Pengembangan Model Layanan Pendidikan Creative Art Play Therapy bagi Anak Berkebutuhan Khusus

This study aims to design a model of creative art play therapy education services to overcome various basic problems in providing friendly services for children with special needs (ABK) at Azura Sejati Inklusif PAUD Lhokseumawe. This study uses the Research and Development Borg and Gall method. The subjects in this study were teachers at the Azura Sejati Inklusif PAUD Lhokseumawe. The data used are qualitative and quantitative data, with data collection techniques through observation, interviews, documentation, questionnaires, and Focus Group Discussions (FGD). The data analysis technique used descriptive statistical analysis and inferential statistics. The results showed that the creative art play therapy educational service model was effectively used to provide friendly services for children with special needs (ABK) in dealing with social problems and self-control. All creative art play processes (1) creative visualization can stimulate children's understanding and thought processes; (2) storytelling activities can develop moral and spiritual; (3) drama can improve social relations, hand puppets and masks have been used to protect themselves; (4) art to develop creativity and aesthetic experience; (5) music to communicate; (6) dance and movement to develop physical motor skills.

Challenges and Dilemmas in the Education of Children With Special Needs in Romania

Educating children with special needs is a difficult challenge for both families and society. The newest trends in education for these children in Romania are represented by their inclusion in inclusive classes or inclusive schools. It is a beginning of the road both from a legislative point of view and from the point of view of analyzing the efficiency of the system. The issue of the resources dedicated to special education is concerned, this aspect being related both to the level of material resources and to the human resources, their availability, and the level of their training. The analysis of the progresses and the challenges that the Romanian-integrated education is encountering is an important step in identifying possible solutions for increasing the quality of special education in Romania.

Salutogenesis: Sense of Coherence in Childhood and Families

In this chapter on salutogenesis and sense of coherence (SOC) in families and children, the authors deal with the contributions of children’s environments to the adjustment of children with typical development, and the development of children with special needs. The authors report on their comprehensive literature review covering 20 years of research and 44 studies from 15 countries, including children from infants and toddlers through preschool to school-aged children up to 12 years of age.

Inclusion

This chapter discusses the origin of inclusion, which is based in schooling children with special needs. It reviews the history, research, frameworks, and models, and what is needed to for inclusion to work. The chapter then reviews what is necessary to move inclusion beyond the classroom and into the workforce. Finally, the chapter looks at inclusion with the lens of diversity and equity, and not just for people with disabilities. One cannot discuss inclusion for all individuals without first considering how inclusion got started for people with disabilities and what makes it successful. This chapter provides an overview on inclusion of people with special needs in education in order to understand how to best include all individuals throughout their lives.

Sibling Disposition Towards Children With Special Needs

The background research leading to this chapter probed into the nature of disposition and dominant patterns of feelings displayed b typically developing siblings towards children with special needs arising out of communication disorders. The resultant findings may contribute of facilitation of constructive relationship between them. A survey type of research design was adopted for the purpose of collecting relevant data from primary caregivers of 34 children with communication disorders resulting from either sensory impairments, or neurodevelopmental disorders. An emotional-behavioral rating scale including 10 common dispositions of siblings towards children with special needs had been developed for the purpose following review of relevant literature. The caregiver-participants were to rate the frequency of manifestation of the emotions of behaviors described on a four-pointing rating scale of never, sometimes, often or always. Other relevant information like number of siblings, order of birth, gender of children with special needs, as well as educational and socio-economic status of the caregivers were collected. Analysis of the data revealed feelings of concern and care predominantly prevalent among siblings of children with special needs. Nevertheless, there is scope for further shaping the positive dispositions into constructive behaviors that support optimal development of children with special needs.

Reviewing the life skills activity program for children with special needs during the COVID-19 pandemic

The pandemic, which occurs in all parts of the world has changed the order of the learning process for children with special education needs (SEN) which was initially carried out face-to-face to the online distance learning from home. This study aims to see the impact of the Inclusive Teaching (I-Teach) model on the life skills of early childhood students with special needs while studying from home during the covid-19 pandemic. This study is survey research with data analysis using the percentage of life skills assessment in children with special needs, carried out at 6 early childhood education institutions that have children with special needs totaling 12 students with the following specifications: 5 students with autism spectrum disorder, 1 student with speech delay, 2 students with attention deficit hyperactivity disorder, 1 student with down syndrome, and 3 other students who have not been diagnosed.The research found that, from the six aspects of special needs childrens' life skills, most of them can self-feeding. It showed when children used the cutlery to clean the dishes by themselves. Meanwhile, for the dressing skill, personal hygiene, self-awareness, safety, and others, children still need reinforcement from parent and teacher. Keywords: Life Skills, SEN, Early Childhood

Identifying the Problems Experienced by Parents of Children with Special Needs during the COVID-19 Pandemic

This study aims to determine the problems experienced by parents of children with special needs during the COVID-19 pandemic. The phenomenological patterns technique, which is a qualitative research method, was used in the study. Ten parents with children with special needs who were affected by different types of disabilities were included in the study. The data in the research were collected using interview forms consisting of open-ended questions and a semi-structured interview technique. After the data obtained from the interviews were decoded, they were analyzed with the descriptive analysis technique. At the end of the study, the findings of the problems experienced by parents of children with special needs during the epidemic, the problems they experienced with their children, and the problems and expectations related to the education of their children were discussed in detail within the framework of the literature.

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

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