Kajian ini untuk melihat faktor-faktor esensial dari kesadaran linguistik dan kesadaran persepsi visual yang mempengaruhi kemampuan membaca permulaan pada anak tunagrahita. Faktor-kator yang dikaji meliputi kesadaran linguistik (fonem, morfem, semantik dan sintaksis) dan kesadaran persepsi visual (visual discrimination, visual spacial, visual figure and ground, visual memory) yang diduga menjadi prasyarat dalam belajar membaca permulaan. Subjek penelitian berjumlah 32 siswa dari lima SLB di Bandung. Hasil kajian ini menunjukkan, bahwa kedua faktor tersebut memiliki hubungan kuat terhadap kemampuan membaca permulaan anak tunagrahita. Berdasarkan Koefisien Beta secara parsial kesadaran linguistik memiliki hubungan jauh lebih kuat dibandingkan kesadaran persepsi visual. Nilai koefisien path kesadaran linguistik (0.72) sementara pada kesadaran persepsi visual nilai koefisien pathnya (0.25). Akan tetapi ada faktor esensial sebagai prasyarat membaca yang berkaiatan dengan aspek kesadaran linguistik yaitu kesadaran fonem dan sintaksis, sementara faktor esensial pada aspek kesadaran persepsi visual lebih berhubungan dengan discrimination dan visual memory. Kata Kunci: Kesadaran linguistik, kesadaran persepsi visual, membaca permulaan, dan tunagrahita Abstract: this study was conducted to find the essential factors of linguistic awareness and visual perception influencing the beginning reading skill of mentally retarded children. The factors studied include linguistic awareness (morphemes, semantics and syntax) and visual perception awareness (visual discrimination, visual spatial, visual figure-ground, and visual memory) which are assumed to be the prerequisites of learning early reading. The subjects of this research were 32 students from 5 special school in Bandung. The results show that both of the factors have strong influence towards mentally retarded children early reading skill. However, the Beta Coefficient it was is found that linguistic awareness has stronger relationship compared to the visual perception aspect. The value of the coefficient path in the linguistic awareness is 0.72, while the coefficient path value for linguistic awareness is 0.25. This means that linguistic awareness is influencing position as the prerequisite of early reading skill compared to the visual perception aspect. However, if studied further, it is found that not all variables related to either linguistic awareness aspect or visual perception have the same meaningful relationship with children reading skills. The most essential factor of reading prerequisite related to the linguistic awareness is related to the phoneme and syntax awareness, while the essential factor in visual perception is related to the visual discrimination and visual memory.
Dyslexic students struggle to learn how to read. Yet, few studies reported on how dyslexic students learn to read. In this respect, special education teachers have adopted a myriad of ways to overcome dyslexic students’ reading problems. To respond to this need, the purpose of this study is to examine how phonology-based reading instruction could help dyslexic students improve their early reading abilities. Grounded in a mixed methods research design, four dyslexic students of primary school were recruited to participate in this study. The results of the study showed that the phonology-based reading instruction had a positive impact on improving the dyslexic students’ early reading abilities, particularly in Bahasa Indonesian-medium reading texts. This suggests that phonology-based reading instruction could effectively be implemented if special education teachers could enact phonological instruction as a prerequisite for identifying the students’ early reading ability and phonics instruction as an instructional reinforcement for building students’ early reading repertoire.
The objective of this study was to determine the use of tapioca flour as a heat insulator for learning media for students with hearing impairments. Experiments were done method by testing tapioca flour placed on the wall that heat radiated by bulb lamp with various intensities (i.e. 8, 10, and 12 W). The results showed that tapioca flour is a good heat insulator. This is confirmed by the test results using thermocouple tools showing a decrease in temperature of the insulator testing toolbox. The tapioca flour caused the heat from the lamp inside the box to be restrained from spreading out completely. The concept of heat radiation and the change of heat adsorbed by tapioca flour was explained, which can be further developed for learning media for students with hearing impairment. The results of this study are expected to facilitate teachers in providing understanding to students in understanding the occurrence of heat insulators, especially for students with hearing impairments.
Inclusive higher education provides opportunities for various barriers related to services provided for students with visual disabilities. This study aimed to provide an understanding of the needs of students with visual disabilities in universities and solutions to meet the needs of these students. The method adopted in the study was qualitative using case study design. The participants were three of students with visual disabilities in a college, consisting of one student with totally blind and two of students of low vision. The data were collected by observations on two settings, in class and outside class, lectures and in-depth interviews with several lecturers and students with visual disabilities. The finding of this study indicated that there are several needs of students with visual disabilities that have not been fully accommodated by institution, namely assessment services before learning process, orientation and mobility services to provide support services for students with visual disabilities and access to learning sources. The solutions offered to meet the needs of students with visual disabilities in college are providing an assessment service before starting the learning process, the availability of orientation and mobility services at the beginning of the semester, and the availability of learning resources that access for these students.
Parts of motor development have an important role in the life and development of children, referred as movement abilities throughout the lifetime. Students with spastic cerebral palsy have spesific characteristics when their moving, the spastic muscle and rigidity, poor posture control are inhibiting factors in achieving functional movements. Qualitative research approach through interviews with parents and standard assessment tests on body awareness using BARS, RTc and posture, control posture sitting assess by PPAS and Gross Motor by GMFCS-R. The results of BARS, RTc and PPAS measurements in 4 spastic cerebral palsy students, show poor body awareness, release tension, the quality and quantity posture control data also show the similar result from front and side of sitting posture. Body awareness and posture control are preequisit factors for the quality of functional movements, profile of the student contain the strength and abilities, weakness and the needed of the student for services program. Development is a cumulative process, meaning that obstacles to previous developments will hamper further development, further research needs to be done in relation to body awareness and the release tension that occurs during movement
This article aims to describe a model of professional development for art teachers in Indonesia. The model includes the ability to carry out basic tasks and functions as educators, namely pedagogical, professional, and social competences, especially for dance teachers in managing and providing education services to children with special needs. This qualitative research employed a descriptive method with literature reviews, observations, and personal experiences for data collection. The findings show that the teacher professional development model has been carried out by (1) the pre-professional phase, (2) the autonomous professional phase, (3) the collegial professional phase, but never the post-professional or postmodern phase. The activities are conducted as workshops, including discussions with colleagues, principals, and supervisors. This research recommends conducting continuous supervision and development to improve teachers’ competences in providing equitable services in concordance with the needs of inclusive schools.
The purpose of this study was to determine the implementation of early intervention with family resources to improve expressive language development in children with cerebral palsy. Early intervention with family resources is carried out on children with cerebral palsy who have problems in the development of their expressive language, so the communication method used is augmentation using alternative and augmentative communication tools called ASIK (I'm Ready to Communicate). This research method uses experiments, starting from modelling, transfer by parents, so that parents can independently intervene with their children. The results showed that children can express their desires by showing pictures that are in accordance with the wishes of their parents, so that parents can understand what their children want. Based on these results, the implementation of early intervention with family resources using ASIK communication tools can improve the development of expressive language in children with cerebral palsy.
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