Analisis Kebutuhan dan Masalah Pembelajaran Jarak Jauh pada Anak Berkebutuhan  Khusus di Masa Pandemi Covid-19

Supriyadi, Supriyadi; Wiliyanto, Dian Atnantomi

doi:10.17977/um031v7i12021p53-56

Cited by 3 publications

(3 citation statements)

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“…Studies in the early days of the pandemic found various problems experienced by teachers in special schools. For instance, teachers have problems with internet access, unpreparedness for using technology, and difficulties in planning and choosing adaptive learning models and media for students with special needs [13]. Also, teachers face challenges in educating children with special needs in distance learning.…”

Section: Introductionmentioning

confidence: 99%

Challenges for Special Education Teachers in Limited Face-to-Face Learning During the Covid-19 Pandemic: A Survey Research

Wardany¹,

Herlina²

2023

Advances in Social Science, Education and Humanities Research

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The pandemic of Covid-19 poses various problems for teachers. This study aims to determine the challenges experienced by special education teachers in providing education for students with special needs in special schools during the limited face-to-face learning (LFL) period in the 2021/2022 academic year. The research used a survey method using Google Forms shared via social media. The research instrument was a questionnaire consisting of questions about the background and class conditions of the respondents and 32 statements regarding teacher challenges answered on a rating scale. There were 396 respondents of special education teachers from various regions in Indonesia who filled out this questionnaire. The results showed that the change from distance learning to limited face-to-face learning (LFL) poses several challenges for special education teachers in Indonesia. The results showed that as many as 76.4% of respondents experienced problems in learning evaluation, and 74.1% of teachers experienced challenges in implementing vocational learning. Then, 70% had challenges collaborating and communicating with parents, 64.4% had difficulty conducting assessments, planning and implementing learning, and 50.3% had problems teaching and implementing health protocols. Changes in the learning situation always pose challenges for teachers. Therefore, teachers need to improve their competencies and creativity.

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Section: Introductionmentioning

confidence: 99%

Challenges for Special Education Teachers in Limited Face-to-Face Learning During the Covid-19 Pandemic: A Survey Research

Wardany¹,

Herlina²

2023

Advances in Social Science, Education and Humanities Research

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“…Another concern that arises is the presence of teachers to monitor the learning process and the learning outcomes, which results in the lack of feedback on students' understanding of the subject and students' development monitoring. As a result, learning ineff ectiveness reaches 86% since teachers only use the Whatsapp platform to deliver assignments and learning materials (Supriyadi & Wiliyanto, 2021). In addition, 84% of respondents experience certain diffi culties in selforganization, time planning, and independent teaching material management (Denisova, Lekhanova, & Gudina, 2020).…”

Section: Introductionmentioning

confidence: 99%

Special education teacher’s need of alternative teaching materials for distance learning for students with special needs

Ishartiwi

Handoyo²,

Prabawati³

et al. 2022

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Teachers play an essential role in developing material for distance learning for students with special needs, fulfilling the practical principle, flexibility, the ability to accommodate the learning requirements, and the ability to ease students to understand the material through independent learning. However, many obstacles still hinder teachers in the execution. Through a survey of 115 special education teachers in the Special Region of Yogyakarta, this study is aimed at describing teachers' needs in developing distance learning material from the aspect of physical forms, teaching material delivery, and obstacles faced by teachers. The data were obtained through an open questionnaire and analyzed with a descriptive quantitative approach. In addition, the data were presented with presentations, figures, and narrative interpretations. The result shows that 87% of teachers require learning material in the form of a module, and 93.81% of teachers require teaching material content about understanding the concept of daily activities for students' independence. Teaching materials in the form of practical activities delivered with colored pictures are required by 16.28% of teachers. 23.33% of teachers are faced with obstacles to accommodating the diversity of students' characteristic conditions and learning needs. In conclusion, distance learning management and teaching material development to ease students with special needs in learning is an urgent matter in special education services. In addition, it requires preparation through teacher competency improvement.

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“…Online learning presents its challenges for accompanying teachers in inclusive schools because students with special needs are among the groups most vulnerable to educational decline if distance learning is applied. As stated by (Supriyadi & Wiliyanto, 2021) the biggest obstacle experienced by teachers in distance learning for Children with Special Needs is the unstable internet network and the application of distance learning for Children with Special Needs (ABK) is very ineffective.…”

Section: Introductionmentioning

confidence: 99%

Individual Strategies for Children with Special Needs During the Pandemic

Anugrah

Fatiyah

Wahyunengsih

2022

jiip

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This study aims to find out about individual strategies for students with special needs during the pandemic. The subject of this research is an active teacher who teaches children with special needs. The research method used in this study is a qualitative method with interview analysis techniques via WhatsApp. This research is motivated by the pandemic phenomenon that has lasted for 2 years and has not ended, so teaching and learning activities are not conducive, especially for people with disabilities who need special strategies in learning, one of which is individual strategies. Therefore, researchers are interested in knowing more about how effective individual strategies for children with special needs are during the pandemic. The results showed that there were three sub-focuses: first, PPI planning for ABK, second, PPI implementation, and third, Evaluation. Individual strategies for children with special needs (ABK) are carried out with the support of the IEP (Individual Education Program). Individual strategies during the pandemic can be considered effective because, during class learning, children seem more focused (for some situations) because there are no distractions from friends around them.

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Analisis Kebutuhan dan Masalah Pembelajaran Jarak Jauh pada Anak Berkebutuhan Khusus di Masa Pandemi Covid-19

Cited by 3 publications

References 0 publications

Challenges for Special Education Teachers in Limited Face-to-Face Learning During the Covid-19 Pandemic: A Survey Research

Challenges for Special Education Teachers in Limited Face-to-Face Learning During the Covid-19 Pandemic: A Survey Research

Special education teacher’s need of alternative teaching materials for distance learning for students with special needs

Individual Strategies for Children with Special Needs During the Pandemic

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