MANAJEMEN PENDIDIKAN KHUSUS ANAK TUNAGRAHITA SEKOLAH LUAR BIASA NEGERI OGAN ILIR SUMATERA SELATAN

This study used descriptive qualitative method. Data collection was done by interview, observation, and documentation. Data analysis techniques were carried out through data reduction, data presentation, and drawing conclusions. The results show that the success of educational management applied to mentally retarded children cannot be separated from the existence of a good management process, namely from the planning process, organizing process, implementation process, and control process. The supporting factors for implementing such management include local government support, an adequate organizational structure, and the ability of teachers and parental support. While the inhibiting factors from the application of such management are the condition of mentally retarded students who have different characteristics, the location of the school is far from public roads, and the entry of students with different disabilities from other mentally retarded students

Pendekatan Psikososial, Intervensi Fisik, Dan Perilaku Kognitif Dalam Desain Pembelajaran Pendidikan Jasmani Bagi Anak Dengan Retardasi Mental

Abstrak Artikel ini merupakan sebuah tulisan yang mencoba membahas tentang: (1) pengertian anak retardasi mental, (2) kharakteristik anak retardasi mental, (3) kendala-kendala anak retardasi mental, serta (4) pendekatan pembelajaran yang dapat diaplikasikan untuk anak retardasi mental agar menjadi anak yang mandiri dalam hidupnya serta mampu bersosialisasi dan bermasyarakat. Retardasi mental atau keterbelakangan mental menunjuk pada penejelasan khusus kepada anak-anak yang memiliki tingkat intelegensi di bawah rata-rata. Terdapat beberapa istilah lain dari retardasi mental ini, seperti: mentally retarded, mental defective, dan lain sebagainya. Retadasi mental terjadi ditandai dengan adanya keterbelakangan mental yang dibawah rata-rata. Hal ini timbul selama periode pertumbuhan dan perkembangan anak sejak masih dalam kandungan. Keterbelakangan mental juga terjadi karena kelemahan dalam proses adaptasi dengan lingkungan selama masa tumbuh kembang.

PERSONAL HYGIENE DENGAN METODE SPY KEPADA ORANG TUA SISWA SLB-C NEGERI PEMBINA DI LANDASAN ULIN BARAT

ABSTRAKPenyandang disabilitas dengan berbagai hambatan yang mereka miliki dapat mengalami berbagai hambatan dapat menghalangi partisipasi mereka secara penuh dan efektif di dalam masyarakat. SLB-C Negeri Pembina Kalimantan Selatan merupakan salah satu wadah untuk membantu anak-anak tunagrahita dalam proses meningkatkan kemampuan intelegensi mereka. Karena minimnya pengetahuan tentang personal hygiene pada murid penyandang disabilitas, SLB-C Negeri Pembina Kalimantan Selatan menjadi fokus untuk mengadakan kegiatan edukasi tidak hanya untuk anak murid SLB-C Pembina Kalimantan Selatan tetapi juga orang tua serta staff terkait. Pelaksanaan kegiatan ini diimplementasikan dengan perpaduan secara luring dan daring menggunakan metode SPY (seminar, practice, apply) yang terdiri dari pendekatan (bonding) dengan pihak mitra, kemudian dilanjutkan dengan acara puncak dalam satu hari dengan agenda pre-test, seminar Personal hygiene Fun-Edu, post-test, peragaan dan praktik, serta penutupan. Kegiatan terakhir yaitu melakukan monitoring terhadap progress mitra yaitu orang tua dari anak-anak tunagrahita dalam mengaplikasikan personal hygiene. Kata kunci: tunagrahita; personal hygiene; cuci tangan ABSTRACTPersons with disabilities with various barriers that they have can experience various obstacles that can prevent their full and effective participation in society. SLB-C Negeri Pembina South Kalimantan is a forum to help mentally retarded children in the process of improving their intelligence abilities. Due to the lack of knowledge about personal hygiene for students with disabilities, SLB-C Negeri Pembina South Kalimantan became the focus to hold educational activities not only for SLB-C Pembina South Kalimantan students but also parents and related staff. The implementation of this activity is implemented by combining offline and online using the SPY method (seminar, practice, apply) which consists of an approach (bonding) with partners, then followed by a peak event in one day with a pre-test agenda, a seminar on Personal hygiene Fun- Edu, post-test, demonstration and practice, and closing. The last activity is monitoring the progress of partners, namely parents of mentally retarded children in applying personal hygiene. Keywords: mental retardation; personal hygiene; hand washing.

Assessment of Academic Achievements of Special Children

Life skills are the social and psychological abilities that are very helpful in the learning process and to develop a healthy and sound society. These skills play a key role in academic achievement of students. The better academic achievements and life skills provide a way to the better academic achievements. Life skills development also played an important role for the development of a society and nation. So, knowing the importance of life skills a research study was conducted. This study aims to investigate the life skills of male and female mentally retarted students (ii) to assess the life skills of female and male mentally retarded students as perceived by their teachers (iii) to analyze the academic achievements of the mentally retarded students (iv) to investigate the impact of the life skills of mentally retarded students on their academic achievement. The total 20 students of 10th grade were selected for the current study. The researcher used questionnaire for data collection. The questionnaires were distributed among the concerned teachers. The academic achievements of 10th grade students with mental retardation were analysed by using descriptive statistics and percentage formula. The results of the study showed that students with mental retardation achieved low academic scores. Out of 20 students, 4 students got 33% marks, 7 students got 33-40% marks, 5 students got 41-50% marks, 4 students got 51-60% marks and no students got more than 60% marks. This low academic achievements of students with mental retardation indicated that children with mental retardation needs special care and extra efforts to achieve better academic achievements. So, it is suggested that special care children must be cared with special attention.

A Learning Media Based on Hands-on Activity in Mathematics for Students Special School

The use of hands-on activity-based mathematics learning media for mentally retarded children and cerebral palsy is largely unexplored. Meanwhile, observations of children with special needs (mental retardation and cerebral palsy) at school have not shown good basic math skills, such as counting, recognizing numbers, recognizing letters, performing math operations (for example, addition and subtraction). This study aims to develop a hands-on activity-based learning media model for mentally retarded children and cerebral palsy to improve understanding of mathematics in reading, writing, and arithmetic subjects. The method used is Research and Development, where the subject is the Special School in Bandung, Indonesia. The instruments used in this study were documentation, classroom observation, interviews, and tests of mathematical comprehension abilities. The results showed that a hands-on activity-based learning model could be used to improve basic math skills in reading, writing, and arithmetic for children with mental retardation and cerebral palsy.

The Implementation of Islamic Education in Building Preprimary Disabled Students Character

This study examined the implementation of Islamic education in building preprimary disabled students characters. The main focus of this study was teachers strategies in building characters for mentally retarded children in the subject of Islamic religious education and character. In conducting the study, we used a qualitative case study method. The case of this study was a state disabled in Palu city. Data were gathered through direct field observation, in-depth interviews which involve teachers and the school principla. We also analyzed written material, such as the school teaching activities, to understand how the character building strategies were integrated in the disabled school curriculum. Our study found that the teacher's strategies in building character of mentally retarded children in the subject of Islamic Religious Education were through habituation and modeling techniques. The teachers of Islamic religious education applied learning habits that contain good values ​​and attitudes. This included familiarizing with habits to maintaining cleanliness, Quran recitation, practicing prayers, and getting used to giving donation.

DUKUNGAN IBU DALAM MENSTRUAL HYGIENE PADA REMAJA TUNAGRAHITA

Background: The role of parents is very influential in determining how the health of children in the future. Mothers may take on a larger role than fathers, especially in daughter development, due to gender similarities and past experiences. As with the problem of menstruation, it is certain that the mother has more experience than the father. The first menstruation usually occurs in the age range of 10-16 years or in early adolescence in the middle of puberty before entering the reproductive period. Objective: To determine the description of maternal support for mentally retarded adolescents in dealing with menstruation. Method: This research uses descriptive analytical research method, which is a research method conducted to create an objective picture or description of a situation. The sample in this study were mothers with mentally retarded adolescent children. The sampling technique used is total sampling. Results: Emotional support for menstrual hygiene in mentally retarded children is in the good category of 50% and 50% sufficient. Apprecition support for menstrual hygiene in mentally retarded children is in the sufficient category (57.1%). Instrumental support for menstrual hygiene in mentally retarded children is in the sufficient category (85.7%). Informational support for menstrual hygiene in mentally retarded children is in the sufficient category (71.4%). Conclusion: The aspects contained in the social support of menstrual hygiene from the mother, namely informational support, appreciation support, instrumental support, and emotional support play a significant role in influencing menstrual hygiene behavior. Keywords: maternal support, menstrual hygiene, mental retardation

ROLE OF PARENTS IN THE EDUCATIONAL DEVELOPMENT OF MENTALLY RETARDED LEARNERS

Parents can play a vital role in the training and development of children with intellectual disabilities. In training of functional skills among children with disabilities parents help a lot in achieving target goals. The purpose of the study was to study the role of parent's involvement in education on the academic performance of the mentally retarded learners. Mental retardation is a problem with impact on the whole spectrum of domesticconcerns confronting the nation today. The education of students with mental retardation has an interesting history. Mental retardation is a condition characterized by low general intellectual functioning and deficits in adaptive behavior Ndurumo (1993). The American Association on Mental Retardation definition state that mental retardation is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social and practical adaptive skills. This disability originate before age 10.(Luckasson et al., 2002,p.1). All children are unique individuals and stereotypes or suggestions certain children are a “type” must be avoided. Deborah(1992) notes that, children with intellectual challenges exist in our communities and we should accept the challenges of living and working with them. The parents are the first and most important teachers for children, as they play the role of teaching during interaction with children (Lin, 1996). Epstein (1992) also pointed out that, the family has an important influence upon children as they stay at home much longer than at school as well as more in-family interaction than schooling. Now the present conceptual papers based on objectives with (i) To understand the basic characteristics of mentally retarded learners’. (ii) To understand the role of parents in education for mentally retarded students. (iii) To discuss the Some Differences Common to Educable Retarded Pupils.