Kesiapan Sekolah dalam Melaksanakan Pendidikan Inklusif untuk Anak Berkebutuhan Khusus di Sekolah Dasar

Hartadi, Dewi Rahmawati; Dewantoro, Dimas Arif; Junaidi, Ahsan Romadlon

doi:10.17977/um031v5i22019p90-95

Cited by 8 publications

(7 citation statements)

References 2 publications

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“…The comprehensive intervention approach is generally recognized for its ability to address the diverse contextual elements that contribute to the development of individuals with autism spectrum disorder, encompassing both home and classroom environments. The aforementioned findings align with the perspective put forth by (Sa'adah et al, 2022), who assert that the implementation of TEACCH is exemplified by its systematic instructional practices, including: the presence of a functional system that facilitates clear and organized actions, the utilization of activity schedules to promote transparency and predictability, the structuring of the physical learning environment, and the incorporation of visual aids. According to the research conducted by (Mazza et al, 2021), the utilization of TEACCH has the capacity to improve core symptoms, such as social communication, social interaction, and behavior.…”

Section: Teacch Techniquesupporting

confidence: 82%

How to Improve English vocabulary for Students with Autism?

Susanti

2024

IJAER

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A B S T R A C T Children with Autism typically have trouble speaking with others, their linguistic abilities can still grow and improve. This study aimed to determine whether teaching students with autism English vocabulary using the TEACCH technique may assist those with Autism in developing an enjoyment and excitement for learning simple English vocabulary, correctly recognizing the words, and incorrectly mentioning the terms with the appropriate pronoun. This study employs a combination of qualitative and quantitative methods for its analysis. This school offers educational services to students with Autism, mainly through the TEACCH technique for learning simple English vocabulary. The research will focus on ten children who have autism spectrum disorder as its subjects. The TEACCH approach is used in educational activities conducted with students with Autism who speak English. This method incorporates both the photograph and the actual object. An initial test, a follow-up test, and an observation sheet collected the data. Several exercises are carried out in English learning vocabulary activities, such as pairing the object or things and mentioning the pronoun words in the appropriate context. The findings indicated that autistic students were highly interested in acquiring simple English vocabulary from other autistic students. The fact that the total Score on the post-test was 82% demonstrates that it was higher than the Score on the pre-test, which was 65.5%. They reacted appropriately and communicated effectively despite the challenges they faced. In addition, students start to take a greater interest in concentrating on their instructor.

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Section: Teacch Techniquesupporting

confidence: 82%

How to Improve English vocabulary for Students with Autism?

Susanti

2024

IJAER

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“…Teachers' readiness to implement inclusive education is strongly influenced by their competencies [24]- [27]. Most teachers are unprepared because there is no training related to the implementation of learning in inclusive schools.…”

Section: Discussionmentioning

confidence: 99%

Teacher Readinnes Of Inclussive Education in Merauke

Karlina Wong Lieung,

Sri Hanipah,

Dewi Puji Rahayu

2023

TSSJ

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Every child has the right to a quality and equitable education, regardless of background, ability, or special needs. However, the reality on the ground shows that not all children get equal opportunities to access education that suits their uniqueness. Inclusive education is an educational approach where all students, including children with special needs, learn together in the same school environment. This study aims to describe teachers' readiness to implement inclusive education in Merauke District. The research was conducted using descriptive and qualitative methods. The subjects of the study consisted of 129 primary school teachers from various grade levels from 60 primary schools spread across Merauke district. Data collection techniques include distributing Google Forms, interviews, and observations. The validity test was carried out by triangulating techniques by comparing the results of filling out Google Forms, interviews, and observations. The results showed (1) 75.2% or 97 teachers understood the meaning of inclusive education; (2) 85.3% or 110 teachers already had information about children with special needs; (3) 47.3% or 61 teachers expressed their readiness to accept children with disabilities in their schools, with the main reason being awareness of the rights of every child in education; however, (4) 100% or all teachers who were respondents had never attended training related to the implementation of inclusive education. As a result, teacher readiness is still very low.

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“…Layanan khusus bagi anak berkebutuhan khusus yang lain tetap dapat diberikan di kelas inklusif sesuai dengan kekhususannya antara lain modifikasi perilaku bagi siswa dengan hambatan emosi dan perilaku, penerapan prinsip visualisasi dan plotting tempat duduk di depan bagi siswa dengan hambatan pendengaran, serta pendekatan personal bagi siswa yang memiliki motivasi belajar yang rendah. Hartadi et al, 2019 menjelaskan bahwa pelaksanaan pembelajaran inklusif masing-masing sekolah memiliki ketetapan sendiri bergantung kebutuhan anak berkebutuhan khusus.…”

Section: Pembahasanunclassified

Upaya Guru dalam Pemenuhan Kebutuhan Khusus Siswa di Sekolah Dasar Inklusif

Pamungkas,

Hermanto,

Purwandari

2023

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Tujuan penelitian ini adalah mendeskripsikan upaya yang dilakukan guru dalam rangka pemenuhan kebutuhan khusus siswa di 10 Sekolah Dasar penyelenggara pendidikan inklusi di Sleman Yogyakarta. Metode penelitian kualitatif digunakan dalam penelitian ini dengan observasi, wawancara dan dokumentasi sebagai teknik pengumpulan datanya. Data yang telah dihimpun kemudian dianalisis melalui kondensasi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menjelaskan bahwa beberapa upaya guru dalam pemenuhan kebutuhan khusus siswa di sekolah dasar inklusif antara lain pelaksanaan pembelajaran berdiferensiasi, pemberian layanan khusus dan penerapan program terindividualisasi serta kolaborasi.

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Kesiapan Sekolah dalam Melaksanakan Pendidikan Inklusif untuk Anak Berkebutuhan Khusus di Sekolah Dasar

Cited by 8 publications

References 2 publications

How to Improve English vocabulary for Students with Autism?

How to Improve English vocabulary for Students with Autism?

Teacher Readinnes Of Inclussive Education in Merauke

Upaya Guru dalam Pemenuhan Kebutuhan Khusus Siswa di Sekolah Dasar Inklusif

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