Legal Knowledge and Awareness of The School Teachers on The Educational Rights of Children with Special Needs in Malaysia

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.

Download Full-text

Inclusive Education Reform In Mentawai Islands Cooperation for Teachers

Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat ◽

10.24036/sb.0410 ◽

2019 ◽

Vol 20 (1) ◽

pp. 54

Author(s):

Irdamurni Irdamurni ◽

Mega Iswari ◽

Asep A Sopandi ◽

Johandri Taufan ◽

Yarmis Hasan

Keyword(s):

Elementary School ◽

Education Reform ◽

Elementary School Teachers ◽

Special Needs ◽

Inclusive Education ◽

Primary Schools ◽

Lesson Plans ◽

Children With Special Needs ◽

School Teachers ◽

Mentawai Islands

Reforms on inclusive education began to be carried out in Tua Pejat area, North Sipora District, Mentawai Islands by conducting training on the implementation of inclusive education by Padang State University lecturers in the context of carrying out community service for special education lecturers, followed by elementary school teachers from six elementary schools and special school teachers from two special schools in the North Sipora sub-district of the Mentawai islands. The training was conducted with a question and answer lecture method, accompanied by a demonstration simulation method and assignments on developing a learning plan (RPP) in an inclusive class, namely modified lesson plans and modified lesson plans adapted to the characteristics and learning needs of children with special needs in the classroom. The results of the training show that collaboration between elementary and high school teachers is established, both by collaborating and cooperating in serving children with special needs in primary schools, where ing to assist elementary school teachers in matters related to the identification and assessment of children with special needs in inclusive schools, as well as working together in developing lesson plans and PPI for children with special needs in inclusive classes, and learning strategies in inclusive settings.

Download Full-text

Early Detection Instruments for Children with Special Needs

Open Access Macedonian Journal of Medical Sciences ◽

10.3889/oamjms.2021.7206 ◽

2021 ◽

Vol 9 (E) ◽

pp. 1261-1266

Author(s):

Nurwening Tyas Wisnu ◽

Herlina Tutik ◽

Tinuk Esti Handayani

Keyword(s):

Early Detection ◽

Special Needs ◽

Growth And Development ◽

Health Workers ◽

Descriptive Analysis ◽

Children With Special Needs ◽

Test Results ◽

School Teachers ◽

Second Stage ◽

Development Methods

Children's age is a golden age, so it is very important to pay attention to their development. Especially if there is a suspicion that his growth and development is different from children his age. The purpose of this research is to develop an instrument for early detection of growth and development of children with special need. The research design was Research and Development carried out in 2 stages. The first stage was identifying the DDTK instrument from the SDIDTK and Denver II manuals and then conducting FGDs with 70 participants. The second stage is test results development of 30 parents and their children with special needs to get recommendations on the results of instrument development. Methods to identify children with special needs by means of observation, interviews, documentation, orders and a combination of 3 methods. Data analysis using descriptive analysis, validity test and using product moment and reliability using Alfa Chronicle. There are eight questionnaires to detect blind, deaf, mentally retarded, disabled, disabled, autistic, ADHD and special intelligent. The development of this instrument has the addition of aspects of behavior and physical appearance that exist in children. The development of instruments for early detection of development of children with special needs consists of 8 questionnaires. The results of the instrument trial showed good results and the opinion of special school teachers and ABK therapists was very positive with the development of this instrument so it is recommended to be disseminated to posyandu cadres, the community and health workers.

Download Full-text

PERCEPTIONS OF ELEMENTARY SPECIAL SCHOOL TEACHERS ON ICT BASED INSTRUCTIONAL MEDIA IN FACILITATING CHILDREN WITH SPECIAL NEEDS IN LEARNING IN MAJALAYA DISCTRICT BANDUNG REGENCY

EDUTECH ◽

10.17509/edutech.v14i2.1374 ◽

2015 ◽

Vol 14 (2) ◽

pp. 142

Author(s):

Zulkifli Sidiq

Keyword(s):

Information Technology ◽

Special Needs ◽

Learning Process ◽

District Level ◽

Special School ◽

Children With Special Needs ◽

Instructional Media ◽

School Teachers ◽

Teachers Perceptions

Abstract. The efforts to overcome the limitations and services of children with special needs at Elementary Special School (SDLB) level has been carried out up through regular debriefing given to SDLB teachers, especially in designing, developing and utilizing ICT based instructional media. The debriefing was carried out through the process of ICT based instructional media training at district level of Bandung Regency. The analysis of SDLB teachers’ perceptions on the ease of improving services to SDLB children conducted in this study found that the use of ICT based instructional media is highly needed in the learning process. Out of 46 SDLB teachers participating as samples in multimedia workshop, they gave their opinion that training on ICT based instructional media was a positive effort to better improve services to children with special needs. This study recommended that the training could be given in a regular basis in order to improve the competency of SDLB teachers in developing ICT based instructional media.Keywords: instructional media, Information Technology, Elementary Special School, trainingAbstrak. Upaya mengatasai keterbatasan dan pelayanan anak berkebutuhan khusus pada jenjang Sekolah Dasar Luar Biasa (SDLB) telah dilakukan hingga melalui upaya pembekalan secara rutin kepada sejumlah guru SDLB, khususnya dalam mendesian, mengembangkan dan memanfaatkan media pembelajaran Teknologi Informasi (TI). Pembekalan dilakukan melalui proses pelatihan pengembnagan media pembelajaran berbasis TI pada tingkat kecamatan di wilayah Kabupaten Bandung. Dari proses penelitian yang dilakukan terhadap analisis persepsi guru SDLB terhadap kemudahan meningkatkan layanan kepada anak SDLB maka diperoleh data yang menunjukkan bahwa penggunaannya media pembelajaran berbasis (TI) dalam proses pembelajaran dinyatakan sangat dibutuhkan. Dari 46 guru SDLB yang berpartisipasi sebagai sampel penelitian dalam pelatihan multimedia, mereka memberikan pendapatnya bahwa pelatihan tentang media pembelajaran berbasis TI sangat positif terhadap upaya meningkatkan layanan pembelajaran anak berkebutuhan khusus secara lebih baik. Sebagai rekomendasi dari studi ini menunjukkan bahwa kegiatan pelatihan yang dilakukan dapat secara rutin diberikan dalam rangka meningkatkan kompetensi guru SDLB dalam bidang pengembangan media pembelajaran berbasis TI.Kata kunci : Media Pembelajaran , Teknologi Informai, SDLB, Pelatihan.

Download Full-text

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

KnE Social Sciences ◽

10.18502/kss.v6i2.10025 ◽

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

Download Full-text

Teacher Competency in Handling Children with Special Needs in the regularSchools In Ghana. A Study of Primary School Teachers in Hohoe District

IFE PsychologIA ◽

10.4314/ifep.v10i1.23479 ◽

2002 ◽

Vol 10 (1) ◽

Author(s):

P Deku

Keyword(s):

Primary School ◽

Special Needs ◽

Children With Special Needs ◽

School Teachers ◽

Primary School Teachers ◽

Teacher Competency

Download Full-text

Developing social competence held in primary teacher inclusive education

COUNS-EDU| The International Journal of Counseling and Education ◽

10.23916/002017028430 ◽

2017 ◽

Vol 2 (3) ◽

Author(s):

Mega Iswari

Keyword(s):

Elementary School ◽

Social Competence ◽

Elementary School Teachers ◽

Special Needs ◽

School Teacher ◽

Elementary School Teacher ◽

Primary Teacher ◽

Average Score ◽

Children With Special Needs ◽

School Teachers

His study aims to develop social competence in elementary school teacher who organizes the educational system inclusions. As for the problems that often arise for teachers in schools is the lack of knowledge of teachers of children with special needs who become learners. Due to a variety of disorders experienced by learners. Thus it is necessary the development of social competence of teachers in order handling Children with special needs who would require special education services as well. This study was conducted to train elementary school teachers who organize educational inclusion. This type of research is the development of research carried out systematically, field tests, evaluated and improved to meet the prescribed criteria in terms of quality, effectiveness. Development procedures used to follow the steps of research and development put forward by Borg Gall (1983: 775).The results of this study proved that through training can develop social competence elementary school teacher education Inclusion in Padang, It is evident from the scores of teachers are given training before the average score of 78.8571 with n = 42, while the mean scores after receiving training average score increased to 87.5476. means social competence of teachers evolved into having the ability to communicate effectively with students, with fellow educators and fellow educators and parents and the community. Thus the social competence of elementary school teachers in developing after receiving training on Inclusion education provision for children with special needs.

Download Full-text