Penelitian berangkat dari masalah rata-rata guru kurang memiliki kemampuan dalam mengidentifikasi kendala yang dialami Anak Berkebutuhan Khusus. Oleh karena itu, kebutuhan akan kemampuan guru untuk mengidentifikasi Anak Berkebutuhan Khusus dalam menentukan layanan pendidikan secara optimal. Tujuan yang ingin dicapai dalam penelitian ini adalah untuk mengetahui bagaimana kemampuan guru dalam mengidentifikasi anak-anak berkebutuhan khusus di Sekolah Dasar 3 SD di Banjarmasin. Dalam penelitian ini, pendekatan penelitian yang digunakan adalah pendekatan deskriptif kualitatif. Subjek penelitian dalam penelitian ini adalah kepala sekolah, guru reguler dan guru kebutuhan khusus di SD Pasar Lama 3 di Banjarmasin. Hasil penelitian menunjukkan bahwa guru di SD Pasar Lama 3 di Banjarmasin belum dapat melakukan skrining. Guru tidak memberikan tes kepada anak-anak menggunakan alat identifikasi yang tepat. Guru di Sekolah Dasar 3 SD di Banjarmasin telah melakukan rujukan sejak awal penerimaan siswa baru di sekolah terutama pada awal tahun pertama sekolah dasar dan atau peningkatan kelas. Guru di SD Pasar Lama 3 Banjarmasin tidak melakukan klasifikasi karena semua kru langsung dilayani di kelas reguler. The research departs from the problem of the average teacher lacks ability in identifying the obstacles experienced Children with Special Needs. Primary School teachers especially graduates in addition to Special Education have not gained insight into Children with Special Needs education, even though Children with Special Needs is highly possible in regular schools of inclusive education providers. So that, the ability of teachers to identify the Children with Special Needs in determining the optimal education services. The goal to be achieved in this research is to find out how the ability of teachers in identifying children with special needs at Pasar Lama 3 Elementary School in Banjarmasin. In this research, the research approach used is qualitative descriptive approach. Research subjects in this study are principal, regular teachers and special need teachers at Pasar Lama 3 Elementary School in Banjarmasin.The results showed that teachers at Pasar Lama 3 Elementary School in Banjarmasin have not been able to do screening. Teachers do not provide tests to children using appropriate identification instruments. Teachers at Pasar Lama 3 Elementary School in Banjarmasin has been doing referral since the beginning of new students admission in school especially at the beginning of the first year of primary school and or grade increase. Therefore, the teacher does not create a database of children who need to switch and the database of children who do not need to switch because since the beginning the teacher has been doing the transfer (referral) all cases of Children with Special Needs to psycholog. Teachers at Pasar Lama 3 Elementary School in Banjarmasin did not do classification because all the crew were directly served in the regular class.
Special needs children often behave maladaptively. This has a negative impact on the child and the surrounding environment. The purpose of this study was to describe the results of the implementation of behavior modification techniques in overcoming the maladaptive behavior of special needs children. The literature review method uses the online database search stage through Mendeley, the inclusion and exclusion process for articles in 2019-2021 obtained a total of 146 national scientific articles and after being rechecked, there are 17 literatures that match the criteria, then a descriptive synthesis and analysis is carried out, and the results are presented. The results of the synthesis and analysis show that the application of behavior modification can overcome maladaptive behavior in the social, self-development, and academic aspects of special needs children. Conclusions from 17 articles describe that behavior modification techniques are effective for overcoming maladaptive behavior in autism, ADHD, intellectual disability and hearing impairment.
Mengidentifikasi anak berkebutuhan khusus berdasarkan karakteristik yang dapat diamati merupakan hal yang belum sepenuhnya dikuasai oleh para guru, sehingga anak memperoleh label tidak tepat, penanganan yang salah, dan performa belajar anak tidak menunjukkan perkembangan. Berdasarkan permasalahan tersebut, guru memiliki kebutuhan berkaitan dengan pengetahuan dan keterampilan dalam identifikasi anak dengan hambatan akademik. Pengabdian Kepada Masyarakat (PKM) ini bertujuan untuk mengetahui hasil penggunaan Aplikasi Identifikasi Anak dengan Hambatan Akademik (SIMAK) dalam meningkatkan pengetahuan guru untuk menemukenali anak dengan hambatan akademik. Metode yang digunakan adalah metode ceramah, diskusi dan praktek penggunaan SIMAK. Sosialisasi PKM dikuti oleh tiga puluh guru di Kecamatan Aranio, Kabupaten Banjar. Hasil evaluasi dari kegiatan PKM menunjukkan bahwa sosialisasi pemanfaatan aplikasi SIMAK terbukti dapat meningkatkan pengetahuan dan keterampilan guru dalam mengenali anak dengan hambatan akademik berupa kesulitan belajar, lamban belajar, dan hambatan intelektual.One of the competencies teachers in public schools must possess identifying children with special needs based on observable characteristics. The achievement of these competencies will embody the philosophy of inclusive education, namely, education for all. There are still teachers who still need to be able to identify children with academic barriers, resulting in children receiving inappropriate labels, incorrect handling, and children's learning performance not showing progress. Based on these problems, teachers have needs related to knowledge and skills in identifying children with academic barriers. This community service aims to find the results of using the Application for Identification of Children with Academic Barriers (SIMAK) to increase teacher knowledge to identify children with academic barriers. The method used is the lecture method, discussion and practice of SIMAK. Thirty teachers in Aranio District, Banjar Regency, attended this community service socialization. The results of the evaluation of PKM activities showed that the socialization of the use of the SIMAK application was proven to improve teachers' knowledge and skills in recognizing children with academic barriers in the form of learning difficulties, slow learning, and intellectual barriers.
Learning in elementary schools is presented thematically by combining several subjects in a theme. In special schools and inclusive schools, teachers with special education backgrounds have an important role in simplifying the subject matter by adjusting the results of each child's assessment, one of which is science material. Support for learning services for special needs children requires various preparations from various parties such as educators so that skills in preparing materials, determining approaches, models, methods, and learning media become a pedagogical competency that must be mastered by prospective special education teacher students. This study aims to describe the implementation of the Project Based Learning model which consists of stages of planning, implementation, evaluation and presentation to build the pedagogical competence of students of the Special Education Study Program as prospective teachers in teaching science material to Children with Special Needs. This research was conducted using a qualitative approach with the type of case study. The results showed that lectures with project-based learning models through the stages of planning, implementation, presentation and evaluation were able to build student pedagogical competence in terms of special needs children's assessment, learning assessment, lesson plans modification, making science learning media, role-playing lesson plans modification, and implementing lesson plans that has been prepared in order to prepare special education students to become professional teacher candidates.
Based on the fact discovered at Sekolah Luar Biasa (SLB) Plus Madana Dun Ya Banjarmasin, it is found that there is a child with an Attention Deficit Hyperactivity Disorder (ADHD). This child has excessive hyperactivity, especially in sitting quietly and moving aimlessly. The objective of this study is to find whether there is a reduction in the hyperactive behavior of children with ADHD by using instrumental classical music. This research employed a Singel Subject Research (SSR). The design used in this study was A-B-A with two behaviors studied. The A-B-A design has three stages namely the baseline stage 1 (A1) as a stage before giving treatment, the intervention stage (B) when the instrumental classical music is played, and the baseline stage 2 (A2) as the final stage in which the child is not given any treatment to know the influence when given intervention. The data recording system used in this study was duration. The research subject in this study was a child at SLB Plus Madana Dun Ya Banjarmasin with two behavioral targets to be analyzed, namely the difficult behavior of sitting quietly and moving aimlessly. The results show that listening to instrumental classical music can reduce hyperactivity by reducing the duration of difficulty sitting quietly and moving aimlessly on children with ADHD. The reduced behavior of difficult to sit quietly can be seen from the decrease in the duration of time from 7 minutes to 4 minutes. The moving aimlessly behavior can be seen from the duration of time from 6 minutes to 4 minutes. It can be concluded that there is a reduction in hyperactivity behavior by using instrumental classical music
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