better organisation and specialised supervision in the future.

scholarly journals Communicative Approach to Inclusive Education in Pre-School

2015 ◽  
Vol 4 (1) ◽  
pp. 50-56
Author(s):  
Sandra Kraukle
Keyword(s):  
General Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Communication Skills ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Social Emotional ◽  
Basic Principles ◽  
Teachers And Parents

Abstract The understanding of the basic principles of inclusive education motivates the inclusion of children with special needs in general education schools. The paper presents the process of implementing inclusive education in Latvia and the teachers' and parents' understanding of the role of communication in including children with special needs, communication strategies, basic qualities and their use in teachers' work with children with special needs. Teachers and parents were asked to answer a questionnaire to determine if: (1) parents and teachers understand the value of communication in developing social, emotional and cognitive development and the implementation of inclusive education for children with special needs and (2) teachers of general pre-schools are ready to communicate with special needs children with and their parents while implementation inclusive education. This research confirms that teachers lack communicative competencies working with children with special needs (especially with children with limited communication skills) and their parents.

scholarly journals Pendidikan Islam bagi Kanak-Kanak Berkeperluan Khas: Guru sebagai Murabbi

2021 ◽  
Vol 5 (1) ◽  
pp. 64-76
Author(s):  
Nor Izzati Mahd Nor
Keyword(s):  
Special Needs ◽  
Daily Life ◽  
Islamic Education ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Keywords Children ◽  
Education Teacher ◽  
Literature Research ◽  
Muslim People ◽  
Good Attitude

Children with special needs are responsible in playing their role as servant and caliph of Allah. Therefore, Islamic Education teachers are highly accountable in educating and guiding special needs children to be able to know the Quran and perform worship in daily life. The purpose of this study is to explain the roles of Islamic Education teachers as murabbi. This is a qualitative research that uses an approach of literature research. The study had found that Islamic Education teachers play a big role to educate their students especially children with special needs and have responsibility to change muslim people in our country. Therefore, Islamic Education teachers need to be equipped with knowledge in all fields, rabbani thought and good attitude to give their best service as murabbi. Keywords: Children with Special Needs, Islamic Education Teacher, Murabbi AbstrakKanak-kanak berkeperluan khas juga adalah insan yang dipertanggungjawabkan oleh Allah SWT untuk memainkan peranan sebagai hamba dan khalifah Allah SWT. Oleh itu, guru-guru Pendidikan Islam memikul tugas dan amanah yang berat dalam mendidik dan membimbing kanak-kanak berkeperluan khas supaya dapat mengenal al-Quran dan melaksanakan ibadat dalam kehidupan seharian. Tujuan penulisan ini adalah untuk menjelaskan peranan guru Pendidikan Islam sebagai murabbi. Kajian ini merupakan kajian kualitatif iaitu dengan merujuk kepada bahan-bahan penulisan seperti buku-buku ilmiah, bab dalam buku, dan artikel jurnal yang berkaitan dengan tajuk kajian. Dapatan kajian mendapati guru Pendidikan Islam sebagai murabbi memainkan peranan dan tanggungjawab yang besar dalam mendidik pelajar khususnya kanak-kanak berkeperluan khas dan turut memainkan peranan sebagai agen perubahan negara yang membentuk masyarakat. Oleh itu, guru Pendidikan Islam perlu menyiapkan diri dengan penguasaan ilmu dalam semua bidang, pemikiran rabbani dan sikap yang terpuji bagi meneruskan perkhidmatan yang cemerlang sebagai murabbi. Kata kunci: Kanak-kanak Berkeperluan Khas, Guru Pendidikan Islam, Murabbi

scholarly journals SPECIAL FEATURE OFTHE COMMUNICATION BETWEEN CHILDREN IN THE INCLUSIVE ENVIRONMENT

2019 ◽  
pp. 33-36
Author(s):  
Y. Krasilova ◽  
V. Marchuk
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
School Children ◽  
Children With Disabilities ◽  
Physical Disabilities ◽  
Children With Special Needs ◽  
Children And Parents ◽  
Active Communication ◽  
Peer Community

We have considered approaches to define the concept "inclusive education". We have defined features of the communication between elder school children in the inclusive environment. Found that communication and perception of children with special needs depend much on disability form because kids with physical disabilities can more easy socialize, they are perceived better in the peer community, they are more communicated and interacted. It is proved that children's attitude to classmates with disabilities depends on attitude of their parents to the inclusiveness and inclusive environment. We have defined, that for successful introducing inclusive education and creating a comfortable environment for all we have to work directly with parents so that they understand that introducing an inclusive environment will not harm their children, but will form their tolerance skills for children with disabilities. Therefore, it is necessary to provide parents with an understanding of the features of children with disabilities, through lectures, trainings, and viewing films about inclusive education. Further directions for exploring effective ways of presenting information on inclusive education for children and parents are perspective, which will help to eliminate stereotypes and establish active communication in an inclusive environment.

Conditions That Facilitate Music Learning Among Students With Special Needs

2013 ◽  
Vol 61 (2) ◽  
pp. 144-159 ◽  
Author(s):  
Kevin W. Gerrity ◽  
Ryan M. Hourigan ◽  
Patrick W. Horton
Keyword(s):  
Special Needs ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Musical Ability ◽  
Students With Special Needs ◽  
Paired Samples ◽  
Significant Difference ◽  
School Music ◽  
Musical Growth ◽  
Study Participants

The purpose of this mixed-methods study was to identify and define the conditions that facilitate learning in music among students with special needs. Children with special needs met once a week for 10 consecutive weeks and received instruction in primarily music as well as the other arts. The children completed pre- and posttest evaluations that served as measurements of musical ability and growth. A paired-samples t test revealed a significant difference between pre- and posttest scores. Additionally, all of the study participants (the children, each child’s parent and/or guardian, university students serving as mentors, and professionals who supervised the program) completed semistructured interviews in order to determine the conditions that may have led to the children’s musical growth. Qualitative results corroborated the quantitative results and indicated that repetition, student choice, and increased response time were considered important teaching strategies that led to student growth and learning. Likewise, having in place clear directions and expectations, a behavior plan, and fostering a positive atmosphere that was free of distractions were identified by the participants as important conditions that must be met for learning to take place. A model for including children with special needs in public school music programs is discussed.

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