Pub Date : 2019-04-01DOI: 10.2991/ICSIE-18.2019.15
L. Rifani, N. Azizah
Outcomes of individuals with intellectual disabilities are still very low, this is due to the lack of ability of self-determination of individuals with intellectual disabilities. While the learning practice of effective self-determination is still very limited. This study aims to identify an effective learning model of self-determination for individuals with intellectual disability. The results of this study can help practitioners to provide effective learning practices of selfdetermination for individuals with intellectual disabilities and can improve the outcomes of individual intellectual disability. There are six articles regarding the intervention of learning self-determination of individuals with intellectual disability that fit the criteria. Based on the analysis of qualitative descriptive data, found that a) there are several models suggested for practitioners / educators to use depending on the area and aspects of the elements of self-determination that want to be developed, b) Self-determination skills can be applied in all aspects of life, and can be given early. The implication for practitioners is that they can use effective learning models of self-determination in accordance with the areas and elements of self-determination behavior that are to be achieved for individuals with intellectual disability. Keywords— self-determination, learning model, intellectual
{"title":"Identification Effective Learning Models for Teaching Self-Determination to Individuals with Intellectual Disability: A Systematic Review","authors":"L. Rifani, N. Azizah","doi":"10.2991/ICSIE-18.2019.15","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.15","url":null,"abstract":"Outcomes of individuals with intellectual disabilities are still very low, this is due to the lack of ability of self-determination of individuals with intellectual disabilities. While the learning practice of effective self-determination is still very limited. This study aims to identify an effective learning model of self-determination for individuals with intellectual disability. The results of this study can help practitioners to provide effective learning practices of selfdetermination for individuals with intellectual disabilities and can improve the outcomes of individual intellectual disability. There are six articles regarding the intervention of learning self-determination of individuals with intellectual disability that fit the criteria. Based on the analysis of qualitative descriptive data, found that a) there are several models suggested for practitioners / educators to use depending on the area and aspects of the elements of self-determination that want to be developed, b) Self-determination skills can be applied in all aspects of life, and can be given early. The implication for practitioners is that they can use effective learning models of self-determination in accordance with the areas and elements of self-determination behavior that are to be achieved for individuals with intellectual disability. Keywords— self-determination, learning model, intellectual","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114339592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.2991/ICSIE-18.2019.53
Sri Andiana, P. Fauziah
The purpose of this study was to examine and find out the results of creativity in collaborative preaching activities in early childhood, and to find out the differences in children's creativity in drawing between collaborative drawing activities and individual drawing activities. This research method is quantitative research. Data was collected using an observation sheet. Quantitative data were analyzed using descriptive analysis and data were analyzed using t test, analysis of independent sample t-test. The results of this study are that there are significant differences in children's creativity between collaborative drawing activities and individual drawing activities. This is shown by the average value of the experimental group is higher than the control group, which is 38.11 <50.82. It is also shown from the results of data analysis using SPSS 20 t test that is at the value of sig. (2-tailed) 0,000 <0,05. So that collaborative drawing activities have better drawing results and can enhance children's creativity. Keywords—collaborative drawing, creativity, early childhood
{"title":"Collaborative Drawing: Upgrading Creativity for Early Childhood","authors":"Sri Andiana, P. Fauziah","doi":"10.2991/ICSIE-18.2019.53","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.53","url":null,"abstract":"The purpose of this study was to examine and find out the results of creativity in collaborative preaching activities in early childhood, and to find out the differences in children's creativity in drawing between collaborative drawing activities and individual drawing activities. This research method is quantitative research. Data was collected using an observation sheet. Quantitative data were analyzed using descriptive analysis and data were analyzed using t test, analysis of independent sample t-test. The results of this study are that there are significant differences in children's creativity between collaborative drawing activities and individual drawing activities. This is shown by the average value of the experimental group is higher than the control group, which is 38.11 <50.82. It is also shown from the results of data analysis using SPSS 20 t test that is at the value of sig. (2-tailed) 0,000 <0,05. So that collaborative drawing activities have better drawing results and can enhance children's creativity. Keywords—collaborative drawing, creativity, early childhood","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130091633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.2991/ICSIE-18.2019.34
Dini Anggia, Harun Harun
In essence, the needs of early childhood differ from each individual both in their physical motor development, language and their personal needs. Especially for those who have abnormalities in their development who need special treatment. Therefore inclusive education is important to provide a place for children with special needs to be able to socialize with regular children. This study aims to describe the implementation of inclusive education with children with special needs in kindergartens in Indonesia, to describe management of inclusive education management in kindergartens in Indonesia and to describe learning and learning tools used for early childhood with special needs in inclusive education. This research was conducted with descriptive approach research method using interview guidelines. Based on the results of the research that has been done, the implementation of inclusive education in this kindergarten has been carried out well in terms of implementation objectives, educational goals, facility readiness, school management, assessment and identification of children with special needs, assessment of learning outcomes and reporting. However, for the provision of special education teachers, this school does not have a special education teacher and still does not have a special curriculum for children with special needs. Keywords— inclusive education; children with special needs, kindergartens.
{"title":"Description of Implementation Inclusive Education for Children with Special Needs in Inclusive Kindergarten","authors":"Dini Anggia, Harun Harun","doi":"10.2991/ICSIE-18.2019.34","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.34","url":null,"abstract":"In essence, the needs of early childhood differ from each individual both in their physical motor development, language and their personal needs. Especially for those who have abnormalities in their development who need special treatment. Therefore inclusive education is important to provide a place for children with special needs to be able to socialize with regular children. This study aims to describe the implementation of inclusive education with children with special needs in kindergartens in Indonesia, to describe management of inclusive education management in kindergartens in Indonesia and to describe learning and learning tools used for early childhood with special needs in inclusive education. This research was conducted with descriptive approach research method using interview guidelines. Based on the results of the research that has been done, the implementation of inclusive education in this kindergarten has been carried out well in terms of implementation objectives, educational goals, facility readiness, school management, assessment and identification of children with special needs, assessment of learning outcomes and reporting. However, for the provision of special education teachers, this school does not have a special education teacher and still does not have a special curriculum for children with special needs. Keywords— inclusive education; children with special needs, kindergartens.","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116013314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.2991/ICSIE-18.2019.64
Fiyola Triana Eldiva, N. Azizah
Active, creative, and innovative learning can produce students who can interact and compete globally including students with special needs. Students with special needs must be able to solve learning problems with critical thinking skills. However, teachers have not used alternative learning to improve critical thinking skills. One alternative learning that teachers can use is project-based learning. In this study, the method used is a systematic literature review on a national scale. The results of the survey stated that projectbased learning could improve the critical thinking skills of students with special needs. This learning involved students actively and adjusted to the characteristics of students. Factors supporting project-based learning for students with special needs are teachers explaining material in real terms, reliable infrastructure and regular learning patterns. While the inhibiting factor is that students are not familiar with the learning so that it requires time, guidance and modification in
{"title":"Project Based Learning in Improving Critical Thinking Skill of Children with Special Needs","authors":"Fiyola Triana Eldiva, N. Azizah","doi":"10.2991/ICSIE-18.2019.64","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.64","url":null,"abstract":"Active, creative, and innovative learning can produce students who can interact and compete globally including students with special needs. Students with special needs must be able to solve learning problems with critical thinking skills. However, teachers have not used alternative learning to improve critical thinking skills. One alternative learning that teachers can use is project-based learning. In this study, the method used is a systematic literature review on a national scale. The results of the survey stated that projectbased learning could improve the critical thinking skills of students with special needs. This learning involved students actively and adjusted to the characteristics of students. Factors supporting project-based learning for students with special needs are teachers explaining material in real terms, reliable infrastructure and regular learning patterns. While the inhibiting factor is that students are not familiar with the learning so that it requires time, guidance and modification in","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126545203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.2991/ICSIE-18.2019.23
Qonita Fardlillah, Y. Suryono
This study explores the importance of the physical environment on several classrooms early childhood learning center in Sidoarjo, Indonesia. In this study obtained da ta interview with teachers (n=10) to understand the importance of the physical environment of the classroom at the learning center. Thematic analysis of the interviews revealed two main themes, namely the principle of the learning environment in the classroom (the principle of classroom arrangement of the environment and principles in children) and the design elements of the physical environment of children's classrooms (lighting, color combinations, doors and windows, sky and walls, furniture or furniture selection: table, chair, shelves). The findings reveal that the principle in terms of spatial arrangement may reflect the distinctive features of each learning center (eg IT centers are identical to technology and computers, religious centers are identical to religious, UKS (school health unit) centers are identical to the role playing doctor and pharmacies), provide opportunities for children's learning activities by providing APE (educational game tools) according to learning activities in the center, providing enough space so that children can move freely, not using a barrier in the center of the room to make it look wider and children can play freely. While the principles applied to children in the form of discipline, responsibility, character, independent, orderly, and polite in the classroom. Meanwhile, the elements of the physical classroom environment design with attention to lighting, color combinations, doors and windows, floors and walls as well as furniture selection (tables, chairs, shelves). Both things are done well so as to create a comfortable and safe atmosphere for the needs of children when involved learning in the classroom. Keywords— physical environment, design element of classroom, learning center, teacher perception
{"title":"Physical Environment Classroom: Principles and Design Elements of Classroom in Early Childhood Education","authors":"Qonita Fardlillah, Y. Suryono","doi":"10.2991/ICSIE-18.2019.23","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.23","url":null,"abstract":"This study explores the importance of the physical environment on several classrooms early childhood learning center in Sidoarjo, Indonesia. In this study obtained da ta interview with teachers (n=10) to understand the importance of the physical environment of the classroom at the learning center. Thematic analysis of the interviews revealed two main themes, namely the principle of the learning environment in the classroom (the principle of classroom arrangement of the environment and principles in children) and the design elements of the physical environment of children's classrooms (lighting, color combinations, doors and windows, sky and walls, furniture or furniture selection: table, chair, shelves). The findings reveal that the principle in terms of spatial arrangement may reflect the distinctive features of each learning center (eg IT centers are identical to technology and computers, religious centers are identical to religious, UKS (school health unit) centers are identical to the role playing doctor and pharmacies), provide opportunities for children's learning activities by providing APE (educational game tools) according to learning activities in the center, providing enough space so that children can move freely, not using a barrier in the center of the room to make it look wider and children can play freely. While the principles applied to children in the form of discipline, responsibility, character, independent, orderly, and polite in the classroom. Meanwhile, the elements of the physical classroom environment design with attention to lighting, color combinations, doors and windows, floors and walls as well as furniture selection (tables, chairs, shelves). Both things are done well so as to create a comfortable and safe atmosphere for the needs of children when involved learning in the classroom. Keywords— physical environment, design element of classroom, learning center, teacher perception","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121259798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.2991/ICSIE-18.2019.14
Rakhma Muslikhah, S. Rudiyati
Sexual behavior shown in adolescence is a sign of children experiencing puberty. The task of child development in the face of adolescence is to begin to adjust the changes experienced in him with the surrounding environment. Changes when children experience puberty occur in physical, psychological, social, and emotional. In autistic children who have obstacles in the aspects of interaction, communication, and language patterns also need guidance so that they can adapt the environment. The purpose of this study was to identify sexual behavior that occurs in children with autism aged 12-18 years. This study was designed using a systematic review method based on a database of scientific journals. The data of this study were obtained from the results of 10 journal analyzes. Data analysis used in the study is descriptive analysis. The results showed that the presence of sexual behavior in autistic children who are experiencing puberty. Based on the analysis obtained, the sexual behavior shown by autistic children tends to experience irregularities, for example: some autistic teenagers who always pursue their friends, both men and women with autistic teenagers to channel their sexual drive. The effort to avoid inappropriate behavior is to identify observations that occur in the environment then provide appropriate, consistent, and involving children into positive activities so that children who experience puberty can control the sexual drive that arises. Keywords— identification, sexual behavior, autism,
{"title":"Identification Sexual Behaviour Children with Autism Age 12-18 Years","authors":"Rakhma Muslikhah, S. Rudiyati","doi":"10.2991/ICSIE-18.2019.14","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.14","url":null,"abstract":"Sexual behavior shown in adolescence is a sign of children experiencing puberty. The task of child development in the face of adolescence is to begin to adjust the changes experienced in him with the surrounding environment. Changes when children experience puberty occur in physical, psychological, social, and emotional. In autistic children who have obstacles in the aspects of interaction, communication, and language patterns also need guidance so that they can adapt the environment. The purpose of this study was to identify sexual behavior that occurs in children with autism aged 12-18 years. This study was designed using a systematic review method based on a database of scientific journals. The data of this study were obtained from the results of 10 journal analyzes. Data analysis used in the study is descriptive analysis. The results showed that the presence of sexual behavior in autistic children who are experiencing puberty. Based on the analysis obtained, the sexual behavior shown by autistic children tends to experience irregularities, for example: some autistic teenagers who always pursue their friends, both men and women with autistic teenagers to channel their sexual drive. The effort to avoid inappropriate behavior is to identify observations that occur in the environment then provide appropriate, consistent, and involving children into positive activities so that children who experience puberty can control the sexual drive that arises. Keywords— identification, sexual behavior, autism,","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132786196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.2991/ICSIE-18.2019.49
Reni Amiliya, Harun Harun
The natural environment plays an important role for education especially in early childhood learning. Currently, learning is often used in early childhood learning such as learning group activities, activity angle, area and center. This recent learning almost ignores natural-based learning and tends to lead to intellectualism and verbalism. To address this problem, this study proposes natural-based learning to facilitate child development in order to develop optimally. The effectiveness of nature-based learning is evaluated by designing learning activities conducted by quasi-experimental method to 28 children. Two variables: Natural-based learning and cognitive development. The results show that there is a significant increase in early childhood cognitive development by 53.6%. Keyword—natural-based learning, cognitive, early childhood
{"title":"Natural based Learning for Early Childhood Cognitive Development","authors":"Reni Amiliya, Harun Harun","doi":"10.2991/ICSIE-18.2019.49","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.49","url":null,"abstract":"The natural environment plays an important role for education especially in early childhood learning. Currently, learning is often used in early childhood learning such as learning group activities, activity angle, area and center. This recent learning almost ignores natural-based learning and tends to lead to intellectualism and verbalism. To address this problem, this study proposes natural-based learning to facilitate child development in order to develop optimally. The effectiveness of nature-based learning is evaluated by designing learning activities conducted by quasi-experimental method to 28 children. Two variables: Natural-based learning and cognitive development. The results show that there is a significant increase in early childhood cognitive development by 53.6%. Keyword—natural-based learning, cognitive, early childhood","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134045826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.2991/ICSIE-18.2019.48
Ni Nyoman Fefi Suciarthasih, Effendie Tanumihardja
The study aimed to describe the Learning Together (LT) Methods of Cooperative Learning Approach in making accessories including the implementation, the production of patchwork headbands, and the findings the learning approach on mild intellectual disability. This Classroom Action Research used an action research model consisting 4 cycles. A research cycle was carried out through the planning stage, continued to acting stage and developing stage, and then ended with reflecting stage. The subjects were students of mild intellectual disability in the Beauty Management class of Public SLB (extraordinary school) Pembina Yogyakarta. Data collection used instruments of assessment sheets for group performance, observation, and documentation. Data analysis technique was descriptive analysis. The results showed that the learning together (LT) methods of cooperative learning approach can complete the performance of making the patchwork headbands accessories. The quantity of accessories production in the cycle I produced 9 pieces and met the criteria of success. In the cycle II, there was an increase to 12 or 33.33% and the result was above the criteria of success. In Cycle III and IV, there increased the criteria of success, but the results of the performance can meet the criteria and there was consistency in the results of the performance. Keywords— learning together (lt) methods of cooperative learning approach, intellectual dissability
{"title":"Learning Together (LT) Methods of Cooperative Learning Approach in Making Accessories for Intellectual Disability","authors":"Ni Nyoman Fefi Suciarthasih, Effendie Tanumihardja","doi":"10.2991/ICSIE-18.2019.48","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.48","url":null,"abstract":"The study aimed to describe the Learning Together (LT) Methods of Cooperative Learning Approach in making accessories including the implementation, the production of patchwork headbands, and the findings the learning approach on mild intellectual disability. This Classroom Action Research used an action research model consisting 4 cycles. A research cycle was carried out through the planning stage, continued to acting stage and developing stage, and then ended with reflecting stage. The subjects were students of mild intellectual disability in the Beauty Management class of Public SLB (extraordinary school) Pembina Yogyakarta. Data collection used instruments of assessment sheets for group performance, observation, and documentation. Data analysis technique was descriptive analysis. The results showed that the learning together (LT) methods of cooperative learning approach can complete the performance of making the patchwork headbands accessories. The quantity of accessories production in the cycle I produced 9 pieces and met the criteria of success. In the cycle II, there was an increase to 12 or 33.33% and the result was above the criteria of success. In Cycle III and IV, there increased the criteria of success, but the results of the performance can meet the criteria and there was consistency in the results of the performance. Keywords— learning together (lt) methods of cooperative learning approach, intellectual dissability","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117126183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.2991/ICSIE-18.2019.33
D. Susanti, S. Rudiyati
Student with visual impairment have special needs in the form of Braille to support their reading and writing skills. The ability to read and write Braille is a basic thing that must be mastered by student as the basic skill in the learning process. If the basic skill of reading and writing has been mastered well, it will be easy for children to learn knowledge and information in a more complex learning process. Therefore, it is important to know various ways that can be done in Braille learning for student with visual impairment who are in elementary school. The purpose of this study to examine various ways to learn writing and reading Braille include strategy, method, approach and media. This study was designed use a systematic review method by analyzing 13 articles related to the topic of this study by analyzing data using descriptive analysis. The results of the data analysis in this article content focus of the Braille learning to teaching reading and writing Braille for student can be master reading and writing skills as basic asset in the learning process. However, there are various ways to learning Braille such as strategies, approaches, methods and media that can be used in reading and writing learning, including: word instruction vocabulary, oral Braille reading decoding, individual meaning centered approach, vocabulary flashcards, mangold systems, and short writing (Tusing). Keywords— learn, writing and reading, braille, visual impairment, elementary students.
{"title":"Learn Writing and Reading Braille for Elementary Student with Visual Impairment: A Systematic Review","authors":"D. Susanti, S. Rudiyati","doi":"10.2991/ICSIE-18.2019.33","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.33","url":null,"abstract":"Student with visual impairment have special needs in the form of Braille to support their reading and writing skills. The ability to read and write Braille is a basic thing that must be mastered by student as the basic skill in the learning process. If the basic skill of reading and writing has been mastered well, it will be easy for children to learn knowledge and information in a more complex learning process. Therefore, it is important to know various ways that can be done in Braille learning for student with visual impairment who are in elementary school. The purpose of this study to examine various ways to learn writing and reading Braille include strategy, method, approach and media. This study was designed use a systematic review method by analyzing 13 articles related to the topic of this study by analyzing data using descriptive analysis. The results of the data analysis in this article content focus of the Braille learning to teaching reading and writing Braille for student can be master reading and writing skills as basic asset in the learning process. However, there are various ways to learning Braille such as strategies, approaches, methods and media that can be used in reading and writing learning, including: word instruction vocabulary, oral Braille reading decoding, individual meaning centered approach, vocabulary flashcards, mangold systems, and short writing (Tusing). Keywords— learn, writing and reading, braille, visual impairment, elementary students.","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130483624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.2991/ICSIE-18.2019.38
Atik Setyowati, Wuri Wuryandari
Literacy is a vital competency in solving daily life problems. Early, child needs stimulation of problemsolving competencies, one of the competencies is literacy. Environment highly affects educational success of preschool children. Family is the smallest environment widely playing a role in literacy education for children. Home Literacy Program is literacy program at home that parents/family try to support literacy competency development for children. The research method used is literacy study in order to acquire information regarding to home literacy program and its influence towards preschool children’ literacy development. The consistent implementation of home literacy program by parents at home will support the readiness of children in reading and writing. Keywords— preschool, emergent literacy skill, home literacy
{"title":"Preschool children’ Emergent Literacy Skill and Home Literacy Program","authors":"Atik Setyowati, Wuri Wuryandari","doi":"10.2991/ICSIE-18.2019.38","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.38","url":null,"abstract":"Literacy is a vital competency in solving daily life problems. Early, child needs stimulation of problemsolving competencies, one of the competencies is literacy. Environment highly affects educational success of preschool children. Family is the smallest environment widely playing a role in literacy education for children. Home Literacy Program is literacy program at home that parents/family try to support literacy competency development for children. The research method used is literacy study in order to acquire information regarding to home literacy program and its influence towards preschool children’ literacy development. The consistent implementation of home literacy program by parents at home will support the readiness of children in reading and writing. Keywords— preschool, emergent literacy skill, home literacy","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"47 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126016961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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