Pub Date : 2019-04-01DOI: 10.2991/ICSIE-18.2019.82
Aini Mahabbati, P. Purwandari, Tin Suharmini, Nurdayati Praptiningrum
Developing students' social skills in inclusive schools becomes an important study because of the diverse situation mainly due to students with special needs there and it could be reference of social skills expected by students and become a measure of program success. Previous research has found 46 items of Social Skills Scales based on Diversity Awareness for Elementary School Students (S3DAESS): empathy (15 items), communication and social interaction (13 items), controlling aggression (5 items), open minded (4 items), helping behaviors (4 items), self-understanding (3 items), and learning behavior (2 items). This study aims to establish validity and reliability of S3DAESS. Respondents were 256 students from 13 schools. 12.5% (49) respondents are students with special needs. The scale for each respondent was filled by the teacher. Data analysis through Confirmatory Factor Analysis (CFA) method using statistics with SPSS software. The result shows all items fulfill validity coefficient (≥is 0.40). The smallest coefficient of item is 0.406 (realizing selfstrengths and weakness) and the biggest is 0.845 (interacting without distinguishing non-physical special needs of friends). Invalids items (loading factor of <0.50) found are apologizing, showing good response to friends, working with special needs friends, collaborating; not avoiding teachers or other adults, good speaking or behaving, offering help, and realizing selfstrengths and weakness). Scale reliability test shows a very high consistency or reliability (alpha coefficient of 0.975 (> 0.6)). The norm tests establish the standard norm for scale: <92 indicate low social skills categories; 92-138 medium; and >138 high Keywords— students’ social skills, diversity awareness, behavior scale construction
{"title":"Social Skill Scale based on Diversity Awareness for Elementary School Students: Validity and Reliability","authors":"Aini Mahabbati, P. Purwandari, Tin Suharmini, Nurdayati Praptiningrum","doi":"10.2991/ICSIE-18.2019.82","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.82","url":null,"abstract":"Developing students' social skills in inclusive schools becomes an important study because of the diverse situation mainly due to students with special needs there and it could be reference of social skills expected by students and become a measure of program success. Previous research has found 46 items of Social Skills Scales based on Diversity Awareness for Elementary School Students (S3DAESS): empathy (15 items), communication and social interaction (13 items), controlling aggression (5 items), open minded (4 items), helping behaviors (4 items), self-understanding (3 items), and learning behavior (2 items). This study aims to establish validity and reliability of S3DAESS. Respondents were 256 students from 13 schools. 12.5% (49) respondents are students with special needs. The scale for each respondent was filled by the teacher. Data analysis through Confirmatory Factor Analysis (CFA) method using statistics with SPSS software. The result shows all items fulfill validity coefficient (≥is 0.40). The smallest coefficient of item is 0.406 (realizing selfstrengths and weakness) and the biggest is 0.845 (interacting without distinguishing non-physical special needs of friends). Invalids items (loading factor of <0.50) found are apologizing, showing good response to friends, working with special needs friends, collaborating; not avoiding teachers or other adults, good speaking or behaving, offering help, and realizing selfstrengths and weakness). Scale reliability test shows a very high consistency or reliability (alpha coefficient of 0.975 (> 0.6)). The norm tests establish the standard norm for scale: <92 indicate low social skills categories; 92-138 medium; and >138 high Keywords— students’ social skills, diversity awareness, behavior scale construction","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"27 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":"125469850","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-18.2019.66
Fachruniza Privita Hardiyanti, N. Azizah
Learning through play is an activity that is widely practiced in the current era. Educational or computer-based educational games in the learning process are not only entertaining but can also deepen relationships and enable greater learning processes. Multimedia educational games can help students to understand the material as long as the learning process looks more concrete and fun. Multimedia educational games in teaching and learning activities is also able to improve cognitive abilities possessed by individual intellectual disabilities, but their use is still rarely found. In this paper we conduct research in a systematic review of multimedia educational games as an aid in the implementation of the learning process for individuals with intellectual disabilities. The results of the study obtained from several literature indicate that multimedia educational game can be aimed at increasing the ability of individual intellectual disabilities in various ways not only in the academic field. The time needed during the use of multimedia educational games ranges from 20-60 minutes which is carried out in one full learning. The form of the game presented must be adapted to the real life of an intellectual disability individual in daily life and adapted to the abilities and obstacles that are possessed. The features provided must be able to support the ability of individual intellectual disabilities and can be used as material for improvement in the next learning
{"title":"Multimedia of Educational Game for Disability Intellectual Learning Process: A Systematic Review","authors":"Fachruniza Privita Hardiyanti, N. Azizah","doi":"10.2991/ICSIE-18.2019.66","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.66","url":null,"abstract":"Learning through play is an activity that is widely practiced in the current era. Educational or computer-based educational games in the learning process are not only entertaining but can also deepen relationships and enable greater learning processes. Multimedia educational games can help students to understand the material as long as the learning process looks more concrete and fun. Multimedia educational games in teaching and learning activities is also able to improve cognitive abilities possessed by individual intellectual disabilities, but their use is still rarely found. In this paper we conduct research in a systematic review of multimedia educational games as an aid in the implementation of the learning process for individuals with intellectual disabilities. The results of the study obtained from several literature indicate that multimedia educational game can be aimed at increasing the ability of individual intellectual disabilities in various ways not only in the academic field. The time needed during the use of multimedia educational games ranges from 20-60 minutes which is carried out in one full learning. The form of the game presented must be adapted to the real life of an intellectual disability individual in daily life and adapted to the abilities and obstacles that are possessed. The features provided must be able to support the ability of individual intellectual disabilities and can be used as material for improvement in the next learning","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"74 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":"122622998","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-18.2019.22
Patricia Lestari Taslim, C. Jabar
The enactment of a regulation or law in an education service is determined by the understanding of the authorities in relation to the legal basis. This study aims to evaluate the termination of the acceleration program in schools which is actually held to facilitate the needs of one type of gifted child as part of children with special needs. This research is a qualitative descriptive study. Data collection techniques in this study were interviews, observations, and literature studies. Furthermore, data analysis has been carried out by presenting data that has been reduced, and verification. The legal basis used as the basis for the implementation of acceleration classes were the law, ministerial regulations, and government regulations. In theory, a legal basis can only be stopped with a higher or equal legal basis. The results of this study indicate that the termination of the acceleration program does not use the right legal basis due to the basis for the termination of the acceleration program is a circular letter. At present, different implementations are found in addressing the circular letter. This can be due to differences in the legal basis used in each education unit. Keywords— acceleration program, gifted children, bright children, legal basis
{"title":"Evaluation of Acceleration Program Termination for Gifted Children Learning Needs","authors":"Patricia Lestari Taslim, C. Jabar","doi":"10.2991/ICSIE-18.2019.22","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.22","url":null,"abstract":"The enactment of a regulation or law in an education service is determined by the understanding of the authorities in relation to the legal basis. This study aims to evaluate the termination of the acceleration program in schools which is actually held to facilitate the needs of one type of gifted child as part of children with special needs. This research is a qualitative descriptive study. Data collection techniques in this study were interviews, observations, and literature studies. Furthermore, data analysis has been carried out by presenting data that has been reduced, and verification. The legal basis used as the basis for the implementation of acceleration classes were the law, ministerial regulations, and government regulations. In theory, a legal basis can only be stopped with a higher or equal legal basis. The results of this study indicate that the termination of the acceleration program does not use the right legal basis due to the basis for the termination of the acceleration program is a circular letter. At present, different implementations are found in addressing the circular letter. This can be due to differences in the legal basis used in each education unit. Keywords— acceleration program, gifted children, bright children, legal basis","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"32 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":"114796446","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-18.2019.25
Robiansyah Setiawan, S. Septiarti
Generally, gifted students are known as students who have incredible ability in learning faster. The ability in learning faster of gifted students which exceed their peer needs special education services properly to avoid students being underachiever. This article will present the definition, history and representation of how Indonesia government support education for gifted students in the last one decade. The development of gifted students in Indonesia is affected by the policy from Ministry of Education and Culture. This effect is showed by the government policy by developing some new programs and stopping the program for gifted students. The concern of the negative impact on the potential gifted students who are not being served will be discussed. The implication of the study showed theoretically the support of the government on gifted students’ education is improving. However, practically, the government decision in gifted students’ program development is limited by a stiff policy which causes inflexibility of gifted students. Besides students are not allowed to be free in deciding their chosen which is appropriate to their potential, this policy caused worries on the psychology aspect of the gifted students. This article provides the alternatives of decision making through some rational programs to solve the government worriedness. Keywords— gifted students, education policy, Indonesia, education development, gifted education
{"title":"A Review on Indonesia Policy in Supporting Gifted Students Education","authors":"Robiansyah Setiawan, S. Septiarti","doi":"10.2991/ICSIE-18.2019.25","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.25","url":null,"abstract":"Generally, gifted students are known as students who have incredible ability in learning faster. The ability in learning faster of gifted students which exceed their peer needs special education services properly to avoid students being underachiever. This article will present the definition, history and representation of how Indonesia government support education for gifted students in the last one decade. The development of gifted students in Indonesia is affected by the policy from Ministry of Education and Culture. This effect is showed by the government policy by developing some new programs and stopping the program for gifted students. The concern of the negative impact on the potential gifted students who are not being served will be discussed. The implication of the study showed theoretically the support of the government on gifted students’ education is improving. However, practically, the government decision in gifted students’ program development is limited by a stiff policy which causes inflexibility of gifted students. Besides students are not allowed to be free in deciding their chosen which is appropriate to their potential, this policy caused worries on the psychology aspect of the gifted students. This article provides the alternatives of decision making through some rational programs to solve the government worriedness. Keywords— gifted students, education policy, Indonesia, education development, gifted education","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"1 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":"128486129","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-18.2019.12
Arif Kusuma Nugraha, Mumpuniarti Mumpuniarti
This study aims to describe the cognitive development of children with mild intellectual disability in fisheries skills vocational training. This research uses descriptive research with qualitative approach. Subjects in the study of mild intellectual disability children senior high school level. Methods of data collection using observation methods, interviews and documentation. Data analysis used qualitative descriptive. The results showed on the cognitive development that the child's light mild intellectual disability in abstract knowledge and problem-solving ability as well as performing stages/ standard operational procedures still require guidance and assistance from skill teachers. Mild intellectual disability child's cognitive development in catfish farming skills training bioflock system is expected to accommodate the needs of children in work skills and can open his own business after graduating from school. Cognitive development of mild intellectual disability light level senior high school on skills program based on specialization in child's achieving the employment needs of the environment around so that children have work experience in direct environment of the community, vocational training aims to prepare children with mild intellectual disability light in happen special school heading post-school independence. Keywords— cognitive development, mild intellectual disability, vocational training
{"title":"Cognitive Development of Mild Intellectual Disability for Vocational Training","authors":"Arif Kusuma Nugraha, Mumpuniarti Mumpuniarti","doi":"10.2991/ICSIE-18.2019.12","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.12","url":null,"abstract":"This study aims to describe the cognitive development of children with mild intellectual disability in fisheries skills vocational training. This research uses descriptive research with qualitative approach. Subjects in the study of mild intellectual disability children senior high school level. Methods of data collection using observation methods, interviews and documentation. Data analysis used qualitative descriptive. The results showed on the cognitive development that the child's light mild intellectual disability in abstract knowledge and problem-solving ability as well as performing stages/ standard operational procedures still require guidance and assistance from skill teachers. Mild intellectual disability child's cognitive development in catfish farming skills training bioflock system is expected to accommodate the needs of children in work skills and can open his own business after graduating from school. Cognitive development of mild intellectual disability light level senior high school on skills program based on specialization in child's achieving the employment needs of the environment around so that children have work experience in direct environment of the community, vocational training aims to prepare children with mild intellectual disability light in happen special school heading post-school independence. Keywords— cognitive development, mild intellectual disability, vocational training","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"58 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":"127903006","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}
Inclusive school is one of education equality and realization without discrimination, where children with special needs and children in generic can have an equal education. Inclusive education requires education and school system which treats children as center of flexible learning and can accept the different characteristics and background of each child to stay together. This writing is focused on concept and implementation of basic and secondary education policy in Indonesian national education system for learners with disabilities in Indonesia. In comply with Indonesian Law No 20/2003 on National Education System, stating that basic and secondary education level is a formal education form for learners of 7 until 18 years old and a basic requirement for higher education. In fact, inclusive school organizing in Indonesia has not met with the concept presented and implementation guidelines, in terms of students, teacher qualifications, facilities and infrastructure and parents and community support. The objective of this study is to provide an equal probability and opportunity to learners with special needs to attend a regular school, starting from Elementary, Junior High and High/Vocational School. This study uses Systematic Literature Review (SLR) as research methodology which expected able to identify, assess and interpret all available studies with the purpose of providing a specific answer. The data source is obtained from a variety of national and international journal. Keywords— implementation of policy, inclusive education, disabled students in Indonesia.
{"title":"The Implementation of Inclusive Education Policy for Disabled Student in Indonesia","authors":"Rita Oktadiana, Amika Wardana","doi":"10.2991/ICSIE-18.2019.9","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.9","url":null,"abstract":"Inclusive school is one of education equality and realization without discrimination, where children with special needs and children in generic can have an equal education. Inclusive education requires education and school system which treats children as center of flexible learning and can accept the different characteristics and background of each child to stay together. This writing is focused on concept and implementation of basic and secondary education policy in Indonesian national education system for learners with disabilities in Indonesia. In comply with Indonesian Law No 20/2003 on National Education System, stating that basic and secondary education level is a formal education form for learners of 7 until 18 years old and a basic requirement for higher education. In fact, inclusive school organizing in Indonesia has not met with the concept presented and implementation guidelines, in terms of students, teacher qualifications, facilities and infrastructure and parents and community support. The objective of this study is to provide an equal probability and opportunity to learners with special needs to attend a regular school, starting from Elementary, Junior High and High/Vocational School. This study uses Systematic Literature Review (SLR) as research methodology which expected able to identify, assess and interpret all available studies with the purpose of providing a specific answer. The data source is obtained from a variety of national and international journal. Keywords— implementation of policy, inclusive education, disabled students in Indonesia.","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"12 7-8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120918233","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-18.2019.73
Mar’atus Sholihah, S. Suparno
The importance of fine motor development because children need to use hand skills. One of the causes of fine motor retardation is Developmental Coordination Disorder (DCD). The movements of children with DCD are often described as uncoordinated movements, and children often experience difficulties in activities and sports that usually develop where other children can do easily. The purpose of this study was to determine cases of impaired child development coordination. The research method used is qualitative with case study design. One child was involved in the study. The results of this study indicate that Developmental Coordination Disorder (DCD) affects several other aspects and developments at a later stage. Further research will be discussed. Keywords—fine motor, developmental, coordination disorder
{"title":"Case Study Fine Motor Development Children: Developmental Coordination Disorder","authors":"Mar’atus Sholihah, S. Suparno","doi":"10.2991/ICSIE-18.2019.73","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.73","url":null,"abstract":"The importance of fine motor development because children need to use hand skills. One of the causes of fine motor retardation is Developmental Coordination Disorder (DCD). The movements of children with DCD are often described as uncoordinated movements, and children often experience difficulties in activities and sports that usually develop where other children can do easily. The purpose of this study was to determine cases of impaired child development coordination. The research method used is qualitative with case study design. One child was involved in the study. The results of this study indicate that Developmental Coordination Disorder (DCD) affects several other aspects and developments at a later stage. Further research will be discussed. Keywords—fine motor, developmental, coordination disorder","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"52 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":"131393424","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-18.2019.31
Catur Rina Ajiningsih, Ibnu Syamsi, H. Haryanto
This article aims to examine the implementation of character education in inclusive schools. The study used descriptive qualitative. Data collection was carried out through a literature study. Information sources on literature studies are scientific research journals, books, undergraduate theses, and theses, both in printed and electronic forms. The data were analyzed through the stages of data collection, data reduction, data display, and conclusion. The results revealed that: (1) character education in inclusive schools is implemented based on the design of character education in psychological and sociocultural views; (2) the character education in inclusive schools is implemented based on the strategies: (a) integration in subjects, (b) integration in local contents, and (c) selfdevelopment activities; (3) six prominent character values used as a capital in the implementation of education in the inclusive school; (4) suitable design of character education with the learning principles of children with special needs. Keywords— character education, inclusive school
{"title":"Character Education in Inclusive School","authors":"Catur Rina Ajiningsih, Ibnu Syamsi, H. Haryanto","doi":"10.2991/ICSIE-18.2019.31","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.31","url":null,"abstract":"This article aims to examine the implementation of character education in inclusive schools. The study used descriptive qualitative. Data collection was carried out through a literature study. Information sources on literature studies are scientific research journals, books, undergraduate theses, and theses, both in printed and electronic forms. The data were analyzed through the stages of data collection, data reduction, data display, and conclusion. The results revealed that: (1) character education in inclusive schools is implemented based on the design of character education in psychological and sociocultural views; (2) the character education in inclusive schools is implemented based on the strategies: (a) integration in subjects, (b) integration in local contents, and (c) selfdevelopment activities; (3) six prominent character values used as a capital in the implementation of education in the inclusive school; (4) suitable design of character education with the learning principles of children with special needs. Keywords— character education, inclusive school","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"159 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":"116580822","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-18.2019.63
Siti Hitthotunnahdliyyah Al Badawi, S. Suparno
Social interaction skills is an ability that contributes significantly to social and cognitive development, especially in children with special needs. Practitioners in the field proposed that the development of social skills related to social interaction should be the main goal of early childhood intervention programs. For children with special needs, practitioners need to develop an education plan that includes the objectives of social competence, one of which is through inclusive education. The current study will explore the social interaction skills of early childhood with special needs in inclusion class settings. Based on the findings of the literature study: children with special needs are still less likely to interact with peers who develop normally. Keywords—early childhood inclusive education, social interaction skills, children with special needs
{"title":"Social Interaction Skills of Children with Special Needs in Inclusive Kindergarten","authors":"Siti Hitthotunnahdliyyah Al Badawi, S. Suparno","doi":"10.2991/ICSIE-18.2019.63","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.63","url":null,"abstract":"Social interaction skills is an ability that contributes significantly to social and cognitive development, especially in children with special needs. Practitioners in the field proposed that the development of social skills related to social interaction should be the main goal of early childhood intervention programs. For children with special needs, practitioners need to develop an education plan that includes the objectives of social competence, one of which is through inclusive education. The current study will explore the social interaction skills of early childhood with special needs in inclusion class settings. Based on the findings of the literature study: children with special needs are still less likely to interact with peers who develop normally. Keywords—early childhood inclusive education, social interaction skills, children with special needs","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"61 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":"126381392","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-18.2019.42
Dessy Wulandari, Mumpuniarti Mumpuniarti
Reading skill improvement in first grade students in SLB-B Karya Bakti Wonosobo through multisensory approach. This research aimed to reveal: (1) the process of improvement can be done by teachers to develop reading skills in deaf students, (2) the types of functional sensory improvement found for instructional reading in deaf students, (3) if multisensory theory can give contribution in instructional reading in deaf students. This study is a classroom action research. This research applied multisensory approach to improve reading skills. This study was conducted in SLB-B Karya Bakti, an extraordinary school in Wonosobo. The subjects of the research are four students with lower-level reading skill compared to their classmates. The data were collected through tests and observation on subjects and observation on teacher collaborator. The technique of analyzing data is descriptive quantitative. The result shows that multisensory approach applied in the instructional process can improve the reading skill. The visual aspects performed in students include viewing the writing, reading lips, viewing and mimicking teacher’s pronunciation, and observing sound meter to know the level of sound produced. In auditory aspect, students mimic teacher’s pronunciation and produce sound so it can be detected by sound meter, thus the sound produced is then heard. In kinesthetic aspect, students imitate mouth’s movements and understand the vibration and movements when reading. In tactile aspect, students feel the vibration of the sound produced when reading and they understand the difference between plosive consonant and continuant consonant. Keywords—deaf students, reading skill, multisensory
通过多感官方法提高小学一年级学生的阅读技能。本研究旨在揭示:(1)教师在培养聋人学生阅读技能方面的改善过程;(2)在聋人学生的教学阅读中发现的功能感官改善类型;(3)多感官理论在聋人学生的教学阅读中是否有贡献。本研究为课堂行动研究。本研究运用多感官方法提高阅读能力。这项研究是在沃诺索博一所非凡的学校SLB-B Karya Bakti进行的。这项研究的对象是四名阅读水平低于同班同学的学生。通过对被试的测试和观察以及对教师合作者的观察来收集数据。分析数据的技术是描述性定量的。结果表明，在教学过程中运用多感官教学法可以提高学生的阅读能力。学生在视觉方面的表现包括看书写，读唇，看和模仿老师的发音，观察音阶来了解所发出的声音的水平。在听觉方面，学生模仿老师的发音并发出声音，这样就可以被音计检测到，从而听到所发出的声音。在动觉方面，学生模仿嘴部的动作，理解阅读时的震动和动作。触觉方面，学生在阅读时感受到声音的振动，理解爆破辅音和连续辅音的区别。关键词:聋哑学生;阅读技巧;多感官
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