The success of inclusion of children with special needs in inclusive schools largely depends on teachers' attitudes towards students with special needs and their knowledge on how to properly educate them. Regular teachers have different views about the inclusion of students with special needs. The type and level of the children's disabilities affect teachers' willingness to accommodate students with special needs and effective classroom management. The research used descriptive survey method to know the attitude and level of peer acceptance to children with special needs in Padang inclusive schools, West Sumatera, Indonesia in year 2015. The subjects of research consist of 150 regular school teachers and special education teachers who worked full-time in inclusive schools and 85 children with special needs that had been identified with the Kit of Identification Children with Special Needs. The data were collected with teacher attitudes and sociometric nomination scales. The results show that teacher attitudes on integration are not related to teaching experience, teacher educational background is positively related to their attitudes, and teachers' teaching experiences are related to attitudes. Other findings indicate that the level of peer acceptance in children with special needs is largely in the category of being ignored and even rejected by their peers.
Mathematical cognition is a fundamental skill in studying mathematics at the elementary school level. Teaching mathematics at school must aim to enhance mathematics cognition and can be used to solve real-life problems. This study observed the increase in students’ mathematics cognition after implementing RME approach in the classroom. This study used a quasi-experimental design. The subject is 58 elementary school students at Agam and Bukittinggi. Data analyzed using SPSS statistic program. The research showed that there is a significant difference in students’ mathematics cognition after learning with the Realistic Mathematics approach. It can be assumed that the use of Realistic Mathematics Education approach enhanced students’ mathematics cognition and encourage students to engage actively in the teaching and learning of mathematics. Thus, Realistic Mathematics Education approach is an appropriate method to enhance the quality of teaching and learning process.
This article examines the girls with deafness in schools who experience sexual harassment. The purpose of this study is to find a post-sexual harassment service model that is in accordance with the characteristics of girls with deafness and explain how schools pay attention to well-organized and theoretical programs using a preventive approach to mental health. Participants totaled 166 users consisting of 105 teachers, 38 students, 8 lecturers, 5 members of organizations for the deaf and other professions. The results showed that sexual harassment can occur physically and verbally towards the girls with deafness which can cause trauma. The girls with deafness are more at risk of being sexually abused than boys. They experienced very significant intimidation. The limited communication characteristics of girls with deafness cause trauma of sexual harassment, irrational beliefs that interfere with social functioning in the environment. There is a need for intervention in special mental health service programs such as REBT with Bisindo that are in accordance with the characteristics of students with deafness. The role of the teacher in preparing children to deal with face life in an increasingly complex society.
: This study aims to increase self regulated learning of students with special needs in the course of Educational Psychology through the application of Web Enhanced Learning-Based Inquiry Learning Model (ILBaWEL). The study used single subject design with multiple baseline cross subject. The data were collected through observation, interviews, and test. The subjects consisted of five students with special needs, which consists of one person with a hearing impairment and four persons with visual impairment who took a course of Educational Psychology at the State University of Padang. The five (5) students with special needs are to apply the ILBaWEL Model in the course of Educational Psychology. The results of the research showed that (1) the ILBaWEL Model have the accuracy, appropriateness and usefulness to be applied in the course of Educational Psychology because it emphasizes student activities to seek and find, develop the ability to think systematically, logically and critically. It also facilitate learning interaction from anywhere and anytime, has a wider range, easy to use by faculty and students, and it is a learning model prescriptive components consist of a set of systematic learning steps; (2) the application of ILBaWEL Model in the lecture consists of six stages, such as orientation, define problems, propose a hypothesis, collect data, test hypotheses, and conclusions; (3) the ILBaWEL Model was effective for increasing the self regulated learning of students with special needs in the course of Educational Psychology. There is an increased score of self regulated learning significantly from the baseline phase to the intervention phase.
The government's declaration of quality education equality is evidenced in the implementation of inclusive education which is in line with the philosophy of education for all. One of the learning strategies that accommodate differences in student learning needs is differentiated learning, using the Station Rotation (SR) strategy with Tiered Task (TT). The problem is that not all-inclusive schools have implemented this strategy in learning. This article aims to prove the effectiveness of implementing the SR learning strategy with TT towards improving the social skills of students with special needs (SSN) in inclusive schools. This study used an experiment, with 17 teachers participating in four inclusive schools in West Sumatra which included subject and classroom teachers, 8 observers, and 85 SSN with various types of special needs. Data were collected by observation, documentation, and questionnaires. The results showed that there was a significant effect of the SR learning strategy with TT on improving general social skills, during learning, and in the classroom environment for special needs children in inclusive schools. This increase occurs because SR and TT emphasize the flexibility of SSN in choosing study groups, evaluation of learning based on SSN abilities, and can increase positive relationships and eliminate obstacles that SSN has.
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