Using Roleplay Teaching Method to Improve the Creative Thinking Abilities of Students with Special Needs in Primary School

2017 ◽  
Author(s):  
Septiyani Endang Yunitasari ◽  
Siti Luthfah ◽  
Euis Sumiati ◽  
Yuli Nur Fauziah ◽  
Erna Hernawati
Keyword(s):  
Primary School ◽  
Special Needs ◽  
Creative Thinking ◽  
Teaching Method ◽  
Students With Special Needs

scholarly journals Adsorption of Dye on Carbon Microparticles: Physicochemical Properties during Adsorption, Adsorption Isotherm and Education for Students with Special Needs

2020 ◽  
Vol 49 (12) ◽  
pp. 2949-2960
Author(s):  
Rina Maryanti ◽  
Asep Bayu Dani Nandiyanto ◽  
Tryastuti Irawati Belliny Manullang ◽  
Achmad Hufad ◽  
Sunardi Sunardi
Keyword(s):  
Adsorption Isotherm ◽  
Special Needs ◽  
Teaching Method ◽  
Isotherm Models ◽  
Single Subject ◽  
Physical Interaction ◽  
Suitable Model ◽  
Students With Special Needs ◽  
Single Subject Research ◽  
Measurement Results

The purpose of this study was to demonstrate the adsorption of dye on carbon microparticles. We conducted two experiments: Understanding of the adsorption of dye on carbon microparticles. We used turmeric solution as a model of dye, in which this solution was contacted into commercially available carbon microparticles in the batch-typed adsorption reactor. The measurement results were then compared to several adsorption isotherm models, such as Langmuir, Freundlich, Temkin, and Dubinin-Radushkevich models; and finding teaching strategies to improve students’ understanding on the adsorption concept to students with special needs. As for the second part which is finding strategies to teach the obtained results and their concept of adsorption to students with special needs, we evaluated the strategies to eight students with intellectual disabilities in special schools in Kuningan District, Indonesia using a Single Subject Research method (equipped with pre-test, post-test, and experimental demonstration). The results showed that carbon can absorb dye and can be used as an alternative for wastewater treatment. The isotherm models have the linearity parameter R2 of above 50%, and the most suitable model is Freundlich. The models also confirmed favorable adsorption with multilayer structure and physical interaction between turmeric and carbon microparticles. Demonstrating experiments and informing the measurement results gave great impacts on students’ comprehension, in which they have better understanding about the concept of adsorption compared to the conventional teaching method.

scholarly journals Med pravičnostjo, kakovostjo in učnimi dosežki v osnovni šoli

Šolsko polje ◽  
2020 ◽  
Vol XXXI (1-2) ◽  
pp. 167-189
Author(s):  
Matej Rovšek
Keyword(s):  
Primary School ◽  
Special Needs ◽  
School System ◽  
Modern Society ◽  
The Other ◽  
International Studies ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
External Assessment ◽  
Regular School

Between equity, quality and learning achievements in primary school One of the features of Slovenian primary school system is the parallelism of two groups of schools – regular ones and those for certain groups of students with special needs. This makes us one of the few countries (EASIE, 2018) to still have completely separated schools for just over 2% of students with special needs. Despite the fact that both types comprise the same educational system, which is, in most aspects, regulated by the same law, some groups of students with special needs do not have the possibility of schooling under the same roof. However, this is only a part of the topic we are going to discuss. The other one tackles the question of equity of schooling in regular schools – besides all other students, this mostly concerns those with special needs, those with mild intellectual abilities, Roma students as well as those with low socio-economic standards (SES). The equity of the Slovenian school system will be discussed in a wider context, not only in the case of gender, SES and nationality comparing learning achievements. The article is based on the assumption that the regular school of today is not adjusted to the developmental needs of most students. For the purpose of discussion, elements which comprise the school system, must be defined: some are either of systemic or curricular, or conceptual or pedagogic nature, such as: curriculum, standards of knowledge, different forms of internal and external assessment, placement of children with special needs etc. Despite all of these elements compromising to make a stable schooling system, they are not all coherent with the needs of today’s modern society and are, even more so, in contrast with the results of the neuro-science in education. Another category of equal opportunities within the question of school equity would, besides the SES, nationality and ethnicity, have to be that of different capabilities of students, regarding the unified (official) standards of knowledge. All of these elements also make it difficult for today’s school to become a school of diversity. A school which will support different students, regardless of their learning achievements, SES and other characteristics. A school where all the students could be successfully educated, those who are already in the regular schools as well as those who are still part of the segregated forms of education. The article will depict why the present school system is no longer suitable for the majority of students and will point to possible solutions. The key solution touches on the changes of curriculums and the concept of assessment, the changes of which also have an impact on all the other elements. The assumptions will be clarified by studying the connection of stated elements and data of the international studies such as the TIMSS and PISA study from 2018 and earlier as well as using other actual Slovenian studies. Key words: equity in education, children with special needs, curriculum, minimum standards of knowledge, assessments, learning achievements, cognitive science

Teachers and students without disabilities comment on the placement of students with special needs in regular classrooms at an Australian primary school

1997 ◽  
Vol 21 (2) ◽  
pp. 67-80 ◽  
Author(s):  
Susan L. Wright ◽  
Jeff Sigafoos
Keyword(s):  
Special Education ◽  
Primary School ◽  
Special Needs ◽  
Students With Disabilities ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Classroom Setting ◽  
Students With Special Needs ◽  
Regular Classrooms ◽  
Teachers And Students

The present study surveyed teachers and students without disabilities regarding the inclusion of students with disabilities at an Australian primary school. The school provided special education to 35 students with special needs and some of their education was provided in regular classrooms alongside peers without disabilities. Fifteen regular classroom teachers and 109 classroom peers without special needs completed questionnaires. Both groups provided a range of supportive comments about regular classroom placements for student with special needs, but also expressed concerns about the implementation of special education in regular classrooms. Specific concerns included the extra time and added stress of educating children with special needs in the regular classroom setting, potential disruption and disadvantage to other students and the lack of support and resources. Unless these concerns are addressed, placement of students with special needs in regular classrooms may generate stress, concern, and even possibly resentment among some teachers and students without disabilities.

Parent Views on the Placement of Students with Special Needs in Regular Classrooms at an Australian Primary School

1998 ◽  
Vol 22 (1) ◽  
pp. 30-37
Author(s):  
Susan Wright ◽  
Jeff Sigafoos
Keyword(s):  
Special Education ◽  
Primary School ◽  
Special Needs ◽  
Companion Paper ◽  
Regular Classroom ◽  
Students With Special Needs ◽  
Extra Time ◽  
Regular Classrooms ◽  
Teachers And Students ◽  
Education Of Students

The present study surveyed the views of parents about the education of students with special needs in regular classrooms. The survey involved 81 parents of students without disabilities and 29 parents of students with special needs. The children attended an Australian primary school. The school provided special education to 35 students with special needs and some of their education was provided in regular classrooms. Both groups of parents provided a range of supportive comments, but also expressed concerns about the implementation of special education in regular classrooms. Specific concerns included the extra time and added stress of educating children with special needs in the regular classroom, the potential disruption and disadvantage to other students, and the lack of support and resources, which may decrease the amount of learning. These views are consistent with those expressed by teachers and students without special needs as reported in the companion paper (Wright & Sigafoos, 1997) to the present study.

scholarly journals The Integration Of Among (Instantiating) System In The Inclusive Education At Taman Muda Ibu Pawiyatan Primary School Yogyakarta

2020 ◽  
Vol 11 (2) ◽  
pp. 346-357
Author(s):  
Eka Tusyana ◽  
Wina Calista
Keyword(s):  
Primary School ◽  
Special Needs ◽  
Inclusive Education ◽  
Musical Instrument ◽  
Learning Activity ◽  
Students With Special Needs ◽  
Inclusive School ◽  
Jigsaw Method ◽  
Minimum Criteria

The research aim is to describe the integration of among systems in inclusive education at Taman Muda Ibu Pawiyatan Primary School Yogyakarta. This research utilized case study method with a qualitative approach. The data collection instruments were interview, observation, and documentation. The result indicates that among systems in inclusive education at Taman Muda Ibu Pawiyatan Primary School Yogyakarta is integrated into classroom and outing class learning activities. Among system in the classroom learning activity is integrated by teachers to not only provide material but also advise and habituation to students such as maintaining a good attitude to peers. Teachers apply the jigsaw method in learning, which is aimed to train regular students or students with special needs to implement the attitudes of being responsible, cooperative, and respecting other people’s opinions. Teachers do not demand students with special needs to compare their ability with regular children to achieve scores based on Minimum Criteria of Mastery Learning (or usually called Kriterai Ketuntasan Minimal/KKM). They open the opportunity to students, especially they who have special needs at inclusive school to train their independence without continuously depending on guardian. In the among the system of outing class learning, teachers apply three systems, which are karawitan (playing a java musical instrument), dance art, and scout.

scholarly journals Inclusive Education: Planning Process in Primary School 20 Mataram

2020 ◽  
Vol 7 (7) ◽  
pp. 202
Author(s):  
Dian Eka Susanti ◽  
Agus Ramdani ◽  
Dadi Setiadi
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Special Needs ◽  
Inclusive Education ◽  
Planning Process ◽  
Reliability And Validity ◽  
Secondary Data ◽  
Primary Data ◽  
Children With Special Needs ◽  
Students With Special Needs

The aim of the study was to describe the planning of inclusive education programs in primary school 20 of Mataram. The study used a qualitative approach and was conducted at Elementary School 20 Mataram. Data sources used are primary data and secondary data. The data validity test in this study includes the credibility, reliability, and validity tests. The results showed that the planning carried out by Elementary School 20 Mataram was carried out by establishing an annual work program with student activities for a year, including students with special needs, these activities include identification and evaluation of students at the time of registration of new students, meetings of routine parents of children with special needs and schools, class promotion meetings, extracurricular exercises, training of managers of children with special needs, the composition of individual learning programs.

Composing Music in Special Education

2021 ◽  
Vol 108 (1) ◽  
pp. 43-49
Author(s):  
Julia Clipper ◽  
Keishel X. Lee
Keyword(s):  
Special Education ◽  
Music Education ◽  
Special Needs ◽  
Music Composition ◽  
Creative Thinking ◽  
Music Educators ◽  
Students With Special Needs ◽  
Wide Range ◽  
Ability Levels

Composition is an important and creative part of any child’s music education, yet many music educators feel unprepared to teach composition to students with special needs. This article explores the value of incorporating music composition in a special education classroom and outlines two compositional lessons based on creating a musical scenery. The first lesson took place in a classroom with seven students, ages six to twenty-three, and the follow-up lesson involved fourteen students, ages four to twenty-three, all possessing a wide range of ability levels. By encouraging students to collaborate and freely compose, teachers can guide students with special needs beyond playing precomposed music and into creative thinking and building an overall sense of confidence, community, and musicianship.

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