Analisis Model Pelayanan Pendidikan Bagi Anak Disleksia dan Disgrafia di Sekolah Inklusi SDN Meruya Selatan 06 Pagi

Abstract

This study aims to determine the implementation of the curriculum, learning mechanisms, as well as the difficulties of students learning to read (dyslexia) and the difficulties of students learning to write (dysgraphia). The method used in this research is qualitative research with descriptive method. Children with learning disabilities are children who experience difficulties in their academic tasks, which are caused by a minimal dysfunction of the brain, or in basic psychology, so that their learning achievements do not match their actual potential. Children who have learning difficulties, both in general and in particular, such as dyslexia and dysgraphia, need special education services in their learning process at school. The results of this study indicate that the curriculum used is the 2013 curriculum but for children with special needs, dyslexia and dysgraphia need some minor adjustments. in the curriculum structure used, such as simplification of existing learning indicators. In the learning mechanism, children with dyslexia and dysgraphia receive special services in the form of additional learning outside of general lesson hours. Children with special needs, dyslexia and dysgraphia, need an adjustment in learning that prioritizes audio-visual. In terms of educational services, the learning and managerial education system uses regular student policies but is simplified according to the needs of children with special needs, dyslexia and dysgraphia.

Efektifitas Metode Multisensori Dalam Meningkatkan Keterampilan Membaca Siswa Disleksia Di Sekolah Dasar

“…Membaca merupakan bagian keterampilan penting yang harus dimiliki oleh siswa di sekolah dasar agar dapat memahami materi yang dipelajari (Nurfadhillah et al, 2022). Karena membaca memiliki tujuan mengetahui informasi dalam sebuah tulisan.…”

The Impact of Education and Leadership Training on Civil Servants at North Sulawesi Campus of IPDN

“…In addition to that, evaluation can also be seen as a process of planning, obtaining, and providing essential information to generate decision alternatives. Thus, evaluation is a systematic process to determine or make decisions on the extent to which learning objectives have been achieved by learners by Purwanto in [29]. This evaluation is used so that researchers can think in an organized manner, establish connections between activities-investment-results, establish performance indicators and allocate responsibilities, serve as a means for accurate and clear communication, adapt to sudden changes, and consider risks.…”

Penanganan Peserta Didik Berkebutuhan Khusus dengan Hambatan Speech Delay melalui Model IPTERE di Tarbiyatul Athfal

“…Model pelayanan yang secara umum digunakan adalah model pullout (segregrasi PDBK yang sewaktu-waktu ditarik dari kelompok) (Sulthon, 2018), model pembelajaran yang digunakan antara lain kontekstual, direct learning, dan klasikal (Yunaini, 2021), model penyesuaian audio visual dalam PDBK dengan hambatan disleksia dan disgrafia (Nurfadhillah et al, 2022), serta model face to face pada PDBK dengan hambatan tuna rungu (Susanto, 2019). Model-model tersebut terkesan bersifat parsial dan belum menunjukkan upaya komprehensif dalam penanganan PDBK karena dalam teori model pembelajaran kasualitas seharusnya model pembelajaran yang secara menyeluruh mengaitkan perilaku, kognitif, timbal balik determinasi, dan aspek lainnya (Bandura, 1985).…”