This paper examines science theoretically with the method of literature aimed at writing this article to explore the optimization of aquatic activity as a play therapy for children with autism spectrum disorder (ASD). ASD children have major problems in communication, social interaction, behavior, interests, and motor skills. These disorders are important to overcome with the right treatment. Play therapy is one method that can be used to improve psychological and physical aspects. Aquatic activities as a form of play therapy are in the program sed adi five games aquatic include: 1) Fishing Nets Games; 2) Game Touching a Ball or Object; 3) Mini Water Polo Game; 4) Game Looking For Objects/ Coins; 5) Game of Sowing Objects/ Coins. The aquatic game in the program can improve and develop aspects of psychology, namely behavior, emotions, and social, with communication included. Aquatic activity as a program cannot be separated from the concept of frequency, intensity, time, and type (FITT), psychic therapy program as well as an exercise program to improve the aerobic, flexibility, and neuromuscular components in ASD children and adolescents. Based on the results of previous studies found that the aquatic activity has a significant effect as a play therapy for ASD children. The conclusion of this article is that the aquatic game program can be used as a play therapy for ASD children. The program was given by paying attention to the FITT concept during the five aquatic game program.
The purpose of this study was to illuminate the experiences and understandings of adaptive physical education (APE) teachers in their implementation of the newly introduced K-13 curriculum in special needs schools (SLB) in Indonesia. This research is a replication of previous research (Sigid XXABSTRACT Setiawan, 2018) conducted with primary school physical education (PE) teachers. Twenty-six APE teachers aged 28-39 years (X = 34.04, SD = 3.46) who worked with various disabilities in SLB were involved as participants. Data collected were observations, interviews, and documentation working within a phenomenological framework. Results indicated that teachers’ experiences of the K-13 implementation were focused on (1) the acquisition of basic knowledge and competence, (2) the adoption of the scientific approach, (3) the use of authentic assessment, and (4) awareness of the supporting and inhibiting factors. The understandings arising from these experiences were that: (1) the required knowledge of APE SLB teachers could be found within the supporting government publications; (2) the scientific approach placed systematic student problem solving at its core, and; (3) authentic assessment involves a comprehensive focus on the learning and development of skills, attitudes and knowledge. A comparison of these findings with those of the primary teacher study showed that some of the additional understandings revealed by the Adapted PE teachers reflected some of the specific demands and challenges facing teachers in the context of special needs education. This research should serve as a reference for novice teachers in emphasizing that good K-13 curriculum learning at all levels must involve preparation for its implementation and its assessment. Recommendations for the value of ongoing research of this nature with a broader cohort of teachers are made.
This study aimed to determine the significant effects of tenure, teacher certification, and work motivation on the performance of special needs teachers. It was a quantitative research with a correlation research design. The study used a random sampling technique with 45 Special Needs teachers with the age range of 35-50 years. Dealing with the data collection technique, the researchers used a questionnaire for work motivation, a documentation sheet for teacher certification and job tenure, and an observation sheet for teacher performance. The data was analyzed using a product-moment correlation test with the help of SPSS version 24. The results show that: 1) there is a significant effect of job tenure on Special Needs teacher performance; 2) there is a significant effect of teacher certification on Special Needs teacher performance; 3) there is a significant effect of work motivation on Special Needs teacher performance; and 4) there are significant effects of job tenure, teacher certification, and work motivation on Special Needs teacher performance. The research has a practical implication; Special Needs teacher performance must be supported by tenure, teacher certification, and work motivation. Further research should include other factors not mentioned in this study, which comprises of levels of education, teacher welfare, leadership, competence, work climate, and workers' compensation.
The Friendship Activity Scale and the Adjective Checklist were initially developed in the USA for the purpose of measuring children’s attitudes towards intellectual disability (Siperstein, 1980). This research reports the development and validation of an Indonesian revision of these instruments, the Friendship Activity Observation Test (FAOT) and the Adjective Observational Checklistl (AOT) for use in its unified sports program (Special Olympics). Nine experts, with national and international level experience of 12-30 years, participated in this research. They comprised a psychometry expert, a sports psychology expert, a children with intellectual disability (ID) expert, a sport tests and measurements expert, and five unified sports trainers of children with ID. Content validity ratio (CVR) was used to assess the validity of the revised items. Following the formula proposed by Lawshe, the provision of a minimum value of CVR 0.78 was established as the criterion. Following the Delphi process, the average validity value of the items in each instrument was 0.945 for the FAOT and 0.941 for the AOT. The resulting drafts were then further tested and refined to check the content, construct, and rationale using the expert panel. The FAOT and AOT instruments when compared to the original versions were found to have increased utility in the Indonesian context as a result of increased balance in the number of indicators and items defining each factor, adjusting to the socio-cultural context of Indonesia, corresponding the instrument items and indicators to the context of unified sports for ID children, and the provision of implementation instructions, lattices instruments, as well as an observation-based rating rubric.
Regular teacher training for schools implementing inclusive education is expected to affect the teachers mastery of learning competency. The results of the training need to be examined to determine some aspects of competency that need to be trained further, so that it is beneficial to an ideal inclusive education. This study aims to describe regular teachers most important aspects of competency, as well as their obstacles and challenges in implementing learning in inclusive schools. The research instrument consisted of 21 closed-ended questions and 4 open-ended questions. The data from the 21 closed questions were analyzed using percentage of answers from respondents, and respondents' answers to the open-ended questions were analyzed using the categorization of the challenges faced by teachers for inclusive learning. The findings from the study shows that the inclusive teachers possessed the pedagogical competence to help them face the diversity of the students from various aspects; the regular teachers were able to manage the diverse learning needs; the regular teacher competence to help slow-learners was able to change abstract concepts into concrete forms; the regular teachers found some obstacles in managing students diversity; and the regular teachers challenges in implementing inclusive education included diverse teaching methods, competence to modify learning, and professional improvement achievement.
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