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Journal articles on the topic 'Teacher for children with special needs'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Rafikayati, Ana, Lutfi isni Badiah, and Mudhar Mudhar. "MENINGKATKAN KETERAMPILAN GURU PAUD DALAM MENANGANI ANAK BERKEBUTUHAN KHUSUS (ABK) DI PAUD." Jurnal Abadimas Adi Buana 2, no. 2 (2019): 5–10. http://dx.doi.org/10.36456/abadimas.v2.i2.a1755.

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The purpose of identifying and assessing children with special needs training is to improve: 1) early childhood teacherâ€™s knowledge about types of special needs children, 2) skills of early childhood teacher in identifying special needs children, and 3) skills of early childhood teacher in assessing special needs children. This activity was attended by 20 early childhood teacher from Peek A Boo School and Permata Bunda Schools in Sidoarjo. The methods used in training activities are lectures, group discussions, and practices. The results of this activity were obtained that after attending th

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Isneini Isneini. "Membangun Pemahaman Nilai Islam pada ABK (Anak Berkebutuhan Khusus) Kelas 4 Melalui Pembelajaran Inklusif dan Pendampingan Guru di SD Fransiskus Bukittinggi." AL-MUSTAQBAL: Jurnal Agama Islam 1, no. 4 (2024): 38–46. https://doi.org/10.59841/al-mustaqbal.v1i4.114.

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Inclusive education guarantees the learning rights of children with special needs, including their understanding of Islamic values in public schools. This study aims to analyze the effectiveness of inclusive learning and the role of teacher mentoring in instilling Islamic values in children with special needs at SD Fransiskus Bukittinggi Elementary School. A qualitative case study method was employed, with data collected through observation, in-depth interviews, and documentation. Participants included teachers, children with special needs students, and parents. The results indicate that conte

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Solichah, Novia, and Rifa Hidayah. "Teacher's Perception and Role of Learning for Children with Special Needs." Psikoislamika : Jurnal Psikologi dan Psikologi Islam 18, no. 2 (2021): 330–44. http://dx.doi.org/10.18860/psikoislamika.v18i2.15702.

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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 ex

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Rukmana, Tri, Suyadi Suyadi, Siti Sri Rahayu, I'in Anggryani, and Muarofakh Muarofakh. "Handling Children with Special Needs Through Motor Activities." JOYCED: Journal of Early Childhood Education 2, no. 2 (2022): 109–20. http://dx.doi.org/10.14421/joyced.2022.22-02.

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The teacher can identify any child with a disability or special need. This is quite difficult for the teacher when the child is disturbed. Children will have difficulty learning, experience delays in doing tasks or activities, and have difficulty adjusting to the surrounding environment. The purpose of this study is to describe the efforts made by teachers in dealing with children with special needs in Al-Kindi Kindergarten. This type of research is qualitative with analytical techniques using an interactive engineering model. In this study, data analysis has been carried out simultaneously wi

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Mithans, Monika, Živa Lipovec, and Sabina Ograjšek. "Teacher's Work with Children with Special Needs in Kindergarten." Pedagoška obzorja 38, no. 1 (2023): 96–111. http://dx.doi.org/10.55707/ds-po.v38i1.7.

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The preschool period is a susceptible stage of children's development, and it is essential that children receive the necessary support for their optimal development during this period. This is especially important for children with special educational needs. The present study highlights the importance of early childhood education teachers and teacher assistants to provide optimal conditions for the development of children with special educational needs. Our research includes 148 early childhood education teachers and teacher assistants, who completed a questionnaire about the general tasks the

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Rahma, Susanti Djafar, Pista, Alghofaria Hidayanti Huheio, and Zahra Tey. "Teacher Perception Towards Empowerment of Students with Special Needs in the Learning Process." International Journal of Advanced Technology and Social Sciences 3, no. 3 (2025): 409–22. https://doi.org/10.59890/ijatss.v3i3.489.

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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 ex

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Yulizah, Yosi, Naimah, Erni Munastiwi, Namiroh Lubis, and Agus Riyan Oktori. "BREAKING BARRIERS: ENGLISH LANGUAGE LEARNING IN SPECIAL EDUCATION SCHOOLS FOR CHILDREN WITH SPECIAL NEEDS." International Journal of Education, Language, and Social Science 2, no. 1 (2024): 48–55. https://doi.org/10.62612/ijelass.v2i1.33.

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This research aims to analyze how children with special needs learn English in special education schools, by analyzing pre-learning strategies and the challenges of learning English for children with special needs in Special Schools. This research uses a qualitative descriptive approach, this article aims to identify and analyze English language learning models in special elementary schools. Data was collected through Google Form interviews by considering certain characteristics and situations. In the context of learning English for children with special needs, learning designs are prepared ba

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Ikwulono, E. Ikwue. "Teaching Children with Special Needs in Inclusive Settings in Nigeria: Professional Issues." African Journal of Inclusive Education 6, no. 1 (2024): 7–14. https://doi.org/10.5281/zenodo.11176752.

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The paper discussed children with special needs as any child whose performance of any sort deviates from that of the regular children either below or above average to such a degree that special needs education Programmes are designed and carried out for their success in life. Inclusive education is the latest Trend in general education in the provision of placement alternative programme that seeks more effective and meaningful education for all children. The paper discussed teachers’ preparation as simply to mean arrangement, plan, and strategies for effective, prudent and upstanding for

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Suparno, Suparno, Hermanto Hermanto, Sukinah Sukinah, et al. "Handling behavior problems of children with special educational needs based on teacher analysis." Handling behavior problems of children with special educational needs based on teacher analysis 16, no. 4 (2022): 484–92. https://doi.org/10.11591/edulearn.v16i4.20484.

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Handling of behavior problems in children with special educational needs (CSEN) in the classroom is urgent for the classroom’s conducive atmosphere. Therefore, a review needs to be conducted to determine what steps the teacher may take for coping purposes in handling the behavior problems of CSEN, to determine the predictors for handling the behavior problems of CSEN, to identify the analysis basis for determining teacher predictors, and to figure out the effects of the behavior of CSEN based on the predictors chosen by the teacher. A survey was conducted on 109 teachers of CSEN. This re

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M. Amin, Ahmad Syafi’i, Ainna Amalia FN, and Lely Ana Ferawati Ekaningsih. "Pendampingan Guru Inklusi melalui Kegiatan Capacity Building sebagai Upaya Peningkatan Layanan Tumbuh Kembang Anak Berkebutuhan Khusus di Madrasah Ibtidaiyah Badrussalam Surabaya." Engagement : Jurnal Pengabdian Kepada Masyarakat 2, no. 1 (2018): 80–98. http://dx.doi.org/10.29062/engagement.v2i1.26.

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    Children with special needs require individualized learning services based on the problems they have. Teachers are required to have sufficient capacity in providing services to children with special needs, the services given must be different from the children in general. Especially in designing learning, teachers should accommodate the needs of the team teaching. Madrasah Ibtidaiyah Badrussalam Surabaya is a relatively new pioneering school of inclusion, so the teacher needs to be strengthened with intensive mentoring capacity. As a result, the concept of curriculu

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Aslonova, Yulduzkhon Bakhriddin qizi Sherqo'ziyeva Sevinch Rustam qizi Abdumalikova Sevinch Jasurbek qizi Abduraxmanova Zilola Yoqubjon qizi. "TEACHING ENGLISH TO CHILDREN WITH SPECIAL NEEDS." THEORETICAL ASPECTS IN THE FORMATION OF PEDAGOGICAL SCIENCES 2, no. 10 (2023): 53–57. https://doi.org/10.5281/zenodo.7878719.

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The goal of this study is to determine the most appropriate methods and techniques used for Teaching English to children with special educational needs and to determine if they should take the courses in foreign languages in mainstream education or with a supporting teacher. The study is based on a questionnaire applied to teachers of English and on questionnaires answered by children with special educational needs and children without learning difficulties.he findings conclude that teachers are able to teach regular children simultaneously with mainstream children, though these are reluctant

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Haekal, T. M. "Peran Wali Kelas Dalam Pengelolaan Anak Berkebutuhan Khusus di SDN 1 Banda Aceh." Aksara: Jurnal Ilmu Pendidikan Nonformal 6, no. 2 (2020): 191. http://dx.doi.org/10.37905/aksara.6.2.191-200.2020.

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<p>The child with special needed need special assistance from the school side, the homeroom teacher is no exception. At Banda Aceh 1 Elementary School, children with special needs are managed in accordance with applicable standards. This study aims to determine the role, strategies and obstacles of homerooms in the management of children with special needs at SDN 1 Banda Aceh. This research is a qualitative research with data collection techniques, namely: observation, interviews, and documentation. The analysis was carried out by miles and huberman techniques. Research results include:

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Dona Liza, Leni Marlina, Iqbal Geni Pratama, and Opi Andriani. "Peran Guru Dan Orang Tua Dalam Melaksanakan Pendidikan Inklusi Untuk ABK (Anak Berkebutuhan Khusus) Di Sekolah." JISPENDIORA Jurnal Ilmu Sosial Pendidikan Dan Humaniora 3, no. 1 (2024): 59–68. http://dx.doi.org/10.56910/jispendiora.v3i1.1225.

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The aim of this research is to determine the role of teachers and parents in implementing education for children with special needs (children with special needs) at school. This research uses a qualitative descriptive research method. Data collection techniques include: observation and interviews. The research subjects or informants were the school principal, class teacher/homeroom teacher and student parents. Collaboration between parents and teachers is very necessary in the formation and improvement of inclusive education. The research results show that: (1) In inclusive education, the role

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Catur Putri Aisyah, Arnadi, and Novi Cahya Dewi. "Peran Guru Kelas dan Guru Pendamping Khusus Dalam Proses Pembelajaran Bagi Anak Berkebutuhan Khusus di Kelas 6A Sekolah Dasar Negeri." Jurnal Pendidikan Dasar Islam 1, no. 2 (2023): 40–47. http://dx.doi.org/10.58540/jurpendis.v1i2.215.

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The aim of this research is to describe and find out about: the role of class teachers and special assistant teachers in planning learning for children with special needs in class 6A at SD Negeri 4 Nagur, the role of class teachers and special assistant teachers in implementing learning for children with special needs in class 6A SD Negeri 4 Nagur, the role of class teachers and special assistant teachers in evaluating learning for children with special needs in class 6A SD Negeri 4 Nagur. This research uses a qualitative approach and the type of research used is descriptive. The data collecti

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Maelene, A. Mabuti. "Classroom Management Strategies for Teachers Handling Children with Special Needs." International Journal of Social Science and Human Research 08, no. 03 (2025): 1618–29. https://doi.org/10.5281/zenodo.15082002.

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This study employed descriptive comparative research design to evaluate the management strategies employed by public schools in Ilocos Norte for teachers handling children with special needs. The research profiled respondents based on their sex, length of service, and highest educational attainment to contextualize the findings. A researcher-made instrument was used as the primary data collection tool, which included structured questionnaires containing Likert scale items. Respondents assessed the institution's management strategies for teachers handling children with special needs and general

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Silvita and Hermanto. "The Existence of Students with Special Needs in an Inclusive Elementary School." Jurnal Ilmiah Sekolah Dasar 7, no. 2 (2023): 262–72. http://dx.doi.org/10.23887/jisd.v7i2.53801.

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Children with special needs at school receive less attention from teachers at school. The study aimed to describe the classroom teacher's views on children with special needs, children's adjustment to learning, expressing children's interactions with obstacles, and child development. This type of research uses qualitative research with a descriptive qualitative approach. This research was carried out through design, research, implementation, data analysis, and making research reports. Data collection techniques using interviews, observation, and documentation. The research subjects were 17 chi

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Safitri, Erna retna. "TEACHER COMPETENCIES IN SPECIAL EDUCATION PROGRAMS : GREAT HOPE FOR SPECIAL NEEDS CHILDREN." Science Proceedings Series 1, no. 2 (2019): 144–46. http://dx.doi.org/10.31580/sps.v1i2.814.

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This study presents a description of teacher competence in special education programs at Exceptional Junior High Schools. The study also examined how the competencies possessed by graduates after completing the education program. So that it can be analyzed how the implications of teacherâ€™s competence as a factor in achieving program objectives. Based on the results the adequacy of teacher competencies in the education program specifically correlates with the achievement of program objectives. The results of the study also show that graduates already have sufficient competence in terms of att

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Fardila, Ucik Ana. "EFFECTIVE COMMUNICATION FOR SPECIAL NEEDS CHILDREN EDUCATORS." JARES (Journal of Academic Research and Sciences) 3, no. 2 (2018): 20–32. http://dx.doi.org/10.35457/jares.v3i2.491.

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Effective communication is very important for learning process in the class. Effective communication from teacher to parent especially has important role to reach learning achievement for children with special needs ’s classes. The key of well delivered communication is when communicator and communicant have the same message in a same perception thus will have a same understanding without meaning decreasion. Information could be delivered precisely and accurately if teacher and parent have a same understanding of the message. Communication system is necessary in children with special needs sch

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Fardila, Ucik Ana. "EFFECTIVE COMMUNICATION FOR SPECIAL NEEDS CHILDREN EDUCATORS." Journal of Academic Research and Sciences (JARES) 3, no. 2 (2018): 20–32. http://dx.doi.org/10.30957/jares.v3i2.491.

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Effective communication is very important for learning process in the class. Effective communication from teacher to parent especially has important role to reach learning achievement for children with special needs’s classes. The key of well delivered communication is when communicator and communicant have the same message in a same perception thus will have a same understanding without meaning decreasion. Information could be delivered precisely and accurately if teacher and parent have a same understanding of the message. Communication system is necessary in children with special needs scho

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Jaya, Indra, Citra Ashri Maulidina, Irah Kasirah, Mohammad Arif Taboer, Bahrudin Bahrudin, and Muhammad Najmil Yusro. "Collaboration in Education Services for Children with Special Needs Inclusive School." Journal of ICSAR 7, no. 2 (2023): 288. http://dx.doi.org/10.17977/um005v7i22023p288.

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Based on the observations and explanations of special guidance teachers in schools, inclusive education providers that the form of collaboration between teachers and stakeholders is still diverse. In general, this study aims to find out and obtain information about the implementation of collaboration between teachers and stakeholders in education services for children with special needs in schools providing inclusive education in Sukabumi. This research is a quantitative research. Data collection techniques are carried out by distributing questionnaires and recording initial data in the form o

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Belalala, Restite Kalera, Merri Sri Hartati, and Sirinun Krisnachinda. "Biology Learning for Students with Special Needs in Bengkulu City." IJIS Edu : Indonesian Journal of Integrated Science Education 5, no. 2 (2023): 77. http://dx.doi.org/10.29300/ijisedu.v5i2.11047.

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This study aims to find out how the learning process of children with special needs in the Alam Mahira school is depicted and what are the problems in Biology learning for children with special needs and to find out the Implementation of Biology Learning for Students with Special Needs at Alam Mahira High School, Bengkulu City. Method: This type of research is a qualitative case study method. This study observed the implementation of the Biology learning process for students with special needs. Data and data sources in this study consist of primary data (Biology teachers and students) and seco

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Cahyaningsih, Sri Lestari, and Muhammad Nasir. "Pengembangan kompetensi guru pendamping anak usia dini berkebutuhan khusus dengan autism spectrum disorder (ASD)." Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini 9, no. 1 (2024): 1–11. http://dx.doi.org/10.24903/jw.v9i1.1325.

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A teacher is a person who has academic competence and qualifications as a learning agent, provides knowledge, provides guidance and direction to students according to their scientific field, and will make students intelligent, smart, able to understand the knowledge that has been taught and has broad and critical thinking insights. Shadow teachers are teachers who work directly and face to face with children and assist the class teacher. The presence of a shadow teacher is very helpful in conditioning the class when the class teacher is providing lessons and explanations to students. Shadow te

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Suharjo, Suharjo, Silfia Hanani, and Jasmienti Jasmienti. "Implementation of Islamic Religious Education Learning for Children with Special Needs at Al-Azhar Elementary School Kota Bukittinggi." Jurnal Pendidikan Agama Islam 17, no. 2 (2020): 217–28. http://dx.doi.org/10.14421/jpai.2020.172-08.

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The segregation education system is starting to be abandoned and shifting to an inclusive education system. The inclusive education system is to unite children with special needs (ABK) with children without special needs (ATBK) in the same class they interact with, communicate and learn together. This research uses descriptive qualitative research with data collection obtained from observations, interviews, and documentation. The implementation of Islamic religious education learning for students with special needs at SD Al-Azhar Bukittinggi unites ABK students with ATBK in a fully inclusive c

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Nurfadhillah, Septy, Cahaya Hasanah, Deva Elfrisca, et al. "Analisis Peran Guru Kelas dan GPK dalam Menangani Siswa ABK (Anak Berkebutuhan Khusus) SDN Cimone 7 Kota Tangerang." ALSYS 2, no. 6 (2022): 627–35. http://dx.doi.org/10.58578/alsys.v2i6.619.

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This study aims to review how the role of teachers and GPK (special assistant teachers) when dealing with ABK students (Children with special needs) at SDN Cimone 7 Tangerang City. Using a descriptive qualitative approach, 1 teacher in charge of inclusion and 1 GPK (special assistant teacher) were used as research subjects. Data collection techniques through direct observation, interviews, and documentation. The data results are analyzed using data condensation steps, presenting data (data display), and drawing conclusions or verification (conclusion drawing and verification). The results show

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Muna, Aulia, Sunardi Sunardi, and Herry Widyastono. "Teachers' Efforts to Improve Pedagogic Competency in Learning Children with Special Needs in Inclusion Basic Schools in Surakarta." IJDS Indonesian Journal of Disability Studies 8, no. 01 (2021): 61–72. http://dx.doi.org/10.21776/ub.ijds.2021.008.01.04.

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The purpose of this study was to determine the efforts of teachers to improve teacher pedagogical competence in the learning of children with special needs in the inclusive city of Surakarta. The subjects of this study were a class teacher and a subject teacher in ten inclusive schools in the city of Surakarta. This study uses a qualitative case study method, with data collection using interview techniques from aspects of pedadogic competencies and documents of children with special needs as individual teaching programs then technical data analysis using descriptive analysis. The results of th

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Irwan, Hanifah. "Hambatan Internal Guru Bimbingan dan Konseling dalam Memberikan Layanan pada Anak Berkebutuhan Khusus." Jurnal Counseling Care 3, no. 1 (2019): 26–32. http://dx.doi.org/10.22202/jcc.2019.v3i1.3717.

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This research is motivated by the phenomenon of the existence of students with special needs who do not care when the Guidance and Counseling Teachers provide services and the existence of Guidance and Counseling Teachers who spend a long time to provide services to children with special needs because children have weak grasp and below average abilities. average in Vocational High School 4 Padang. The purpose of this study is to describe the internal barriers of Guidance and Counseling Teachers in providing services to children with special needs. This research is a type of qualitative researc

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Rejeki, Dewi Sri, Mahardika Supratiwi, Herry Widyastono, Gunarhadi Gunarhadi, Hermawan Hermawan, and Joko Yuwono. "Individual Independence of Children with Special Needs in Inclusive Education (Teacher And Students With Special Needs)." Multicultural and Diversity 1, no. 1 (2022): 17–24. http://dx.doi.org/10.57142/md.v1i1.14.

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The aims of this study are: a) to find out teachers' understanding of inclusive education, b) to describe the individual independence of children with special needs in inclusive schools. This research was conducted in an inclusive junior high school in Surakarta, with the subjects of teachers and children with special needs in inclusive schools. The data collection method used closed and open questionnaires and interviews with children with special needs. The data analysis technique used descriptive quantitative and qualitative descriptive. The results showed that: a) 48% of children with spec

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Shumaieva, Svitlana. "DEVELOPMENTAL STAGES OF SPECIAL EDUCATION TEACHER TRAINING PROGRAMS IN THE UNITED STATES OF AMERICA." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (March 30, 2023): 88–94. http://dx.doi.org/10.31499/2307-4906.1.2023.276947.

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The article analyzes the developmental stages of special education teacher training programs in the United States of America. It was founded that for many years there were no licensing requirements or programs to train teachers to work with children with special educational needs. The civil rights movement, legislative revisions, and court cases changes in special education teacher training and service delivery models for students with disabilities. The article describes three eras of teacher training each differed from the previous one by improving conditions for children with disabilities. T

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Samsuddin, Noor Hizami, and Lily Muliana Mustafa. "Exploring Knowledge and Skills of Special Needs Children among Preschool Teacher in Seremban, Negeri Sembilan." ICCCM Journal of Social Sciences and Humanities 4, no. 2 (2025): 10–18. https://doi.org/10.53797/icccmjssh.v4i2.2.2025.

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This research was conducted to see the level of knowledge and skill faced by KPM preschool teachers in receiving students with special needs or children delay development in KPM preschool classes. Qualitative approaches were conducted, and 5 respondents were selected among KPM preschoolers. The results of the study showed that there were impact factors between the readiness, knowledge, and acceptance of teachers towards children who need special education. The implications of this study are expected so that every teacher can fully accept special education children without any bias to achieve t

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Manjari Dewi, Wayan Kesi, and I. Putu Gede Budi Arnawa. "Peranan Guru Kelas Dalam Pembelajaran Inklusif Pada Anak Berkebutuhan Khusus." Metta : Jurnal Ilmu Multidisiplin 3, no. 4 (2023): 581–94. http://dx.doi.org/10.37329/metta.v3i4.2930.

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Educational institutions are not allowed to choose what kind of students will take part in the learning process, basically a teacher has an important role in education, a teacher is required to understand the conditions that all students have, in a learning process of course a teacher will meet with The various characters brought by these students, children with special needs are those who require different educational services adapted to the needs of children in general. So a teacher must have a strategy that is appropriate to the conditions of children with special needs. Inclusive education

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Ridwan, Ridwan, Mukhtar Latif, and Risnita Risnita. "The Relationship Leadership Style, Stress and Work Motivation with Organizational Commitment of Teachers of Children with Special Needs in Special Schools in Jambi Province." International Journal of Islamic Thought and Humanities 2, no. 2 (2023): 352–62. http://dx.doi.org/10.54298/ijith.v2i2.146.

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organizational commitment of teachers of children with special needs in special schools, both partially and simultaneously. This research is quantitative research using a survey method carried out at State Special Schools in Jambi Province. The population is 106 people and the sample uses random sampling. The hypothesis in this research is: leadership, stress, work motivation and organizational commitment of teachers of children with special needs have a significant relationship, both partially and simultaneously, to Teacher Organizational Commitment. Hypothesis testing uses Pearson Product Mo

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Tleuzhanova, G. K. "Issues of a foreign language teacher readiness to work with children with special educational needs in the conditions of formal and non-formal education." Bulletin of the Karaganda university Pedagogy series 111, no. 3 (2023): 199–205. http://dx.doi.org/10.31489/2023ped3/199-205.

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In this article, the authors consider the readiness of a future foreign language teacher to work with children with special educational needs in formal and non-formal education system, particularly, under what organizational and pedagogical conditions the activity of a future teacher will be effective. The article reveals the concepts of “formal” and “non-formal” education. With the introduction of inclusive education in the general education system of Kazakhstan the issue of foreign language teachers preparing to work with children with special educational needs came to the fore. The study of

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Apriani, Lusi, Sistriadini Alamsyah Sidq, and Yuni Tanjung Utami. "Attitude of Public Elementary School Teachers Towards Children with Special Needs in Tangerang Regency." Proceeding of International Conference on Special Education in South East Asia Region 3, no. 1 (2024): 215–19. http://dx.doi.org/10.57142/picsar.v3i1.599.

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Education is a basic right of Indonesian citizens, including children with special needs. The presence of children with special needs in regular schools, most schools in Indonesia have provided special education services for children with special needs. This study aims to find out the tendency of public elementary school teachers' attitudes towards children with special needs in Tangerang district. This research method uses quantitative with a correlational research design. The population in this study is 40 public elementary school teachers in Tangerang Regency. This research took place in a

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Hapitri, Resa. "STRATEGIES USED BY ENGLISH TEACHER FOR STUDENTS WITH SPECIAL NEEDS." English Education and Applied Linguistics Journal (EEAL Journal) 5, no. 2 (2022): 88–103. http://dx.doi.org/10.31980/eeal.v5i2.61.

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Accommodating children with special needs as much as possible in educational institutions means that some of their needs are met. It is hoped that the education they receive will allow them to broaden their horizons in life. so they can think creatively, innovatively, and productively. No one wants to be disabled or imperfect like other children. Being disabled doesn't mean they can't do anything. Thus, this research is focused on finding the strategies faced by English teachers in teaching students with special needs. The participant involved in this study is one of the English teachers in a

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Voinea, Mihaela, and Ioana Roxana Topală. "Support Teacher as Key Factor of Integration Children with Special Education Needs in Mainstream School." European Journal of Social Science Education and Research 8, no. 3 (2021): 60–72. https://doi.org/10.26417/6fnqpw23.

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The issue of integrating children with special educational needs in mainstream school depends on several factors. The most important is the support teacher, who is the link between school, family and community, between children and teachers and other specialists. (Avramidis - all 2000, Ainscow 2016, etc.). Teachers need to change their own mind set and system of values according to the new social responsibilities in order to become promoters of human diversity, acceptance and tolerance. Therefore, teacher training must respond diligently to the new teacher’s roles and responsibilities. The mai

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Yudina, Irina, Natalya Abramova, Tatiana Makarova, and Marianna Manasytova. "Training Teachers to Work with Children with Special Needs in North-Eastern Russia." ARPHA Proceedings 5 (February 10, 2022): 1847–62. https://doi.org/10.3897/ap.5.e1847.

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The research purpose is to study the state of teacher training related to the work with children with special educational needs in North-Eastern Russia considering modern requirements and identify conditions for its improvement according to the requirements of the regional educational space. The research drew on the analysis of the websites of the regional higher education institutions in North-Eastern Russia. The experience of the regional universities in training teachers was compared and contrasted with that of North-Eastern Federal University. The rationale for the research is that there i

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Boyer, Wanda A. R., and Helen Bandy. "Impact of Students with Special Needs on Teachers in Rural Communities." Rural Special Education Quarterly 15, no. 3 (1996): 25–33. http://dx.doi.org/10.1177/875687059601500305.

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In order to develop relevant teacher education programs, teacher educators must understand attitudes, concerns and knowledge of inservice rural teachers toward inclusion of children with special needs in their classroom. Questionnaires were distributed to teachers in rural/remote areas of British Columbia. Results were indicative of the urgent need for providing additional human resources to assist with inclusionary practices, particularly the addition of trained assistants, parents, and community volunteers.

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Buzzelli, Cary A., and Nancy File. "The special needs of teachers of special needs children." Day Care & Early Education 16, no. 4 (1989): 9–13. http://dx.doi.org/10.1007/bf01619371.

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Warsini, Warsini. "Strategi Baca Tanya Kerja (BTK) dengan Model Portofolio untuk Meningkatkan Belajar Mata Pelajaran Sejarah bagi Anak Berkebutuhan Khusus (ABK) di SMA Negeri 4 Sidoarjo." ASANKA : Journal of Social Science and Education 4, no. 1 (2023): 11–25. http://dx.doi.org/10.21154/asanka.v4i1.5776.

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The purpose of enacting inclusive education in normal schools is so that there is no discrimination in the world of education so that children with special needs can study in regular schools. With this policy, it is certainly not easy for History teachers to be able to apply methods and strategies for children with special needs and regular children whose class has become one. Therefore it is necessary to have a work question reading strategy (BTK) with a portfolio model for children with special needs when learning takes place. Children with special needs do not always experience problems in

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Nurfadhillah, Septy, Adilah Afifah, Shindy Rajna Putri, and Siti Halimah. "Peran Guru Pembimbing Khusus dalam Menangani Kesulitan Belajar bagi Anak Slow Learner di SDN Cimone 7." MASALIQ 2, no. 6 (2022): 724–37. http://dx.doi.org/10.58578/masaliq.v2i6.636.

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This research is motivated by the existence of education that is intended for all children, including children with special needs. Children with special needs have different characters, especially Slow Learners in learning are still experiencing difficulties. Therefore, special mentor teachers are needed to help them provide a better education according to their character. The formulation of the problem of this research is how the role of a special supervisor teacher for Slow Learners at SDN Cimone 7. The purpose of this study is to determine the role of a special supervising teacher for Slow

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Suharsiwi, Suharsiwi, Titin Sutini, Alivia Nurhabibatulkamil, Riri Masruroh, and Muhammad Zikri. "The Role of Institutions in Supporting Parental Caregiving for Special Needs Children in Depok." Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat 2, no. 1 (2024): 173–86. https://doi.org/10.61650/jip-dimas.v2i1.306.

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Children with special needs often experience exclusion and marginalization, especially in access to education. Many traditional schools are not ready to accept them due to the lack of trained teachers. This forces children with special needs to travel long distances to get appropriate education. This study examines the role of institutions in providing services for children with special needs in Depok, focusing on the lack of understanding of parents in caring for children with special needs. The research method involved in-depth interviews and document analysis from various institutions that

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Hidayat, Rahmad, Ahyar Rasyidi, and Arya Setiawan. "Pembelajaran Wudhu Melalui Kartu Gambar Bagi Anak Berkebutuhan Khusus di Banjarmasin Tengah." EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran 8, no. 1 (2023): 59–72. http://dx.doi.org/10.21462/educasia.v8i1.138.

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The aim of this research is to describe the learning of wudhu through picture cards for children with special needs and to identify the factors that influence the learning of ablution through picture cards for children with special needs in Gadang 2 State Elementary School, Banjarmasin Tengah Subdistrict. The subjects in this study were two special accompanying teachers of class IV A, one Islamic education teacher, and one inclusion teacher at Gadang 2 State Elementary School, Banjarmasin Tengah Subdistrict. The object of the study is the efforts made in learning ablution through picture card

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Khoyimah, Ayu Nur, Atina Khasanah, and Umi Kultsum. "IMPLEMENTASI PENDIDIKAN INKLUSI DI TK DESA MRANGGEN 01 SUKOHARJO." Academica : Journal of Multidisciplinary Studies 3, no. 2 (2019): 291–302. http://dx.doi.org/10.22515/academica.v3i2.2012.

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This research comes from combining normal childrenâ€™s learning in reguler classes with children with special needs in reguler schools and are now able to attend regular schools. Children with special need who initially could only go to special schools and are know able to attended regular schools with an inclusive education system. The purpose of this study was o determine the aplication of inclusive education in TK Mranggen Village 01, the research method used was describtive qualitative. The Research subjects were children with special needs, school principals and class teachers as weel as

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Putri, Andi Anggi Adei. "Go-Green Introduction Program for Children with Special Needs." Journal of Universal Community Empowerment Provision 2, no. 3 (2023): 57–63. http://dx.doi.org/10.55885/jucep.v2i3.204.

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The Green Introduction Program for Children with Special Needs is a unique and innovative educational program that promotes environmental sustainability and conservation while enhancing the holistic development of special needs children. This program involves hands-on experiences in nature and is designed to address the cognitive, physical, and emotional needs of special needs children. However, challenges such as limited resources, limited accessibility, inadequate teacher training, and individual differences must be addressed for the program to be successful and sustainable. Future direction

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Nurfadhillah, Septy, Siti Nurfaizah, Hilwatunnisa Nurlayali, and Putri Andini. "Peran Guru dan Orang Tua pada Anak Berdiagnosa ADHD di Sekolah Dasar Negeri Gondrong 4." ALSYS 2, no. 6 (2022): 689–701. http://dx.doi.org/10.58578/alsys.v2i6.637.

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Attention Deficit/Hyperactivity Disorder ADHD is a child who has a disorder that attacks children and makes it difficult for the sufferer to focus on one thing at a time. The role of parents and teachers is needed for children with special needs and is a supporting factor for the success of children with special needs in inclusive education. The involvement of parents in education is a driving and determining factor in the development of inclusive education. This study aims to determine the role of teachers and parents in children diagnosed with ADHD at SDN GONDRONG 4. This research method use

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Wiryanto, Tri, Sunardi Sunardi, and Joko Yuwono. "The Analysis of Teacher’s Needs toward Science Learning for Elementary Students with Mild Mental Retardation." International Journal of Multicultural and Multireligious Understanding 8, no. 9 (2021): 54. http://dx.doi.org/10.18415/ijmmu.v8i9.2924.

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Learning media is one of the important things in the child's learning process. The purpose of this study is to determine the teacher's needs of learning media for children with special needs with mild mental retardation in science learning. This research technique uses a qualitative descriptive research method by conducting a needs analysis. The research subject is a teacher at a special school who teaches mild mental retardation. The results showed that the used learning media were not varied. Based on the explanation above, the development of media really needs to be conducted by the teacher

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Muhammad, Devy Habibi, and Agustiarini Eka Dheasari. "Implementation Of Children's Special Needs For Religiusity In Specific Training And Development Parks Abk Probolinggo." Halaqa: Islamic Education Journal 4, no. 2 (2020): 89–96. http://dx.doi.org/10.21070/halaqa.v4i2.544.

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The purpose of this study was to determine, First, the Implementation of the inculcation of religious values of children with special needs consisting of worship values, moral values and scientific values. Second, the implementation of the inculcation of religious values in supporting social activities of children with special needs with family and community. Third, the problem of inculcating religious values of children with special needs. A teacher must be able and patient in instilling the values of religiosity, especially the faith. The application of the inculcation of religious

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Maryanti, Rina, Asep Bayu Dani Nandiyanto, Achmad Hufad, and S. Sunardi. "Science Education for Students with Special Needs in Indonesia: From Definition, Systematic Review, Education System, to Curriculum." Indonesian Journal of Community and Special Needs Education 1, no. 1 (2021): 1–8. http://dx.doi.org/10.17509/ijcsne.v1i1.32653.

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The purpose of this study is to determine the teaching, curriculum, and methods used by teachers in the science learning process for students with special needs in Indonesia. We use qualitative research methods. The subjects in this study are students with special needs (children with visual impairments, children with hearing impairments, children with intellectual disabilities, and children with physical impairments) at one of the special schools (SLB) in Kuningan, Indonesia. The results show that most of the teachers use the curriculum from teacher books provided by the government. In additi

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Liani, Helfi, Jeni Mardiana, Sephia Hermaliza, Sri Devi Fitri Ananda, and Opi Andriani. "Teacher Problems on Children with Special Needs, Special Intelligence/Special Talents in Learning Process." Assyfa Journal of Multidisciplinary Education 1, no. 1 (2024): 01–04. https://doi.org/10.61650/ajme.v1i1.368.

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The declaration of inclusive education that focuses on facilitating the educational needs of children with special needs (ABK) has been running in many areas in Indonesia, especially in big cities such as Jakarta, Yogyakarta, Surabaya, and Malang. However, many problems arise for its implementation. This study aims to determine the problems experienced by the teachers and schools using qualitative methods and an indigenous approach that involved 112 teachers from 18 inclusive schools in Tanjung Agung Kecamatan Muko – Muko Bathin VII as subjects. Data was collected through an open-ended questio

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Suparno, Suparno, Hermanto Hermanto, Sukinah Sukinah, et al. "Handling behavior problems of children with special educational needs based on teacher analysis." Journal of Education and Learning (EduLearn) 16, no. 4 (2022): 484–92. http://dx.doi.org/10.11591/edulearn.v16i4.20484.

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Handling of behavior problems in children with special educational needs(CSEN) in the classroom is urgent for the classroom’s conduciveatmosphere. Therefore, a review needs to be conducted to determine whatsteps the teacher may take for coping purposes in handling the behaviorproblems of CSEN, to determine the predictors for handling the behaviorproblems of CSEN, to identify the analysis basis for determining teacherpredictors, and to figure out the effects of the behavior of CSEN based onthe predictors chosen by the teacher. A survey was conducted on 109teachers of CSEN. This research used a

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