Learning Model to Improve Social and Emotional Abillity of the Children with Special Needs in Inclusive School

2017 ◽  
Author(s):  
Nandi Warnandi ◽  
Imas Diana Aprilia ◽  
Neni Satriani
Keyword(s):  
Special Needs ◽  
Learning Model ◽  
Children With Special Needs ◽  
Social And Emotional ◽  
Inclusive School

scholarly journals Ekstrakurikuler Baca Tulis Al-Qur’an Pada Siswa Anak Berkebutuhan Khusus

2019 ◽  
Vol 1 (2) ◽  
pp. 185-196
Author(s):  
Nisa Maya Sari ◽  
Mahfudh Mahfudh
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Special Needs ◽  
Research Methods ◽  
Children With Special Needs ◽  
Case Study Approach ◽  
Normal Children ◽  
Study Approach ◽  
Inclusive School

Inclusive school is a school that combines children with special needs with other normal children in one class and this school was implemented in Kediri two years ago SMPN 05 Kediri. In order to make it easier for children with special needs to understand the teachings of Islam at school, the school organizes extracurricular writing the Qur'an every Thursday. This study uses qualitative research methods with a case study approach because researchers want to see and understand directly how the extracurricular process is carried out. Data collection techniques, researchers used interviews, observation and documentation. With this extracurricular, children with special needs little by little can already recognize the Hijaiyah letters and read the book Iqra.   Sekolah inklusi merupakan sekolahan yang menggabungkan anak berkebutuhan khusus dengan anak normal lainnya dalam satu kelas dan sekolahan ini sudah terlaksana di Kediri dua tahun yang lalu SMPN 05 Kediri,. Agar anak berkebutuhan khusus lebih mudah memahami pelajaran agama Islam di sekolah, pihak sekolah mengadakan ekstrakurikuler bca tulis Al-Qur’an setiap hari kamis. Penelitian ini menggunakan metode penelitian kualitatif dengan pendekatan studi kasus, karena peneliti ingin melihat dan memahami secara langsung bagaimana proses ekstrakurikuler tersebut terlaksana. Teknik pengumpulan data, peneliti menggunakan wawancara, observasi dan dokumentasi.  Dengan adanya ekstrakurikuler ini, anak berkebutuhan khusus sedikit demi sedikit sudah bisa mengenal huruf Hijaiyah dan membaca buku Iqra

scholarly journals STUDI IMPLEMENTASI PEMBELAJARAN MODEL SISWA INKLUSI DI SDS MUTIARA HATI PONOROGO

2021 ◽  
Vol 1 (1) ◽  
pp. 84-90
Author(s):  
Dian Puspita Sari ◽  
Fuad Fitriawan
Keyword(s):  
Data Analysis ◽  
Special Needs ◽  
Students With Disabilities ◽  
Teacher Learning ◽  
Inclusive Education ◽  
Learning Process ◽  
Learning Model ◽  
Children With Special Needs ◽  
Inclusive Schools ◽  
The Impact

Inclusive education is education for children with special needs so that they can study together with regular children in general. One school that implements inclusive education is SDS Mutiara Hati Ponorogo. Students with disabilities can study together with regular children without being discriminated against. The form of learning model applied in this school pays attention to the condition of the child. With the existence of inclusive schools, it can help children with special needs to get the same place to learn as other regular children and can bring the development of children with special needs to be better. Based on the results of the data analysis, it was concluded that (1) the learning process of inclusive students at SDS Mutiara Hati Ponorogo, namely inclusion students accompanied by a special companion teacher, learning in the same class with regular children and for the gradation is lowered, (2) the form of learning model Inclusion students who are applied at SDS Mutiara Hati Ponorogo are paying attention or adjusted to the conditions of their students by being monitored by psychologists and also the principal, and (3) the impact of implementing the learning model for inclusive students at SDS Mutiara Hati Ponorogo, namely that the development is getting up to the class the better and able to develop its potential.

scholarly journals Model Of Disability Learning in Islamic Education at Inclusive School Malang, Indonesia

2021 ◽  
Vol 12 (3) ◽  
pp. 5388-5392
Author(s):  
Zulfi Mubaraq Et. al.
Keyword(s):  
Special Needs ◽  
Assessment System ◽  
Islamic Education ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Pull Out ◽  
Inclusive School ◽  
Learning Programs ◽  
The Difference ◽  
The Government

Education is the most basic need for every human being, even children with special needs also really need education. Given the importance of education for all, education for children with special needs is facilitated by disability or inclusive-based classes. The inclusive class model as an alternative recommended by the government to serve children with special needs. This study aims to find out the extent of planning, implementation, evaluation, and impact points of learning implementation Islamic education in inclusive schools at Malang city. This research used a qualitative approach, a type of case study with a multi-site study design. The data collected is organized, interpreted, and analyzed in cross-site cases and analyses. research instruments used include interviews, observation, and documentation. The results are Planning standard of islamic education learning in the inclusion class is the same as other schools using the 2013 curriculum which includes syllabus and learning planning. It's just that the special assistant teacher made a design of teaching materials that are appropriate to the situation of each child with special disabilities. Implementation Standard, there are at least many models, including inclusion classes, used regular full inclusion classes with simplified indicators, cluster classes, and pull out using individual learning programs. Evaluation conducted by disability schools is to separate between normal students and those with special disabilities who differ in the description of the indicators. Another model in this school the difference between normal students and those with special needs, the assessment system of students with special needs.

scholarly journals KOMUNIKASI PEMBELAJARAN BERBASIS DARING UNTUK ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH INKLUSI

2021 ◽  
Vol 10 (1) ◽  
pp. 76-92
Author(s):  
Mutiah Mutiah
Keyword(s):  
Special Needs ◽  
Implementation Process ◽  
Communication Process ◽  
Online Media ◽  
Communication Model ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Face To Face ◽  
Inclusive School ◽  
Therapeutic Tools

This research looks at the phenomenon of the Covid 19 pandemic conditions which require learning activities at school to change to studying at home. This home school learning relies on online media, which of course has its own challenges in the implementation process. The challenge for inclusive schools is how this learning communication can be sent to students with special needs online. The purpose of this study was to see the online-based learning communication process for students with special needs, thus this study used a qualitative approach with descriptive data presentation. From this research, it was found that online media was not able to bridge the learning communication carried out by schools for students with special needs. Therefore all learning materials and learning messages are modified by shadow teachers (teachers accompanying children with special needs). Researchers discuss this modification with the analysis of the communication model from Berlo, namely the aspects of source, messages, channel and receiver. The conclusion of this study is that online-based learning processes for children with special needs cannot be done because children with special needs actually need face-to-face communication, face-to-face communication is one of the therapeutic tools for advancing the abilities of children with special needs. Key words: learning Communications, Children with Special needs, inclusive school  

scholarly journals Enhancing the Pedagogical Competence of Inclusive School Teachers in Handling Children with Special Needs

2021 ◽  
Author(s):  
Sari Rudiyati ◽  
Bayu Pamungkas ◽  
Diajeng Tyas Pinru Phytanza
Keyword(s):  
Special Needs ◽  
Learning Needs ◽  
Children With Special Needs ◽  
Learning Tools ◽  
School Teachers ◽  
Inclusive Schools ◽  
Inclusive School ◽  
Pedagogical Competence ◽  
The Impact ◽  
Posttest Questionnaire

This study aimed to: 1) analyze the level of pedagogic competence of inclusive school teachers in dealing with children with special needs; 2) carry out activities to increase this competence; and 3) investigate the impact of these activities. An action research design was used. Data were collected through pretest and posttest questionnaire instruments and interviews. Two cycles of activities to increase the level of pedagogic competence were carried out: cycle 1 involved training and cycle 2 involved a workshop. The results showed that the training and workshops were effective in improving the pedagogic competence of inclusive school teachers in dealing with children with special needs and in improving the skills of teachers in preparing learning tools according to the learning needs of students, and this effect was significant. Keywords: teacher pedagogical competencies, inclusive schools, children with special needs

scholarly journals Educational Revitalization of the Children with Special Needs at an Inclusive School

2018 ◽  
Vol 6 (3) ◽  
pp. 385
Author(s):  
Made Kerta Adhi ◽  
Ni Putu Seniwati
Keyword(s):  
Special Needs ◽  
School Library ◽  
Children With Special Needs ◽  
Normal Children ◽  
Self Development ◽  
Inclusive School ◽  
Teachers And Students ◽  
Educational Staff ◽  
And Behavior

The main purpose of this research is to find out the forms and meaning of revitalization of children with special needs at an inclusive school, particularly at Saraswati Elementary School, Tabanan, and Bali. This research is a qualitative research with an approach of a Cultural Study. The results show that the forms of revitalization are increasing resources, such as the workshop of teachers and students parents; providing apprentice for school staff, especially the manager of school library; increasing the involvement of children with special needs with the other common peers in self-development; equipping facilities such as special guidance room and library facilities. The meaning of revitalization is to improve the quality of human resources, togetherness in differences, and the development of potential children with special needs. In conclusion, there are enhancement of knowledge, skills, and behavior of teachers and educational staff respectively with the average of 88 and 90 percent, parents become more empathetic to the children, and social cohesion between children with special needs and normal children is established, so children with special needs are able to grow well.

scholarly journals KARAKTERISTIK ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH DASAR NEGERI (INKLUSI) DI KOTA PALANGKA RAYA

2017 ◽  
Vol 17 (1) ◽  
pp. 22-27
Author(s):  
Agung Riadin ◽  
Misyanto Misyanto ◽  
Dwi Sari Usop
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Special Needs ◽  
Qualitative Approach ◽  
Research Approach ◽  
Children With Special Needs ◽  
Academic Field ◽  
Inclusive School ◽  
The Government ◽  
The Impact

Parents of children with special needs want their children to attend public schools, together with other children. The desire is supported by the government by launching an inclusive school. This study aims 1). Knowing the characteristics of children with special needs in Elementary School (Inclusion) in Palangkaraya City, 2). Knowing the impact of the presence of children with special needs in Elementary School (Inclusion) in Palangka Raya city, 3). Knowing the abilities of children with special needs in Elementary School (Inclusion) in Palangka Raya city. The research approach used is the qualitative approach. Methods of data collection using interviews, observation, and documentation. The results of this study indicate that the characteristics of children with special needs individually vary. However, its main characteristics, namely experiencing weakness in the academic field. On the other hand, children with special needs in Palangka Raya City Inclusion School have more advantages in the non-academic field.

scholarly journals Pendidikan Inklusif Bagi Anak Berkebutuhan Khusus Dengan Gangguan Emosi dan Perilaku (Emotional and Behavioral Disorders)

2020 ◽  
Author(s):  
Andreani Elisabeth
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Children With Special Needs ◽  
Integrated Education ◽  
Education Services ◽  
Social And Emotional ◽  
Withdrawal Behavior ◽  
And Behavior

This study aims to analyze the characteristics of children with special needs (ABK), especially children with emotional and behavioral disorders, the factors that cause emotionaldisorders and behavior with children with special needs, approaches that can be taken in overcoming the causes of emotional and behavioral disorders, and educational service models for children with special needs. who have emotional and behavioral disorders. This research is motivated by various cases that occur in relation to the limited education obtained by children with special needs, and even some of these children experience discriminatorytreatment or are differentiated from ordinary children. This research method is descriptive with data collection techniques in the form of literature studies from various references relevant to the observed symptoms. The data collected were analyzed descriptively qualitatively so that itcould be seen the variations in the characteristics and models of educational services for children with special needs with emotional and behavioral disorders. The results showed that children with emotional and behavioral disorders have characteristics including: intelligence and learning achievement, social and emotional characteristics and immature, withdrawal behavior. The education service model for children with special needs with emotional andbehavioral disorders can be grouped into three groups, namely segregation education services, integrated / integrated education services, and inclusive education.

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