{"title":"教师对特殊需要儿童学习的认知与角色","authors":"Novia Solichah, Rifa Hidayah","doi":"10.18860/psikoislamika.v18i2.15702","DOIUrl":null,"url":null,"abstract":"Children with special needs (ABK) are children who have special characteristics and are different from children as usual, in other words they are not able to show mental, emotional or physical disabilities, which are included in the category of children with special needs including: blind, deaf, mentally retarded, physically disabled, mentally retarded, learning difficulties, and behavioral difficulties. Barriers to the education of children with special needs require the form of educational services that are in accordance with their abilities and potential. The purpose of this study was to examine the description of the perception and role of teachers on the learning of children with special needs. This research method uses descriptive qualitative. This research was conducted in Malang City. The result of this study is that in general, teachers perceive children with special needs as requiring intensive learning. Children with special needs need continuous guidance between teachers and parents. This can be started with home visit activities or home visits. In order to improve the readiness of classroom teachers in dealing with children with special needs and provide a shadow teacher to facilitate children with special needs. The teacher as a teacher in his role also focuses on training the independence of children because children with special needs cannot always depend on others but at least children with special needs can take care of themselves.","PeriodicalId":34883,"journal":{"name":"Psikoislamika","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Teacher's Perception and Role of Learning for Children with Special Needs\",\"authors\":\"Novia Solichah, Rifa Hidayah\",\"doi\":\"10.18860/psikoislamika.v18i2.15702\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Children with special needs (ABK) are children who have special characteristics and are different from children as usual, in other words they are not able to show mental, emotional or physical disabilities, which are included in the category of children with special needs including: blind, deaf, mentally retarded, physically disabled, mentally retarded, learning difficulties, and behavioral difficulties. Barriers to the education of children with special needs require the form of educational services that are in accordance with their abilities and potential. The purpose of this study was to examine the description of the perception and role of teachers on the learning of children with special needs. This research method uses descriptive qualitative. This research was conducted in Malang City. The result of this study is that in general, teachers perceive children with special needs as requiring intensive learning. Children with special needs need continuous guidance between teachers and parents. This can be started with home visit activities or home visits. In order to improve the readiness of classroom teachers in dealing with children with special needs and provide a shadow teacher to facilitate children with special needs. The teacher as a teacher in his role also focuses on training the independence of children because children with special needs cannot always depend on others but at least children with special needs can take care of themselves.\",\"PeriodicalId\":34883,\"journal\":{\"name\":\"Psikoislamika\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-12-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Psikoislamika\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.18860/psikoislamika.v18i2.15702\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psikoislamika","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.18860/psikoislamika.v18i2.15702","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
摘要
特殊需要儿童(Children with special needs,简称ABK)是指具有与一般儿童不同的特殊特征的儿童,换句话说,他们不能表现出精神、情感或身体上的残疾,属于特殊需要儿童的范畴,包括:失明、失聪、智力迟钝、身体残疾、智力迟钝、学习困难和行为困难。有特殊需要的儿童受教育的障碍需要根据他们的能力和潜力提供教育服务。本研究的目的是探讨教师对特殊需要儿童学习的认知和角色的描述。本研究方法采用描述性定性。这项研究是在玛琅市进行的。这项研究的结果是,一般来说,教师认为有特殊需要的孩子需要强化学习。有特殊需要的孩子需要老师和家长的持续指导。这可以从家访活动或家访开始。为了提高课堂教师在处理特殊需要儿童方面的准备能力,并提供影子教师为特殊需要儿童提供便利。教师作为教师的角色也注重培养孩子的独立性,因为有特殊需要的孩子不能总是依赖别人,但至少有特殊需要的孩子可以照顾自己。
Teacher's Perception and Role of Learning for Children with Special Needs
Children with special needs (ABK) are children who have special characteristics and are different from children as usual, in other words they are not able to show mental, emotional or physical disabilities, which are included in the category of children with special needs including: blind, deaf, mentally retarded, physically disabled, mentally retarded, learning difficulties, and behavioral difficulties. Barriers to the education of children with special needs require the form of educational services that are in accordance with their abilities and potential. The purpose of this study was to examine the description of the perception and role of teachers on the learning of children with special needs. This research method uses descriptive qualitative. This research was conducted in Malang City. The result of this study is that in general, teachers perceive children with special needs as requiring intensive learning. Children with special needs need continuous guidance between teachers and parents. This can be started with home visit activities or home visits. In order to improve the readiness of classroom teachers in dealing with children with special needs and provide a shadow teacher to facilitate children with special needs. The teacher as a teacher in his role also focuses on training the independence of children because children with special needs cannot always depend on others but at least children with special needs can take care of themselves.