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Isma, Syafrina Nur, Yanti Tayo, and Made Panji Teguh. "Pola Komunikasi Guru dan Murid dengan Autisme di SDIT Mutiara Hati Tambun Selatan: Studi Deskriptif tentang Komunikasi Interpersonal antara Guru dan Murid dengan Autisme di SDIT Mutiara Hati Tambun Selatan." Da'watuna: Journal of Communication and Islamic Broadcasting 4, no. 2 (2023): 717–25. http://dx.doi.org/10.47467/dawatuna.v4i2.4954.
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The research discussed in this journal focuses on the communication patterns of teachers and students with autism at SDIT Mutiara Hati Tambun Selatan. Students with autism are those who have an interaction impairment, have difficulty communicating with their surroundings, cannot look others in the eye, and prefer to withdraw into their own world. The objective of this study was (1) to explore interpersonal communication patterns between teachers and students with autism at SDIT Mutiara Hati Tambun Selatan. (2) Aims to learn the verbal or nonverbal communication used in the admission of autistic children at Mutiara Hati Tambun Selatan Integrated Islamic Primary School. (3) Exploring factors that support and hinder teaching and learning activities at Mutiara Hati Tambun Selatan Integrated Islamic Primary School. With qualitative descriptive research method. The theory used in this study is that Devito's five positive attitudes support interpersonal communication. The results of this study suggest that students with autism who attend regular private schools with other normal children report that interpersonal communication or interpersonal communication patterns are use is more likely in the form of verbal or oral communication with repetition (drill) and the use of slow intonation and soft language. During this time, nonverbal communication is used more in the form of movements interspersed with stories, or smiles, hand gestures, as a form of appreciation for the positive things that students have. autistic have done with the purpose that they have confidence in themselves to interact with their surroundings.
 keyword: communication pattern, interpersonal communication, verbal communication, nonverbal communication, students with autism
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Ardhi, Kuntjoro Nuril. "Analisis Hubungan Interpersonal Antara Guru Dan Orang Tua Murid Penyandang Autisme." Tuturlogi 3, no. 3 (2023): 127. http://dx.doi.org/10.21776/ub.tuturlogi.2022.003.03.2.
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<p><em>This study takes the problem of the need for cooperation of teachers and parents in the learning process of children. In children with special needs, the role of teachers and parents because they are the 'pillars' in children's education, especially in this study is a child with autism needs. The purpose of this study is to describe, illustrate, and understand what kind of interpersonal relationship that exists between teachers and parents of students with autism in SLB Negeri 3 Jakarta. This research uses qualitative research type with descriptive method, data completion technique using in-depth interview technique and documentation study. The results of this study illustrate the relationship between teachers and parents of students with autism in SLB Negeri 3 Jakarta run well and relationships conducted with the aim that children's information both at school and at home can be delivered in both directions. Teachers and parents choose to conduct self-disclosure so that information can be exchanged properly. </em></p><p><strong><em> </em></strong></p><p><em> </em></p>
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Norhisham, Mohamad, and Zulazizi Mohd Nawi Muhammad. "Tahap Kemahiran dan Sikap Guru Terhadap Penggunaan Multimedia dalam Pengajaran dan Pembelajaran al-Quran Murid Autisme (Teacher Skill Level and Attitude Towards the Use of Multimedia in the Teaching and Learning of the Holy Koran for Autism Student)." Journal of Quran Sunnah Education and Special Needs 5, no. 2 (2021): 80–92. https://doi.org/10.5281/zenodo.5816600.
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Kajian ini dijalankan bagi mengenal pasti tahap kemahiran dan sikap guru terhadap penggunaan multimedia dalam pengajaran dan pembelajaran al-Quran untuk murid Autisme. Kajian ini dilakukan menggunakan set soal selidik yang telah dilengkapkan oleh 40 orang guru yang mengajar di kelas Program Pendidikan Khas Integrasi (PPKI) yang dipilih secara rawak. Data kuantitatif daripada soal selidik ini dianalisis secara deskriptif menggunakan SPSS versi 22 bagi mendapatkan kekerapan (frekuensi), peratusan, min dan sisihan piawai. Analisis korelasi Pearson digunakan untuk menentukan hubungan antara tahap kemahiran dengan sikap guru menggunakan multimedia dalam pengajaran dan pembelajaran al-Quran murid Autisme. Hasil analisis kajian mendapati, tahap kemahiran guru (M=3.63, SP.=0.82) dan sikap guru (M=3.80, SP.=0.71) berada pada aras sederhana tinggi. Sementara itu, kajian ini juga menunjukkan wujud hubungan yang signifikan antara tahap kemahiran dengan sikap guru. Sememangnya tahap kemahiran dan sikap guru ke arah menggunakan multimedia dalam pengajaran adalah positif tetapi mempunyai kelemahan dari aspek pengaplikasian item-item multimedia. Justeru, semasa menjalankan proses pengajaran, seseorang guru mesti mengambil kira mengenai tahap kemahiran untuk diaplikasikan dan kebersediaan sikap guru untuk membina proses pengajaran berasaskan multimedia agar menjadi lebih efektif (This study was conducted to identify the teacher skill level and attitude towards the use of multimedia in the teaching and learning of the Holy Koran for Autism students. This study was conducted using a set of questionnaires that were completed by 40 teachers who teach in the Integrated Special Education Program (PPKI) class selected by random. These quantitative data from the questionnaire were analyzed descriptively through SPSS software, version 22 to obtain the frequency, percentage, mean and standard deviation. Pearson correlation analysis was used to determine the relationship between skill level and teacher attitude towards using multimedia in the teaching and learning of the Holy Koran for Autism students. The results of the analysis of the study found that the teacher skill level (M=3.63, SD.=0.82) and teacher attitude (M=3.80, SD.=0.71) were at a moderate and high level. Meanwhile, this study also shows that there is a significant relationship between skill level and teacher attitude. Indeed, the teacher skill level and attitude towards using multimedia in teaching is positive but has weaknesses in terms of the application of multimedia items. Thus, while conducting the teaching process, a teacher must take into account the skill level to be applied and the readiness of the teacher attitude to build a multimedia-based teaching process to be more effective)
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Muhamad, Norhisham, Muhammad Zulazizi Mohd Nawi, and Norhasniza Daud. "Tahap Kemahiran dan Sikap Guru Terhadap Penggunaan Multimedia dalam Pengajaran dan Pembelajaran al-Quran Murid Autisme." Journal of Quran Sunnah Education & Special Needs 5, no. 2 (2021): 80–92. http://dx.doi.org/10.33102/jqss.vol5no2.125.
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This study was conducted to identify the teacher skill level and attitude towards the use of multimedia in the teaching and learning of the Holy Koran for Autism students. This study was conducted using a set of questionnaires that were completed by 40 teachers who teach in the Integrated Special Education Program (PPKI) class selected by random. These quantitative data from the questionnaire were analyzed descriptively through SPSS software, version 22 to obtain the frequency, percentage, mean and standard deviation. Pearson correlation analysis was used to determine the relationship between skill level and teacher attitude towards using multimedia in the teaching and learning of the Holy Koran for Autism students. The results of the analysis of the study found that the teacher skill level (M=3.63, SD.=0.82) and teacher attitude (M=3.80, SD.=0.71) were at a moderate and high level. Meanwhile, this study also shows that there is a significant relationship between skill level and teacher attitude. Indeed, the teacher skill level and attitude towards using multimedia in teaching is positive but has weaknesses in terms of the application of multimedia items. Thus, while conducting the teaching process, a teacher must take into account the skill level to be applied and the readiness of the teacher attitude to build a multimedia-based teaching process to be more effective. AbstrakKajian ini dijalankan bagi mengenal pasti tahap kemahiran dan sikap guru terhadap penggunaan multimedia dalam pengajaran dan pembelajaran al-Quran untuk murid Autisme. Kajian ini dilakukan menggunakan set soal selidik yang telah dilengkapkan oleh 40 orang guru yang mengajar di kelas Program Pendidikan Khas Integrasi (PPKI) yang dipilih secara rawak. Data kuantitatif daripada soal selidik ini dianalisis secara deskriptif menggunakan SPSS versi 22 bagi mendapatkan kekerapan (frekuensi), peratusan, min dan sisihan piawai. Analisis korelasi Pearson digunakan untuk menentukan hubungan antara tahap kemahiran dengan sikap guru menggunakan multimedia dalam pengajaran dan pembelajaran al-Quran murid Autisme. Hasil analisis kajian mendapati, tahap kemahiran guru (M=3.63, SP.=0.82) dan sikap guru (M=3.80, SP.=0.71) berada pada aras sederhana tinggi. Sementara itu, kajian ini juga menunjukkan wujud hubungan yang signifikan antara tahap kemahiran dengan sikap guru. Sememangnya tahap kemahiran dan sikap guru ke arah menggunakan multimedia dalam pengajaran adalah positif tetapi mempunyai kelemahan dari aspek pengaplikasian item-item multimedia. Justeru, semasa menjalankan proses pengajaran, seseorang guru mesti mengambil kira mengenai tahap kemahiran untuk diaplikasikan dan kebersediaan sikap guru untuk membina proses pengajaran berasaskan multimedia agar menjadi lebih efektif.
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Khalid, Nurul Fazzuan, Maznah Ramli, and Rozniza Zaharudin. "EXPLORING THE EFFECTIVENESS OF SAND PLAY THERAPY ON EMOTIONAL REGULATION AMONG AUTISM STUDENTS USING THE FUZZY DELPHI METHOD." International Journal of Education, Psychology and Counseling 9, no. 56 (2024): 1141–52. https://doi.org/10.35631/ijepc.956072.
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This study evaluates the effectiveness of sandplay therapy as an intervention to enhance emotional regulation among students with autism in Malaysia. Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that significantly affects children's communication abilities, social interactions, and emotional management. The Emotion Regulation Theory (Gross, 2002) is utilized to explain how individuals manage and control their emotions in various contexts, supporting the understanding of how sandplay therapy can help students with autism regulate their emotions more effectively. Through the Fuzzy Delphi Method (FDM) approach, this research analyzes the impact of sandplay therapy on the development of emotional regulation skills among students with autism in special education environments. The findings indicate that a systematic and structured sandplay therapy approach can significantly stimulate the development of socio-emotional skills in students with autism. This intervention provides a safe and therapeutic platform for students to express emotions and build meaningful relationships with peers through controlled sandplay activities. The research results also highlight the potential of sandplay therapy as a cost-effective and easily implemented intervention method in supporting the emotional development of students with special needs, particularly in the context of inclusive education in Malaysia."
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Gutasan, Norleena, Rojiah Saiwah Karim, Zoriffah Mohd Kudin, and Nor Jannah Hassan. "LEXSSA KIT IMPROVE READING SKILLS FOR STUDENT WITH DISABILITIES." International Journal of Modern Education 3, no. 8 (2021): 149–66. http://dx.doi.org/10.35631/ijmoe.380013.
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The LEXSSA Kit (More Effective Xtra Fun Suitable for Student Levels) is produced for Students with Learning Disabilities. The aim of this research is to help students with Learning Disabilities such as students with Autism, Dyslexia, Slow Learner, Down Syndrome, and Attention Deficit Hyperactive Disorder (ADHD) improve their reading skills. This study was conducted to observe the perception of Students with Learning Disabilities of using LEXSSA Kit as learning aids that can encourage active learning and improve the mastery of reading. The design of this research has used a survey method and presented in the form of descriptive statistics (frequency and percentage). Meanwhile, the LEXSSA Kit was produced through four adaptation processes using the PDCA Model and was implemented for Students with Learning Disabilities in the district of Tuaran, Kudat, and Kota Belud. Preliminary findings found that Students with Learning Disabilities unable to read simple syllables, words, phrases, and sentences without the help of a teacher. The result of the intervention using the LEXSSA Kit shows that Students with Learning Disabilities can read simple syllables and words independently. The finding of the assessment phase shows that 95 percent of Students with Learning Disabilities can read syllables and words using the LEXSSA Kit. The implication of this study proves that the LEXSSA Kit can help improve Students with Learning Disabilities' reading skills. It is easy to use, interactive, fun, engaging, encourages active learning among Students with Learning Disabilities, and cost-effective for teachers to use.
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Azka Aulia Rachman and Raditya Pratama Putra. "Komunikasi Antar Pribadi Instruktur Dengan Murid Dalam Membangun Komunikasi Efektif." Bandung Conference Series: Communication Management 5, no. 1 (2025): 161–68. https://doi.org/10.29313/bcscm.v5i1.16819.
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Abstract. This research aims to explore the effectiveness of the Rhythm Therapy method in learning music for students with disabilities and autism at Noise Creator, focusing on the role of effective interpersonal communication and the development of cognitive, motor and social skills. Through a qualitative approach involving in-depth interviews, observation, and literature review, this research explores the application of the method in the context of inclusive music education. The results revealed three main findings, among others, that deep interpersonal communication between instructors and students is key in creating effective and meaningful learning. The instructor's personalized and interactive approach is able to increase students' interest, create a comfortable learning atmosphere, and support their learning needs and styles. The Rhythm Therapy program is proven to be effective in building harmonious communication, increasing students' confidence, and supporting the development of musical skills and stronger interpersonal relationships. This research demonstrates the great potential of Rhythm Therapy as an inclusive method that supports education and therapy through music. Abstrak. Penelitian ini bertujuan untuk mengeksplorasi efektivitas metode Rhythm Therapy dalam pembelajaran musik bagi murid difabel dan autis di Noise Creator, dengan fokus pada peran komunikasi interpersonal yang efektif dan pengembangan keterampilan kognitif, motorik, serta sosial. Melalui pendekatan kualitatif yang melibatkan wawancara mendalam, observasi, dan studi pustaka, penelitian ini menggali penerapan metode tersebut dalam konteks pendidikan musik inklusif. Hasil penelitian mengungkapkan tiga temuan utama antara lain, komunikasi interpersonal yang mendalam antara instruktur dan murid menjadi kunci dalam menciptakan pembelajaran yang efektif dan bermakna. Pendekatan personal dan interaktif dari instruktur mampu meningkatkan ketertarikan murid, menciptakan suasana belajar yang nyaman, serta mendukung kebutuhan dan gaya belajar mereka. Program Rhythm Therapy terbukti efektif dalam membangun komunikasi yang harmonis, meningkatkan kepercayaan diri murid, serta mendukung pengembangan keterampilan musik dan hubungan interpersonal yang lebih kuat. Penelitian ini menunjukkan potensi besar Rhythm Therapy sebagai metode inklusif yang mendukung pendidikan dan terapi melalui musik.
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Suprihatin, Suprihatin. "138 ‘PEER MEDIATED BUDDY PROGRAM’ UNTUK MENINGKATKAN KOMPETENSI SOSIAL SISWA DENGAN AUTISME di SEKOLAH INKLUSI." PARAMETER: Jurnal Pendidikan Universitas Negeri Jakarta 25, no. 2 (2014): 138–51. http://dx.doi.org/10.21009/parameter.252.09.
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Abstract: This research aims to know application ‘peer mediated buddy program’ to student with autisme in the inclusion school which can improved social student competence with autis. This research used descriptive qualitative Research with used friend who training and piring to helm student with autis can make them socializing in or out classes. Regarding observation Result shows for the First Time, the volunteer felt confused to keep in touch with autism student. Because of the volunteer difficult to communicated with them, because One of the students still difficult to understand what he is talking about. He jus Said with duplicated what Hie friend Said. But, the attitude intensity decline like suddenly running to teacher who explaining a subject in front of the class. This indicates a successfull Action which is given to student with autism. Abstrak: Penelitian ini bertujuan untuk mengetahui apakah dengan diterapkannya ‘peer mediated buddy program’ kepada siswa dengan autisme disekolah inklusi akan dapat meningkatkan kompetensi sosial siswa dengan autisme. Penelitian ini adalah penelitian deskriptif kualitatif dengan menggunakan teman sebaya yang sudah dilatih dan sengaja dipasangkan untuk membantu siswa dengan autisme bersosialisasi baik di dalam maupun di luar kelas. Berdasarkan hasil pengamatan selama tindakan berlangsung, tampak terlihat bahwa sukarelawan masih agak kebingungan pada awalnya ketika berinteraksi dengan siswa dengan autisme. Hal ini dikarenakan kendala komunikasi diantara mereka, salah satu siswa dengan autisme dalam penelitian ini memang cara berkomunikasinya masih sulit dipahami. dia berkomunikasi seperti membeo hanya menirukan kata-kata yang diucapkan oleh teman sukarelawannya. Namun ada penurunan intensitas perilaku yang kurang menyenangkan seperti berlari secara tiba-tiba ke arah guru yang sedang menerangkan pelajaran di depan kelas. Hal ini menunjukkan adanya keberhasilan tindakan yang diberikan kepada siswa dengan autisme tersebut.
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MUHAMMAD YAHYA, ALIF ACHADAH. "MEDIA AUDIO VISUAL DALAM PEMBELAJARAN PAI SISWA TUNAGRAHITA SEDANG DI SMALB MALANG." INSPIRASI (Jurnal Kajian dan Penelitian Pendidikan Islam) 5, no. 1 (2024): 51. https://doi.org/10.61689/inspirasi.v5i1.252.
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Sistem pendidikan di Indonesia terdapat adanya perbedaan antara pendidikan yang diterima oleh anak-anak dengan kondisi normal dengan anak-anak yang memiliki kebutuhan khusus (ABK). Mereka (Heward) adalah insan ciptaan Allah yang mempunyai ciri dan spesifikasi yang yang berbeda dengan anak-anak secara umum yang hal tersebut tidak hanya terletak pada perbedaan kedaan tubuh, fisik, psikologi, emosi dan mental. Adapun yang tergolong dalam ABK yaitu tunta netra, tuna rungu, tuna grahita, tuna daksa, tuna laras, kesulitan belajar, autisme, anak gangguan kesehatan. Adapun sebutan lain bagi ABK adalah “Anak Luar Biasa†dan “Anak Cacatâ€. Dalam realitanya, ABK memerlukan pendidikan dan pelayaan khusus dan secara intensif yang hal tersebut harus disesuaikan dengan keadaan fisik, kemampuan, dan psikologi ABK tersebut. Sebagai contoh, keadaan tuna netra yang mempunyai kekurangan dalam penglihatan dan pendengaran, mereka memerlukan buku yang menggunakan tulisan Braille (tulisan timbul) dan bahasa isyarat sehingga mereka dapat tetap membaca sebuah teks dan memahami sebuah percakapan walaupun dalam keadaan kekurangan penglihatan dan pendengaran. Dalam penelitrian ini mekhususkan pembahasan tentang ABK tuna grahita dalam pembelajaran PAI dengan menggunakan media audio visual. Adapun fokus penelitian yang dibahas yaitu: 1) Bagaimana pelaksanaan pembelajaran PAI menggunakan media audio visual?, 2) Bagaimana strategi penggunaan media audio visual dalam pembelajaran PAI?, 3) Apakah faktor penghambat dan pendukung dalam penggunaan media audio visual dalam pembelajaran PAI? Dalam penelitian ini menggunakan metode penelitian kualitatif yang metode pengumpulan datanya menggunakan observasi, wawancara, dan dokumentasi. Adapun hasil temuan yaitu : 1) bahwa pelaksanaan pembelajaran PAI menggunakan media audio visual di SMALB Malang ini dapat berjalan dengan lancar sehingga murid tuna grahita di SMLB ini dapat mengikuti pembelajaran PAI dengan baik, 2) Terkait dengan strategi yang dilakukan adalah dengan penggunaan program-program serta bahan ajar seperti video-video yang sesuia dengan materi PAI, 3) Faktor pendukung dalam penerapan audio visual ini adalah sudah tersedianya fasilitas yang lengkap untuk pembuatan video-video pembelajaran tetapi mempunyai kekurangan karena kurangnya pengajaraa yang mempunyai keahlian dalam membuat video-video pembelajaran. Kata Kunci : Audio Visual, Pembelajaran PAI, Tuna Grahita The system in Indonesia will not make any differences between the education received by children with normal conditions and children with special needs (ABK). They (Heward) are beings created by Allah who have different characteristics and specifications from children in general, which does not only lie in differences in body, physical, psychological, emotional and mental states. As for those who are classified as ABK, namely completely blind, deaf, mentally disabled, physically disabled, hearing impaired, learning difficulties, autism, children with health problems. The other names for children with special needs are "Extraordinary Children" and "Children with Disabilities". In reality, children with special needs require special and intensive education and services which must be adapted to the physical condition, abilities, and psychology of the ABK. For example, blind people who have vision and hearing deficiencies, they need books that use Braille (embossed writing) and sign language so that they can continue to read a text and understand a conversation even if they are visually and hearing deficient. In this research, the discussion focuses on children with intellectual disabilities in Islamic education learning using audio-visual media. The research focuses discussed are: 1) How is the implementation of Islamic Education learning using audio-visual media? 2) What is the strategy for using audio-visual media in Islamic education learning? In this study using qualitative research methods in which data collection methods use observation, interviews, and documentation. The findings are: 1) that the implementation of Islamic Education learning using audio-visual media at SMALB Malang can run smoothly so that students with intellectual disabilities can participate in Islamic education learning well, 2) Related to the strategy carried out is the use of programs as well as teaching materials such as videos that are in accordance with PAI material, 3) The supporting factor in the application of this audio visual is the availability of complete facilities for making instructional videos but has shortcomings due to the lack of teachers who have expertise in making instructional videos. Keywords: audio visual, islamic education learning, tuna grahita
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Lutfi, Ahmad, and Alfizah Ayu Indria Sari. "Analisis Alur Belajar Matematika Siswa Inklusi Jenis Kebutuhan Autisme." Andragogi: Jurnal Diklat Teknis Pendidikan dan Keagamaan 10, no. 2 (2022): 187–94. http://dx.doi.org/10.36052/andragogi.v10i2.294.
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This study aims to describe the Mathematics Learning Flow of Students' with Inclusion types of Autism Needs in the Material of Addition and Subtraction of Numbers up to Two Numbers. This type of research is qualitative research. The instrument in this study is the researcher himself. Other instruments that support obtaining data are problem-solving tasks and interview guidelines to reveal the flow of students' mathematics learning inclusion types of autism needs. The subjects in this study were two students who included autism needs type, respectively male and female. Based on the results of the analysis that has been carried out by providing problem-solving problems in the form of mathematical problems and being strengthened by conducting interviews, it was found that the type of autism needed with the category of High Functioning Autism followed every step of Polya’s problem solving and in the student's thinking process occurred assimilated. Meanwhile, children with autism needs with the category of Low Functioning Autism do not follow every step of Polya’s problem-solving, and in the process of thinking, this student is likely to accommodate a scheme about simple data that is clearly stated in the problem.(Penelitian ini bertujuan untuk mendeskripsikan Alur Belajar Matematika Siswa Inklusi Jenis Kebutuhan Autisme Pada Materi Penjumlahan dan Pengurangan Bilangan Sampai Dua Angka. Jenis penelitian menggunankan metodologi penelitian kualitatif deskriptif. Instrumen utama pada penelitian ini adalah peneliti sendiri. Instrument lainnya yang mendukung dalam mendapatkan data adalah tugas pemecahan masalah dan pedoman wawancara untuk mengungkapkan alur belajar matematika siswa inklusi jenis kebutuhan autisme. Subjek dalam penelitian ini adalah dua orang siswa inklusi jenis kebutuhan autisme masing-masing laki-laki dan perempuan. Berdasarkan hasil analisa yang telah dilakukan dengan memberikan soal pemecahan masalah berupa soal matematika dan diberi penguatan dengan melakukan wawancara didapatkan bahwa anak dengan kebutuhan autism kategori high functioning autism mengikuti setiap langkah pemecahan masalah menurut Polya dan proses berfikir siswa tersebut terjadi secara asimilasi. Sedangkan anak dengan kebutuhan autism kategori Low Functioning Autism tidak mengikuti setiap langkah pemecahan masalah Polya dan proses berfikir siswa ini cendrung mengakomodasi skema tentang data sederhana yang secara jelas dinyatakan dalam soal).
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Dian Primasari, Ika Firma Ningsih, and Asep Supena. "PERAN ORANG TUA ANAK BERKEBUTUHAN KHUSUS (AUTIS) SEKOLAH DASAR SELAMA MASA COVID-19." JS (JURNAL SEKOLAH) 5, no. 1 (2020): 133. http://dx.doi.org/10.24114/js.v5i1.23309.
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Abstract: This study aims to describe the role of parents in accompanying children with special needs (autism) in primary schools during the Covid-19 pandemic. This study uses a qualitative research method with a descriptive case study approach, which describes specific, limited, in-depth cases using various sources, such as interviews, observations, documents, in order to obtain an in-depth understanding and analysis of the case (Creswell, 2015). Data collection methods, namely: interviews, observation, monitoring notes. Interviews, with 6 informants, consisting of main informants, namely 4 parents and supporting informants, namely 1 teacher at the SD Lazuardi Inclusive School and 1 therapist at one of the ABA therapy clinics. Informants in this study were selected based on the characteristics of parents who have autistic children at the age of 7-14 years, namely elementary school age children. There were 6 informants consisting of the main informants, namely 4 parents and supporting informants, namely 1 teacher at the Lazuardi Elementary School and 1 therapist at one of the ABA therapy clinics. The validity of the data in this study used triangulation in the data collection method, through interviews with main informants, namely parents, as well as supporting informants, namely child therapists in clinics who came home to home visits and teachers at school. Data analysis techniques use thematic analysis, namely first, preparing and organizing data (text data such as transcripts, or image data such as photos), then reducing the data to themes through the coding process and summarizing the code, and finally presenting the data in the form of charts, tables, or discussion (Creswell, 2015). The results of this study get an overview of the role of parents, namely maintaining and ensuring children to implement a clean and healthy life, accompanying children to study at home online and by home visit (teachers come home) during the Covid-19 pandemic period according to the teacher's health protocol and students must wear masks. and maintaining distance, accompanying children with therapy at home home visits (therapists come to the house), accompanying children on activities (playing, learning, teaching worship), monitoring child development, managing diet, and financing therapy and school funding. The role of parents is very important, the existence of autistic children makes parents more receptive, sincere and patient, understanding and able to find solutions. Routines are important activities for children with autism. Keywords: role of parents, autistic children, covid-19. Abstrak: Penelitian ini bertujuan untuk menggambarkan peran orangtua dalam mendampingi anak berkebutuhan kusus (autis) sekolah dasar selama masa pandemic covid-19. Penelitian ini menggunakan metode penelitian kualitatif dengan pendekatan studi kasus deskriptif, yaitu mendeskripsikan kasus yang spesifik, terbatas, mendalam dengan menggunakan beragam sumber, seperti wawancara, pengamatan, dokumen, supaya diperoleh pemahaman dan analisa secara mendalam tentang kasus tersebut (Creswell, 2015). Metode pengumpulan data yaitu: wawancara, observasi, catatan monitoring. Wawancara, dengan 6 informan, yang terdiri dari informan utama yaitu 4 orangtua dan informan pendukung yaitu 1 orang guru di Sekolah Inklusi SD Lazuardi dan 1 orang terapis di salah satu klinik terapi ABA. Informan dalam penelitian ini dipilih berdasarkan karakteristik orangtua yang mempunyai anak autis pada usia 7-14 tahun yaitu anak usia sekolah dasar. Informan sebanyak 6 orang terdiri dari informan utama yaitu 4 orangtua dan informan pendukung yaitu 1 orang guru di Sekolah Dasar Lazuardi dan 1 orang terapis di salah satu klinik terapi ABA. Keabsahan data dalam penelitian ini menggunakan Triangulasi pada metode pengumpulan data, melalui wawancara dengan informan utama, yaitu orang tua, serta informan pendukung, yaitu terapis anak di klinik yang datang rumah home visit serta guru di sekolah. Teknik analisa data menggunakan analisa tematik yaitu pertama, menyiapkan dan mengorganisasikan data (data teks seperti transkrip, atau data gambar seperti foto), kemudian mereduksi data tersebut menjadi tema melalui proses pengodean dan peringkasan kode, dan terakhir menyajikan data dalam bentuk bagan, tabel, atau pembahasan (Creswell, 2015). Hasil dari penelitian ini mendapatkan gambaran peran orangtua yaitu menjaga dan memastikan anak untuk menerapkan hidup bersih dan sehat, mendampingi anak belajar dirumah secara online maupun secara home visit (guru datang kerumah) selama masa pandemic covid-19 sesuai protocol kesehatan guru dan murid wajib menggunakan masker dan menjaga jarak, mendampingi anak terapi dirumah home visit (terapis datang kerumah), menemani anak beraktivitas (bermain, belajar, mengajarkan ibadah), pemantauan perkembangan anak, pengelolaan diet, serta pembiayaan terapi dan pembiayaan sekolah. Peran orang tua sangat penting, keberadaan anak autis menjadikan orangtua lebih mampu menerima, ikhlas dan sabar, memahami dan mampu mencari solusi. Rutinitas merupakan aktivitas penting bagi anak autis. Kata Kunci: peran orangtua, anak autis, covid-19.
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Istiqomah, Adinda. "Efektifitas individual work system untuk meningkatkan kemandirian penyelesaian tugas anak dengan autisme." Persona:Jurnal Psikologi Indonesia 8, no. 2 (2019): 278–93. http://dx.doi.org/10.30996/persona.v8i2.2727.
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Abstract Individual work systems develop independence by organizing tasks and activities that can be carried out by individuals with ASD (Autism Spectrum Disorder). This research develops a work system that can help organize the task using the visual-spatial strengths of children with ASD.The aim of this study is to investigate the effectiveness of Individual Work System for students with ASD making easier to understand the given instructions and respond appropriately. The research is being conducted by applying individual work system for students with ASD to improve completing the task. This research uses quasi experimental using reversal design A-B design in five subjects diagnosed with mild autism, aged elementary school, had problems in completing the tasks and have ability to simple instruction. The data collection tool uses observations that assess off-task/on-task behavior, teacher prompting, task completion. Data obtained were analyzed using the non-parametric Wilcoxon statistical test. The result showed that the intervention using that idividual work system was effective increase independence of task completion for student with autism. Keywords: Autism spectrum disorder (ASD); Independence of task completion; Individual work system AbstrakIndividual work systems atau sistem kerja individu mengembangkan kemandirian dengan cara mengorganisasikan tugas dan aktivitas yang dapat dipahami oleh individu dengan ASD (Autism Spectrum Disorder). Penelitian ini bertujuan untuk menguji efektivitas Individual Work System siswa dengan (ASD). Penelitian ini menciptakan struktur kerja yang dapat membantu mengorganisir penugasan yang dilakukan dengan memanfaatkan kekuatan visual-spasial anak ASD. Kurangnya kemandirian pada anak ASD terlihat pada seringkali guru membantu atau mengarahkan anak ASD dalam menyelesaikan tugas. Penelitian ini bertujuan untuk menguji efektifitas Individual Work System anak dengan ASD sehingga lebih mudah memahami intruksi yang diberikan dan berespon dengan tepat. Penelitian ini menggunakan desain reversal dengan jenis A-B design pada lima orang subjek yang telah didiagnosis autisme sedang, berusia sekolah dasar, mempunyai permasalahan dalam penyelesaian tugas dan telah mampu mengikuti perintah sederhana. Alat pengumpulan data menggunakan observasi yang disusun oleh peneliti yang terdiri dari respon off-task/on-task, teacher prompting, dan task completion. Data penelitian dianalisis dengan menggunakan uji statistik non-parametric Wilcoxon. Hasil analisis data statistik menunjukkan bahwa individual work system efektif meningkatkan kemandirian penyelesaian tugas anak ASD. Kata kunci: Autism spectrum disorder (ASD); Individual work system; Kemandirian penyelesaian tugas.
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Bere, Stevania, Herman Tolle, and Fitra Abdurrachman Bachtiar. "Analisis Penggunaan Media Pembelajaran Inovatif pada Pembelajaran Awal Pengenalan Angka Terhadap Anak Penderita Autisme." Jurnal Teknologi Informasi dan Ilmu Komputer 12, no. 2 (2025): 241–50. https://doi.org/10.25126/jtiik.1228913.
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Autisme merupakan kelainan pada system saraf yang dialami sejak lahir ataupun pada masa balita dengan ditandainya gejala seperti menutup diri, pendiam, tidak mau bergaul, tidak mau berkomunikasi atau berinteraksi dengan orang disekitarnya. Kondisi ini mengganggu perkembangan anak terutama pada kemampuan komunikasi, interaksi sosial dan sifat emosional dengan orang lain. Anak autisme pada umumnya mempunyai ciri-ciri sulit berkonsentrasi, cepat bosan jika dihadapakan pada hal-hal yang tidak sesuai dengan minatnya. Diasumsikan peran guru pembimbing mampu mengajarkan materi secara kreatif, baik dan menyenangkan. Pembelajaran awal anak autisme yang dilakukan kebanyakan masih menggunakan buku sebagai alat bantu pembelajaran dan tidak ada dalam bentuk digital. Dari hasil pengamatan salah satu sekolah autisme di Malang masih menggunakan pembelajaran tradisional menggunakan papan komunikasi kegiatan angka sebagai pembelajaran awal pengenalan angka. Penelitian ini menggunakan metode penelitian tindakan kelas (PTK) dengan pendekatan kualitatif. Media pembelajaran multimedia dan augmented reality digunakan untuk meningkatkan fokus dan keterlibatan siswa autisme. Data diperoleh dari hasil observasi, serta deskriptif kualitatif, yang didukung oleh skala likert untuk mengukur motivasi belajar. Hasil yang didapatkan dari pengujian media pembelajaran multimedia dan Augmented Reality terbukti meningkatkan keterlibatan dan fokus siswa. Adanya karakter avatar pada AR juga menarik fokus pada anak autisme. Siswa lebih antusias saat menggunakan aplikasi multimedia dan AR yang memberikan pengalaman belajar interaktif. Dampak penelitian ini memberikan kontribusi penting terhadap pengembangan metode Pendidikan berbasis teknologi, serta menyediakan wawasan bagi pengembang aplikasi atau institusi pendidikan tentang potensi teknologi dalam mendukung pendidikan khusus. Penelitian ini juga berkontribusi pada pengembangan kebijakan yang lebih efektif dan inklusif bagi penderita autisme, sehingga dapat menciptakan lingkungan yang lebih mendukung siswa autisme untuk tumbuh dan berkembang. Abstract Autism is a disorder of the nervous system experienced since birth or in infancy with symptoms marked by being withdrawn, quiet, not wanting to socialize, not wanting to communicate or interact with people around them. This condition interferes with the child's development, especially in communication skills, social interactions and emotional traits with others. Autistic children generally have the characteristics of difficulty concentrating, getting bored quickly when faced with things that are not in accordance with their interests. It is assumed that the role of the supervising teacher is able to teach material creatively, well and enjoyably. Early learning for autistic children that is carried out mostly still uses books as learning aids and is not in digital form. From the results of observations, one of the autism schools in Malang still uses traditional learning using a number activity communication board as initial learning for recognizing numbers. This study uses a classroom action research (CAR) method with a qualitative approach. Multimedia and augmented reality learning media are used to increase the focus and involvement of autistic students. Data were obtained from the results of observations, as well as qualitative descriptive, supported by a Likert scale to measure learning motivation. The results obtained from testing multimedia and Augmented Reality learning media have been shown to increase student involvement and focus. The presence of avatar characters in AR also attracts focus on autistic children. Students are more enthusiastic when using multimedia and AR applications that provide interactive learning experiences. The impact of this research provides an important contribution to the development of technology-based education methods, as well as providing insight for application developers or educational institutions about the potential of technology in supporting special education. This research also contributes to more effective and inclusive development policies for people with autism, so that it can create an environment that is more supportive of autistic students to grow and develop.
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Romadlon, Farid Noor. "Promoting English Vocabulary for Autistic Students by Using Speech Therapy (An Action Research in Sunan Muria Extraordinary School, Kudus)." Vision: Journal for Language and Foreign Language Learning 6, no. 2 (2018): 183. http://dx.doi.org/10.21580/vjv6i21921.
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The opportunity to learn English should be given to all learners since English has been widely spread globally. Learners should be exposed to English as early as possible and be prevalent for all, including disabled students. Students who need special treatment in learning should also get equal opportunity to study, especially English. One type of disabled students who need special attention in English learning is those who have autism. Autistic students are in need of special treatment learning English since they have more difficulties in perceiving and producing language code. Therefore, English teachers should have awareness of the characteristics of autistic students concerning speech difficulties. It is highly necessary for autistic students to have intensive therapy and in other sides, they also have a right to learn foreign languages like English. Speech therapy as one of the therapies used to assist the autistic students in producing language codes is potentially in line with English learning. In this case, speech therapy can be done while teaching English to autistic students because speech therapy often requires graded language teaching. This study focuses on how speech therapy is integrated with English teaching for autistic students in Second Grader of Junior High School students to improve their English proficiency and speech competence as well. The study is an ongoing classroom action research conducted in SMP Sunan Muria in Kudus Regence, Central Java, Indonesia.
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Dharmawan, Kania Azzahra, Intansari Wahyuning Widiyasih, Ria Setiawan, and Ary Nugraha Wijayanto. "Lagu Dolanan ‘Suwe Ora Jamu’ sebagai Media Terapeutik dalam Kegiatan Belajar Mengajar Anak Autis di Sekolah Khusus Autisme Bina Anggita Yogyakarta." Journal of Music Science, Technology, and Industry 5, no. 2 (2022): 293–308. http://dx.doi.org/10.31091/jomsti.v5i2.2138.
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Purpose: The purpose of this study was to explain the types of gamelan and gendhing (songs) used and to describe the form of interaction response that occurred between respondents and the child's gendhing dolanan 'Suwe Ora Jamu' before and after being given a pre-session music therapy at the special school for autism Bina Anggita Yogyakarta. Research Methods: This study uses a qualitative method with the type of case study which is a research strategy by carefully investigating an event, program, activity, and process or a group of individuals. Results and discussion: The choice of case study as a research strategy design because the use of gamelan as a therapeutic medium is a program implemented by the Sekolah Luar Biasa Bina Anggita Yogyakarta in helping improve the condition of autistic children in teaching and learning activities. Implication: The results showed that the use of the children's play song 'Suwe Ora Jamu' gave different emotional responses to each student, both before and after being given a pre-therapy session.
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"Teacher-Centered Strategies in Student Learning: A Case Study for Student Transition at Genius Kurnia." Jurnal Pendidikan Bitara UPSI, no. 14 (December 7, 2021): 77–88. https://doi.org/10.37134/bitara.vol14.sp2.9.2021.
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Inclusion defined as having a full and active part in the life of the mainstream kindergarten or school. The curriculum may be necessary to promote shared learning experiences and social interaction between children with and without disabilities. Children with disabilities need to have readiness to be in an inclusion classroom. Therefore, the purpose of this study was to identify the readiness of the transition class students at GENIUS Kurnia by using a teacher-centered strategy as an intervention. These children need to have the readiness to attend an inclusive education program. Readiness in this study was identified based on 4 domains: attention, problem-solving, language and communication, socio-emotional and behavioral during learning. A case study had been conducted to 7 students at GENIUS Kurnia’s transition class that meet the following criteria: the students have attended at least 3 months in the transition class, are able to follow 6 to 10 routine instructions independently, able to sit at a desk for more than 10 minutes independently, showed minimal challenging behaviors and possess skills in pre-academic learning. Instrument Senarai Semak Kesediaan Inklusif Murid Berkeperluan Khas adapted from Garis Panduan Program Pendidikan Inklusif Murid Berkeperluan Khas Kementerian Pendidikan Malaysia, 2018. 24 items were used in this study together with observations and anecdotal records. Based on the findings, the study samples showed high readiness in the domains of attention and problem solving. A moderate readiness was observed in the language and communication domain as well as the socio- emotional and behavioral domain. In conclusion, teacher-centered strategies used for student transitions at GENIUS Kurnia Centre are proven adaptable. It can be used as a reference for future research topics about learning strategies for special needs students in preparation for the Inclusive Education Program in schools. However, the limitation of this study was the small samples of autism kids with not challenging behavior and already having their early intervention at GENIUS Kurnia for more than a year.
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Dewi, Ni Nyoman Ari Indra, and Diah Widiawati Retnoningtyas. "Efektivitas Applied Behavior Analysis terhadap Kemampuan Interaksi Sosial Murid SLB dengan Gangguan Spektrum Autis di Bali." JURNAL PSIKOLOGI MANDALA 3, no. 2 (2020). http://dx.doi.org/10.36002/jpm.v3i2.1093.
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Abstrak. Autistic Spectrum Disorder terjadi karena kelainan neurologis yang membuat sel sel otak tidak bersambungan dan membuat hendaya dalam intekasi sosial. Salah satu upaya dilakukan untuk menangani gangguan interaksi sosial pada Autistic Spectrum Disorder adalah dengan Applied Behavior Analysis (ABA). Masalah yang diulas dalam penelitian ini adalah efektivitas Applied Behavior Analysis (ABA) terhadap kemampuan interaksi sosial anak Autistic Spectrum Disorder (ASD) yang ada di SLB Gianyar Bali. Penelitian ini menggunakan metode kuantitatif tipe eksperimen one group pretest dan posttest, serta menggunakan Children Autism Rating Scale-2 (CARS-2), wawancara dan observasi dengan tujuan mengetahui pengaruh Applied Behavior Analysis (ABA) terhadap kemampuan interaksi sosial anak Autistic Spectrum Disorder (ASD). Pada desain ini awal penelitian dilakukan pengukuran terhadap interaksi sosial anak Autistic Spectrum Disorder (ASD) dengan menggunakan Children Autism Rating Scale-2 (CARS-2), kemudian subyek diberikan intervensi sebanyak 14 sesi dengan durasi 60 menit untuk tiap tiap sesi. Subjek berjumlah lima orang dengan kriteria usia 7-12 tahun, siswa SLB Gianyar, spektrum autis ringan, belum pernah menjalani proses terapi psikologis. Setelah diberi intervensi pengukuran kembali dilakukan dengan menggunakan Children Autism Rating Scale-2 (CARS-2). Analisis data menggunakan uji statistik Wilcoxon Sign Rank Test, dengan hasil perbandingan sebelum dan sesudah pemberian Applied Behavior Analysis (ABA) adalah (p = 0, 042 < 0,05). Artinya perlakuan Applied Behavior Analysis (ABA) dapat meningkatkan kemampuan interaksi sosial pada anak dengan Autistic Spectrum Disorder (ASD).Kata Kunci: applied behavior analysis, skala autis (CARS)-2, gangguan spektrum autis, interaksi sosial, anak.Abstract. The child with special needed Autistic Spectrum Disorder in children occurs because of a neurological disorder that makes the brain cells not contiguous and crate inpairment in social intimacy. One of the efforts made to deal with the disruption of social interactions in the Autistic Spectrum Disorder is with the Applied Behavior Analysis (ABA). The problem discussed in this study is the effectiveness of the Applied Behavior Analysis (ABA) on the ability of social interaction of children with Autistic Spectrum Disorder (ASD) in the Gianyar School for Children with Special Needs. This study employs the quantitative method type of experimental research and use the Children Autism Rating Scale-2 (CARS-2) with interviews and observations with the aim of knowing the effect of Applied Behavior Analysis (ABA) on the ability of social interaction of Autistic Spectrum Disorder(ASD). In this design, the initial study was carried out to measure the socialinteraction of children with Autistic Spectrum Disorder (ASD) using theChildren Autism Rating Scale-2 (CARS-2), then the subjects were givenintervention as many as 14 sessions with 60 minutes duration for eachsession. Subjects had criteria for ages 7-12, Gianyar School for children withspecial needs students, mild autism spectrum, had never undergone apsychological therapy process. After being given an intervention the remeasurementwas carried out using the Children Autism Rating Scale-2(CARS-2). Data analysis utilize the Wilcoxon Sign Rank Test statistical test,with the results of comparison before and after the application of AppliedBehavior Analysis (ABA) is (p = 0, 042 <0.05). This signifies that thetreatment of Applied Behavior Analysis (ABA) can improve the ability ofsocial interaction in children with Autistic Spectrum Disorder (ASD).Keywords: applied behavior analysis, autism rating scale (CARS)-2, autisticspectrum disorder, children, social interaction
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Rismayanti, Desy, and Agus Tinus. "Implementasi Pendidikan Inklusif Di SMKN 2 Malang." Jurnal Kebijakan dan Pengembangan Pendidikan 7, no. 1 (2020). http://dx.doi.org/10.22219/jkpp.v7i1.11709.
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Abstract: The development of 21st-century education has provided opportunities for persons with disabilities to obtain the same education as students in general. The study aims to find out 1) the implementation of inclusive education which includes the acceptance, planning, implementation, and evaluation of students; 2) supporting and inhibiting factors for the implementation of inclusive schools, and 3) positive and negative impacts of the implementation of inclusive schools in Vocational High School 2 Malang. This research uses qualitative research. The results showed that 1) the implementation was good in terms of acceptance, planning, implementation, and evaluation, which was followed by students with special needs with autism, mentally disabled, ADHD, slow learner, deaf, and dual disability (more disability). 2) Internal and external supporting factors are the collaboration of various inclusive education actors, the government, parents or guardians of students, communities around the school, as well as special assistant teachers. Internal and external inhibiting factors, the lack of infrastructure assistance from the government. 3) The positive impact of the implementation of inclusive education in Vocational High School 2 Malang is the support of all parties to inclusive education, for the negative impact of this study in the inhibiting factor, namely the lack of infrastructure assistance from the government. Researchers suggest that schools should always send letters to the government regarding infrastructure facilities so that the government can be responsive in helping with this. It can also find sponsors through CSR (Corporate Social Responsibility), self-funding from parents of parents, and raising public funds.Keywords: Implementation, Inclusive Education, The Child with Special Needed Abstrak: Perkembangan pendidikan abad 21 ini telah memberikan kesempatan kepada para penyandang difabel untuk memperoleh pendidikan yang sama dengan siswa pada umumnya.Tujuan penelitian ini yaitu untuk mengetahui a) implementasi pendidikan inklusif berjalan yang meliputi penerimaan, perencanaan, pelaksanaan, dan evaluasi bagi peserta didik; b) faktor pendukung dan penghambat implementasi sekolah inklusif; serta c) dampak positif dan negatif dari implementasi sekolah inklusif di SMKN 2 Malang. Penelitian ini menggunakan jenis penelitiankualitatif. Hasil penelitian menunjukkan bahwa 1) pelaksanaan sudah baik dalam hal penerimaan, perencanaan, pelaksanaan, serta evaluasi, yang diikuti oleh peserta didik berkebutuhan khusus dengan ketunaanautis, tuna grahita, ADHD, slow learner, tuna rungu, serta ketunaan ganda (lebih ketunaannya). 2) Faktor pendukung internal dan eksternal adanya kolaborasi dari berbagai pelaku pendidikan inklusif, pemerintah, orang tua wali murid, masyarakat sekitar sekolah, serta para guru pendamping khusus. Faktor penghambat internal dan eksternal, minimnya bantuan sarana prasarana dari pemerintah. 3) Dampak positif dari implementasi pendidikan inklusif di SMK Negeri 2 Malang adanya dukungan dari semua pihak pelaku pendidikan inklusif, untuk dampak negatif penelitian ini dalam faktor penghambat yaitu minimnya bantuan sarana prasarana dari pemerintah. Saran peneliti, sebaiknya sekolah selalu mengirim surat untuk pemerintah dalam hal bantuan sarana prasarana agar pemerintah bisa cepat tanggap dalam membantu dalam hal ini. Bisa juga mencari sponsor melalui CSR (Corporate Social Responsibility), swadana dari orang tua wali murid, dan penggalangan dari dana masyarakat.Kata kunci: Implementasi, Pendidikan Inklusif, Anak Berkebutuhan Khusus
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Rismayanti, Desy, and Endang Poerwanti. "Implementasi Pendidikan Inklusif Di SMKN 2 Malang." Jurnal Kebijakan dan Pengembangan Pendidikan 7, no. 1 (2020). http://dx.doi.org/10.22219/jkpp.v7i1.12044.
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Abstract: The development of 21st-century education has provided opportunities for persons with disabilities to obtain the same education as students in general. The study aims to find out 1) the implementation of inclusive education which includes the acceptance, planning, implementation, and evaluation of students; 2) supporting and inhibiting factors for the implementation of inclusive schools, and 3) positive and negative impacts of the implementation of inclusive schools in Vocational High School 2 Malang. This research uses qualitative research. The results showed that 1) the implementation was good in terms of acceptance, planning, implementation, and evaluation, which was followed by students with special needs with autism, mentally disabled, ADHD, slow learner, deaf, and dual disability (more disability). 2) Internal and external supporting factors are the collaboration of various inclusive education actors, the government, parents or guardians of students, communities around the school, as well as special assistant teachers. Internal and external inhibiting factors, the lack of infrastructure assistance from the government. 3) The positive impact of the implementation of inclusive education in Vocational High School 2 Malang is the support of all parties to inclusive education, for the negative impact of this study in the inhibiting factor, namely the lack of infrastructure assistance from the government. Researchers suggest that schools should always send letters to the government regarding infrastructure facilities so that the government can be responsive in helping with this. It can also find sponsors through CSR (Corporate Social Responsibility), self-funding from parents of parents, and raising public funds.Keywords: Implementation, Inclusive Education, The Child with Special Needed Abstrak: Perkembangan pendidikan abad 21 ini telah memberikan kesempatan kepada para penyandang difabel untuk memperoleh pendidikan yang sama dengan siswa pada umumnya.Tujuan penelitian ini yaitu untuk mengetahui a) implementasi pendidikan inklusif berjalan yang meliputi penerimaan, perencanaan, pelaksanaan, dan evaluasi bagi peserta didik; b) faktor pendukung dan penghambat implementasi sekolah inklusif; serta c) dampak positif dan negatif dari implementasi sekolah inklusif di SMKN 2 Malang. Penelitian ini menggunakan jenis penelitiankualitatif. Hasil penelitian menunjukkan bahwa 1) pelaksanaan sudah baik dalam hal penerimaan, perencanaan, pelaksanaan, serta evaluasi, yang diikuti oleh peserta didik berkebutuhan khusus dengan ketunaanautis, tuna grahita, ADHD, slow learner, tuna rungu, serta ketunaan ganda (lebih ketunaannya). 2) Faktor pendukung internal dan eksternal adanya kolaborasi dari berbagai pelaku pendidikan inklusif, pemerintah, orang tua wali murid, masyarakat sekitar sekolah, serta para guru pendamping khusus. Faktor penghambat internal dan eksternal, minimnya bantuan sarana prasarana dari pemerintah. 3) Dampak positif dari implementasi pendidikan inklusif di SMK Negeri 2 Malang adanya dukungan dari semua pihak pelaku pendidikan inklusif, untuk dampak negatif penelitian ini dalam faktor penghambat yaitu minimnya bantuan sarana prasarana dari pemerintah. Saran peneliti, sebaiknya sekolah selalu mengirim surat untuk pemerintah dalam hal bantuan sarana prasarana agar pemerintah bisa cepat tanggap dalam membantu dalam hal ini. Bisa juga mencari sponsor melalui CSR (Corporate Social Responsibility), swadana dari orang tua wali murid, dan penggalangan dari dana masyarakat.Kata kunci: Implementasi, Pendidikan Inklusif, Anak Berkebutuhan Khusus
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Johnson, Genevieve Marie. "Using Tablet Computers with Elementary School Students with Special Needs: The Practices and Perceptions of Special Education Teachers and Teacher Assistants / Utilisation des tablettes électroniques avec des enfants d’école primaire à besoins spéciaux." Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie 39, no. 4 (2013). http://dx.doi.org/10.21432/t2np49.
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Twelve special education teachers and teacher assistants who have instructional experience using iPads with children with special needs completed a survey that queried their practices and perceptions. In general, teachers and assistants were extremely positive about the value of iPads for children with special needs, particularly for children with autism, attention deficits and limitations of fine motor control. Special education teachers and teacher assistants reported most frequently using iPads to promote student language and literacy skills, although mathematics learning activities were also commonly reported. Enhanced student motivation was the most frequently reported benefit of using tablet computers in school followed by instructional planning advantages. Tablet computers appear to have the potential to be an essential aspect of individual program plans. Teaching tasks might reasonably include downloading and organizing specific applications on specific children’s tablets and professional development might increasingly focus of evaluation of tablet applications. Douze professeurs en éducation spéciale et aides-enseignants utilisant les iPads dans leur enseignement avec des enfants à besoins spéciaux ont rempli un questionnaire relatif à leurs pratiques et à leurs perceptions. En général, les enseignants et les aides-enseignants se sont révélés extrêmement positifs quant à la valeur des iPads pour les enfants à besoins spéciaux, en particulier pour les enfants avec autisme, avec un déficit d’attention et avec un contrôle limité de la motricité fine. Le plus souvent, les enseignants en éducation spéciale et les aides-enseignants ont indiqué avoir utilisé les iPads pour améliorer les compétences linguistiques et de littératie des élèves, bien que des activités d'apprentissage des mathématiques aient aussi été mentionnées fréquemment. Le renforcement de la motivation des élèves constituait l'avantage le plus souvent associé à l’utilisation des tablettes à l'école, suivi par des avantages liés à la planification de l’enseignement. Les tablettes pourraient devenir un élément essentiel des plans de programme individuel. Les tâches d'enseignement pourraient inclure le téléchargement et l'organisation d’applications spécifiques sur les tablettes particulières des enfants, et le perfectionnement professionnel pourrait de plus en plus être consacré à l'évaluation des applications pour tablettes.
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ورين, هند, та السعدية الجغلالي. "دور اللعب الجماعي في النمو الاجتماعي لدى الأطفال ذوي اضطراب طيف التوحد". مجلة ابن خلدون للدراسات والأبحاث 4, № 4 (2024). http://dx.doi.org/10.56989/benkj.v4i4.833.
Full textAbstract:
تهدف الدراسة إلى التعرف على مدى إسهام اللعب الجماعي في تحقيق التواصل مع الأقران، لذا تم التركيز على بعد من أبعاد النمو الاجتماعي وهو الاهتمام المشترك بين الطفل التوحدي وأقرانه، هذا البعد يفتقده هؤلاء الأطفال ذوي اضطراب طيف التوحد بشكل كبير، فكانت الفكرة في الدراسة عن سبل تنمية هذه الخاصية، كاقتراح برنامج مكثف من حصص اللعب الجماعي. استخدم في هذا الدراسة المنهج الشبه تجريبي على عينة مكونة من عشرة أطفال ذوي اضطراب طيف التوحد مدمجين في مركز الشروق (SOS AUTISME) بالدار البيضاء-المغرب حيث مجال الدراسة، هذه العينة خضعت لبرنامج مكثف من حصص اللعب الجماعي لمدة ثلاثة أشهر، فتم تطبيق مقياسين، من إعداد الباحث شوقي أحمد غانم، مقياسا للنمو الاجتماعي وآخر للعب، قبل وبعد أجرأة البرنامج المكثف من حصص اللعب الجماعي. وبعد استخدام اختبار t-student كأسلوب للمعالجة الإحصائية لكل البيانات المحصل عليها من خلال المقياسين المستعملين في الدراسة، كانت النتائج التالية: توجد فروق ذات دلالة إحصائية بين متوسط القياس البعدي والقياس القبلي في الاهتمام المشترك الذي يجمع بين الأطفال ذوي اضطراب طيف التوحد وأقرانهم. توجد فروق ذات دلالة إحصائية بين متوسط القياس البعدي والقياس القبلي في معظم أبعاد النمو الاجتماعي لدى الطفل التوحدي. كما تبيَّن أنَّ تطبيق البرنامج على أرض الواقع يلاحظ أهمية اللعب بالنسبة لهذه الفئة من الأطفال ذوي اضطراب طيف التوحد، ويدل على ذلك استمتاع العينة بالبرنامج حتى أصبحت الألعاب المقترحة في البرنامج معززا لها. وربما يحتاج البرنامج إلى وقت أطول في تطبيقه ليحقق النتائج المأمولة. الكلمات المفتاحية: اللعب الجماعي، اضطراب طيف التوحد، النمو الاجتماعي، الطفولة في المغرب Abstract: The present search is to study the role of playing in social development of autist children. That’s why it faucuses on one of social development aspects which is comen interest. This aspect is absent for autist children. So, my idea is to provide propositions to develop this quality as far as possible, by an intensive ans dapted collective games program. We use in this study the semi experimental method on a sample of 10 autist children amon members of Aurore Center which is managed by SOS AUTISM association where I performed my empirical study. This sample was submitted to three months sessions of an intensive program of collective games. Thus, I was able to see the image befor and after the program aplcation by testing the social development and the game prepared by Mr. Chawki Ahmed ghanim. After using the t-student method to treat the tests data, the results cnfirm a significant difference between the common interest score of the child before and after the program aplication. Thus, the social development was clearly improved during the three months program aplication. This emprovment is significant comparing to the playing development level. Keywords: group play – ASD autism spectrum sisorder – social development