Local wisdom-based character education for special needs students in inclusive elementary schools

The research aims to describe how local wisdom can be orchestrated in the well-implemented character education for inclusive elementary schools (ESs). A total of 50 teachers and 200 students from 50 inclusive ESs in four districts and one municipality in Indonesia participated in the study. The data, collected by conducting interviews, observation, and documentation, were analyzed by means of qualitative descriptive techniques. There were three major themes identified. Students preferred traditional games as their favorite means of learning. Togetherness in team-based games encouraged the students to see their special needs differences as normal. Furthermore, the accessibility of the traditional games’ tools empowered the students. These findings suggest that traditional children’s games are to be elaborated and used to support the local wisdom-based character education in the inclusive ESs, and teachers are to initiate and develop the use of various locally originated children’s games to enhance character education. Keywords: character education, local wisdom, special needs

COVID-19 PANDEMIC: DIFFICULTIES FACED BY SPECIAL EDUCATION TEACHERS DURING EMERGENCY REMOTE TEACHING THROUGH ONLINE LEARNING AND THEIR OPINIONS

The objective of this study was to explore the difficulties faced by special education teachers during emergency remote teaching through online learning to special needs students during covid-19 pandemic and discuss their opinions. Population of study was special education teachers who were teaching to special needs students of secondary level at government special education institutions Faisalabad division of Punjab province Pakistan. The sample of the study was 15special education teachers were selected through random sampling technique. Phenomenology pattern was used in this research as a method of research. Semi structure interview was used as a tool of research. Results of the study clearly showed that almost all the special education teachers were motivated towards providing emergency remote teaching to their special students through online learning system. They have practiced a variety of strategies to provide online education to their students but they face a lot of difficulties in this regard. As majority of special students were from low socio economic background, so they have a lack of online learning facilities i.eandroid cell phones, laptops and internet connection etc. It was interesting to know that all the students who have sufficient facilities of online learning were not utilizing this for constructive purpose and to overcome their academic problems. They were merely wasting it over social media and gadgets are not utilizing for constructive purpose which was creating anxiety for their parents. Key Words: Covid-19, pandemic,special needs students, special education teacher, emergency remote teaching, online learning

Independent Character Building of Special Needs Children in Special Elementary School

This study aims to describe the implementation of instilling independent character in SLB N 1 of Yogyakarta. The used research design was qualitative research using a case study. Data collection was conducted by interview, observation, and documentation. The collected data was analyzed using interactive-inductive analysis technique encompassed data reduction, data representation, and conclusion. The research result showed that (1) the indicator of independent character in SLB N 1 of Yogyakarta showed by preparing the need for studying, having self-confidence, individually finishing the assignments, being dare to express an opinion, group cooperation, reading and writing correctly also adequately., doing the calculation task independently. (2) Instilling independent character addressing special-needs students was carried out through learning activities, direct teaching, spontaneous activity, exemplary, and daily habituation. This finding can be used by stakeholders and inclusive educational practitioners to organize and conduct independent character building for special-needs students at school.

Mathematics Learning for Students with Special Needs During the Covid-19 Pandemic

Students with special needs need special attention when learning during this pandemic because of the limitations they have, especially in learning mathematics. Therefore, the purpose of this study is to describe how mathematics learning for children with special needs during the Covid-19 pandemic is implemented. Therefore, the method in this research is the descriptive qualitative method. The data collection technique used in this research is the study of documentation and interviews with respect to their respective guidelines. Qualitative data were obtained through interviews with teachers accompanying inclusive students as key informants. Documentation is done to see an overview of the teaching materials used by the teacher. The subjects in this study were special guidance teachers for special needs students as many as 2 people from 2 different inclusive schools in the city of Bandung. The results of this study are that. At the beginning of the pandemic, Alam Bandung School implemented online learning, but the rules applied at the school became chaotic, students could not focus during video conferencing, and students’ cognitive abilities decreased, especially in mathematics. Therefore, learning is carried out offline even though it is only 3 days filled with therapy, deepening material and assignments for home. At Mutiara Bunda School, at the beginning of the pandemic, online learning was carried out using Google Meetings and task collection through Google Classroom. Teachers design their own learning tools such as home learning guides for each special needs students so that learning objectives can still be achieved even though they are studying from home.

Exploring the Potential Usage of Mobile Technologies Among the Hearing-Impaired Students in Learning English as a Second Language (ESL)

<p>With the emergence of mobile technologies in education, the special needs students are gaining the infinite benefits that could enhance their learning sessions. Numerous studies are conducted on the usage of mobile technologies among the special needs students including their acceptance towards the technologies, its advantages as well as the obstacles on the utilisation of mobile technologies. However, fewer studies are done on the usage of mobile technologies among the hearing-impaired (HI) students. There is a need for more studies on that as the number of hearing-impaired people are increasing continuously around the globe. Hence, the aims of the study are to explore the hearing-impaired students’ perspectives on the usa of mobile technologies in learning ESL. In-depth interviews are conducted among the selected ten hearing-impaired students from four different secondary schools in Malaysia and the notable finding demonstrates the majority of them believed that mobile technologies assist them in learning. This study provides the insights for the education stakeholders, especially the policy makers and inventors to create the solutions and improvise the features of mobile technologies that are more user-friendly towards the hearing-impaired students.</p>

FULLFILLMENT OF DISABILITY RIGHTS BASED ON DEFINITIONS, LEGAL BASIS, CRITERIA, AND AIMS OF INCLUSIVE EDUCATION IN INDONESIA

One of the Indonesian government's efforts to provide equal education for disabilities is by implementing inclusive education. Inclusive education gives special needs (SEN) students have the same opportunity to get education together in class with the typical students of their age and obtain equal education services. So, inclusive education concept understanding is needed to provide information about inclusive education. Therefore, this article's arrangement provides information about inclusive education's definition, legal basis, characteristics, and aims. The current study method used a literature review of five books and 17 articles. It showed that inclusive education is the education service given to the unique needs students to have equal opportunity to school in the regular school and obtain equal service. The implementation of inclusive education had been regulating by international regulations and, in more detail, regulated by Indonesian government regulations. The characteristics of inclusive education must consider the interests of the disabilities and their flexibility to create an education that could run well and lasts long. In addition to imposing equal educational rights without any differentiation and optimizing special needs students' potential, inclusive education could also increase the interaction of special needs students.

Early reading learning for special needs students: challenges on inclusive primary school during COVID-19 pandemic

This study is meant to describe the types of disability faced by students in inclusive schools and the challenges faced by teachers as well as students in early reading learning for students with special needs in inclusive primary schools during the COVID-19 pandemic. The research was conducted in 12 inclusive primary schools in Magetan Regency, Indonesia. This research is a descriptive qualitative research in which psychological assessment consisting of intelligence tests CPM, and WISC, documentation, passive observation, and in-depth interviews were used to collect the data. The data were collected from informants, events or activities of student interaction in school, and documents of students’ backgrounds and other related documents. The subjects of this study were 72 special needs students with special needs in 12 inclusive primary schools. The data were then analyzed using an interactive analysis model. The results showed that slow learning is the most common type of disability faced by students with special needs in inclusive elementary schools around Magetan Regency, Indonesia. During the COVID-19 pandemic, early reading learning was conducted through distance learning which encountered many obstacles, such as lack of mobile phone due to the low socioeconomic status of parents.

Theorizing the Impact of the COVID-19 Pandemic on Special Needs Students and Teachers in Physical Education and Sports in Jamaica

Students with special needs are one of the most vulnerable groups in our society. Special needs students require distinct treatment and attention to function and make sense of the world. The COVID-19 pandemic has disrupted the routine and the special attention that are normally available to these students when they are in face-to-face school. One of the most anticipated aspects of face-to-face school is participating in physical education (PE) and sports, which provides physical, social, and psychological benefits for special needs students. However, the pandemic has forced schools online and has changed the ascetics of PE and sports. Furthermore, like a third-world country, Jamaica does not have the technological resources needed to fully engage special needs students in PE. As a result, this study sought to investigate the challenges that are facing special needs students and teachers in PE while conducting classes online during the COVID-19 pandemic, from the teacher’s perspective. The research took the form of a qualitative approach while utilizing a multiple case study design that used a purposive sampling method in selecting the four (out of 11) most prominent public special education schools in Jamaica. The results revealed that student participation in PE was significantly impacted. In some cases, up to 80% of the students were unaccounted for in PE classes since the start of the pandemic. The challenges were seen as magnified twofold, ranging from physical, psychological, social, environmental, and societal issues. The results of this study raise serious concerns about the physical health of students with special needs, with Jamaica struggling to reduce physical inactivity rates and chronic lifestyle diseases. The risk of special needs students developing secondary disabilities because of sedentary lifestyles practices is very worrying. A lack of physical activity also means lower levels of socialization and increased psychological issues that could worsen with the strict COVID-19 lockdown measures, internet connectivity issues, and lack of devices.

Amalan Taksonomi Program Transisi ke Arah Pelaksanaan Program Transisi Kerjaya Terhadap Murid Berkeperluan Khas (MBK)

Getting job opportunities is the biggest challenge for students with special needs in Malaysia and the transformation through the Career Transition Programme has proven successful in training them to work. This study based on two (2) main objectives namely to identify the level of Transition Program Taxonomy and identify the demographic relationship of respondents with the level of Transition Program Taxonomy towards the implementation of Career Transition Programme for special needs students. Quantitative methods in the form of survey studies using Ecological Theory and Taxonomy Model of Transition Program as well as questionnaires adapted from Team Planning Tool for Improving Transition Education and Services (Paula D. Kohler). The findings of the study showed a very high and high level of mean scores on the five practices in the Transition Program Taxonomy. Meanwhile, there is a linear relationship (at a very high level) between the demographics of the respondents with the Transition Program Taxonomy in the implementation of the Career Transition Programme for special needs students. The implications of the study focus on theories and models related to the study and policies that have a positive and effective impact on researchers other than the readers. In conlusion, the Career Transition Programme should be implemented comprehensively in government and non-government aided schools, especially in the Special Education Integration Program and the cooperation of all parties involved is very important in planning the direction of program implementation effectively also efficiently. Keywords: Transition Program Taxonomy, Career Transition Programme, Special Needs Students Abstrak Mendapat peluang pekerjaan merupakan cabaran paling besar bagi Murid Berkeperluan Khas (MBK) di Malaysia dan transformasi melalui Program Transisi Kerjaya yang dijalankan terbukti berjaya melatih mereka untuk bekerja. Kajian ini berdasarkan dua (2) objektif utama iaitu mengenal pasti tahap Taksonomi Program Transisi dan mengenal pasti hubungan demografi responden dengan tahap Taksonomi Program Transisi ke arah pelaksanaan Program Transisi Kerjaya terhadap Murid Berkeperluan Khas (MBK). Kaedah kuantitatif berbentuk kajian tinjauan menggunakan Teori Ekologi dan Model Taksonomi Program Transisi serta soal selidik diadaptasi daripada Team Planning Tool for Improving Transition Education and Services (Paula D. Kohler). Dapatan kajian menunjukkan tahap skor min yang sangat tinggi dan tinggi mengenai kelima-lima amalan di dalam Taksonomi Program Transisi. Manakala, terdapat hubungan linear (pada tahap sangat tinggi) antara demografi responden dengan Taksonomi Program Transisi. Implikasi kajian berfokus kepada teori dan model yang berkaitan dengan kajian dan polisi yang memberi kesan positif serta berkesan terhadap pengkaji selain daripada para pembaca. Kesimpulannya, Program Transisi Kerjaya wajar dilaksanakan secara menyeluruh di sekolah-sekolah bantuan kerajaan dan bukan kerajaan khususnya dalam Program Pendidikan Khas Integrasi (PPKI) serta kerjasama semua pihak yang terlibat sangat penting dalam merancang hala tuju pelaksanaan program secara efektif serta berkesan. Kata kunci: Taksonomi Program Transisi, Program Transisi Kerjaya, Murid Berkeperluan Khas (MBK)