Correction to: Towards developing digital interventions supporting empathic ability for children with autism spectrum disorder

Chung, Seung Jin; Ghinea, Gheorghiţă

doi:10.1007/s10209-020-00778-9

Cited by 1 publication

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In general, there are supporting and inhibiting factors in the process of learning religion for children with autism. Among the supporting factors is the competence of the teacher to use interesting learning methods through drawing and coloring media as well as to provide intense reading practice to children with autism (Chung & Ghinea, 2020). On the other hand, some problems arise because the teachers have to prepare the material by themselves with regard to what should be taught.…”

Section: Supporting and Constraint Factors Of Islamic Religious Learnmentioning

confidence: 99%

Implementation of Islamic religious learning strategies in children with autism in Indonesia

Kistoro¹,

Kartowagiran²,

Latipah³

et al. 2020

Spec eduk i rehabilitacija

View full text Add to dashboard Cite

Important religious education is given to children with autism. Objective. This research aims to analyze teachers' experience in implementing Islamic religious learning strategies (IRLS) for children with autism. Methods. This research is qualitative research with a phenomenological approach. The participants were six Islamic religion teachers from two exceptional schools in Yogyakarta who were selected using a purposive sampling technique. In-depth interviews and observation methods were used in data collection techniques. The coding analysis method, with the stages of data organization, reading data, coding data, determining and connecting themes with descriptions, and interpreting data, was used for data analysis. Results. The research results found that IRLS for children with autism has three stages, namely planning, implementation, and evaluation. Planning is done to determine the preparation that must be done before the learning process. Learning implementation includes reading and writing as well as interpreting the material. The evaluation is carried out to determine the level of success of the learning process that has been carried out. The IRLS carried out by teachers include two-way communication, adequate experience, and innovation skills. Conclusion. The strategies are expected to be further enhanced to reduce constraints in learning.

show abstract

Section: Supporting and Constraint Factors Of Islamic Religious Learnmentioning

confidence: 99%

Implementation of Islamic religious learning strategies in children with autism in Indonesia

Kistoro¹,

Kartowagiran²,

Latipah³

et al. 2020

Spec eduk i rehabilitacija

View full text Add to dashboard Cite

show abstract

Correction to: Towards developing digital interventions supporting empathic ability for children with autism spectrum disorder

Cited by 1 publication

References 0 publications

Implementation of Islamic religious learning strategies in children with autism in Indonesia

Implementation of Islamic religious learning strategies in children with autism in Indonesia

Contact Info

Product

Resources

About