Learning Model For Special Needs Children (ABK) in Inclusive Primary Schools

Rahmawati, Indriana; Basith, Abdul; Toba, Rostanti

doi:10.21093/sajie.v3i2.3354

Cited by 3 publications

(4 citation statements)

References 7 publications

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“…Skills improvement facilities, equipment owned by the school, and social facilities to practice students' skills directly with support from the education office are also very meaningful for the sustainability of life skills education in schools (observation, 2022). Because the education office has a role and responsibility for the development and progress of schools, in addition, parents are also one of the cornerstones of the successful implementation of life skills education; without the role of parents, students who attend special schools cannot develop well (Rahmawati et al, 2021).…”

Section: Support Factors and Inhibiting Factors Of Life Skills Educationmentioning

confidence: 99%

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Life Skills Education Based on Local Excellence: Studi of State Special Schools Students in East Kalimantan

Rahmawati,

Basith

2023

QLMN

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The research was conducted to find out the application and implementation of life skills education, as well as the supporting and inhibiting factors for the implementation of Life Skills Education conducted by SLBN in East Kalimantan. Life skills education is very important for students with special needs. With life skills education, it is hoped that it can eliminate socio-economic disparities and minimize discrimination that students with special needs often experience. The type of research used is qualitative research with a descriptive approach. Collecting research data using interviews, observation, and documentation Primary data sources are skills-coordinating teachers, school principals, and students. Furthermore, the data obtained will be tested for validity using triangulation techniques and analyzed using multi-site analysis techniques developed by collecting, reducing, presenting, and drawing conclusions. The research results that have been found are as follows: Live skills education has an important role in the life development of SLB students; full support is needed to increase competency. This will have a big impact, especially on social life. With the provision of skills, SLB students can strive to improve their standard of living. Applicable skills such as sewing, hydroponic gardening, cooking or processing food from ingredients that are easily obtained from seafood, agriculture, and plantations in the surrounding environment, as well as creating goods from materials that are easy to obtain. At the same time, they are given the skills to market their work to other people and the public. All of these activities can help students grow and develop in parallel. The realization of these live skills education activities must also get support from various parties. Both parents, the government, teachers, and, of course, the wider community serve as users, or the community serves as facilitators.

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Section: Support Factors and Inhibiting Factors Of Life Skills Educationmentioning

confidence: 99%

“…So that the learning objectives do not run optimally. Therefore, parents' opinions are very influential on the continuity of the implementation of Life Skills Education for SLB students (Rahmawati et al, 2021).…”

Section: Support Factors and Inhibiting Factors Of Life Skills Educationmentioning

confidence: 99%

Life Skills Education Based on Local Excellence: Studi of State Special Schools Students in East Kalimantan

Rahmawati,

Basith

2023

QLMN

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“…These children often necessitate specialized therapy due to developmental anomalies, whether physical (e.g., blindness) or psychological (e.g., autism or ADHD) (Kusumawati, 2020;Rapin, 1991). Described as having unique qualities, children with special needs, or ABK, experience limitations and require assistance for daily tasks, therapy, education, and more (Rahmawati et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Parental Stress Scale Validation

Desiningrum,

Hermawati,

Somantri

et al. 2024

AJESH

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Children with special needs require specialized therapy due to developmental problems or anomalies. To carry out treatment, attend suitable schooling, medicine, and even for daily activities, special needs children may require full or partial support from a caregiver. The high burden of caregivers with special needs generates a terrible quality of life, which impacts mental health and can even lead to unfavorable parental attitudes toward children with special needs. This study aims to validate the Parental Stress Scale (PSS) developed by Deater-Deckard. The Indonesian translation technique refers to the guidelines provided by the International Test Commission. The sample data comprises 250 individuals, including both mothers and caregivers. The results indicate a good fit of the second-order confirmatory factor analysis (CFA) measurement model with the PSS. The reliability of the three PSS dimensions is robust, as evidenced by Composite Reliability (CR) and Average Variance Extracted (AVE) values for parent distress (0.895; 0.552), difficult child (0.907; 0.594), and parent-child dysfunctional relationship (0.954; 0.749). Moreover, the PSS demonstrates both convergent and discriminant validity. Hence, the translation findings affirm the legitimacy and reliability of the Parental Stress Scale (PSS) for use in the Indonesian context.

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“…This study found that training and professional development for teachers is very necessary to improve their skills and knowledge in dealing with special-needs children. Apart from that, research by Rahmawati et al (2021), examined the impact of learning models on the development of special-needs children in elementary schools. The results of this research show that the Special-Needs Children learning model that suits the specific needs of students with special needs in inclusive elementary schools can guarantee equal educational opportunities for all students.…”

Section: Introductionmentioning

confidence: 99%

Challenges and Opportunities for Special-Needs Children in Elementary Schools

Fajri,

Jauhari

2024

JPGSD

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This research explores the challenges and opportunities for inclusive education for special-needs children in elementary schools in Indonesia. It examines the impact of government policies, the actual conditions in the field, and the availability of supporting facilities and resources. The study utilizes a qualitative method with a case study approach, involving various stakeholders such as special-needs children, teachers, parents, and school principals as informants. Findings indicate that while government policies have improved access to education for special-needs children, there are disparities in implementation and resource allocation among schools. Teachers face obstacles due to a lack of specialized training and high workloads, while limited facilities and stigma also hinder inclusive education. The research emphasizes the need for continuous support, changes in community attitudes, and improvements in teacher training and facilities to ensure effective inclusive education for special-needs children in elementary schools.

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Learning Model For Special Needs Children (ABK) in Inclusive Primary Schools

Cited by 3 publications

References 7 publications

Life Skills Education Based on Local Excellence: Studi of State Special Schools Students in East Kalimantan

Life Skills Education Based on Local Excellence: Studi of State Special Schools Students in East Kalimantan

Parental Stress Scale Validation

Challenges and Opportunities for Special-Needs Children in Elementary Schools

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