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All Journal Ringkang Jurnal Seni Tari dan Pendidikan Seni Tari Indonesian Journal of Disability Studies International Journal Management and Economic (IJME) Jurnal Lektur Keagamaan Cerdika: Jurnal Ilmiah Indonesia Journal of Research and Publication Innovation MEDIA KESEHATAN GIGI : POLITEKNIK KESEHATAN MAKASSAR
Supriatna, Agus
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Journal : Indonesian Journal of Disability Studies

 1 
The Education and Training Program Guideline for Special Guidance Teacher Competence Development in Indonesian Inclusive School Ediyanto, Ediyanto; Mulyadi, Agus; Supriatna, Agus; Kawai, Norimune
Indonesian Journal of Disability Studies Vol. 5 No. 2 (2018)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (657.418 KB) | DOI: 10.21776/ub.ijds.2018.5.2.15

Abstract

The provision of inclusive schools in Indonesia requires the fulfillment of several aspects of Inclusive Education. The fulfillment of these needs includes curriculum, facilities and infrastructure, teachers, and learning in accordance with the principles of Inclusive Education. Teachers in inclusive classes must have the competence to teach students with special needs. In addition, inclusive classes also require Special Guidance Teachers as an instructional design or as a team teaching. However, the training program for Special Guidance Teachers has not been developed in a general, comprehensive, and integrated manner. So that in this article an education and training program was developed for the teacher competence development guidelines in Indonesian inclusive school. If every school requires at least one Special Guidance Teacher, then at the elementary formal education level, junior high, high school and equivalent schools, the total number of Special Guidance Teachers is 259,244 teachers. While for the kindergarten level the number of teachers is 85,499 teachers. Competency Standards for Special Guidance Teachers refer to Minister of National Education Regulation No. 16 of 2007 - Academic Qualification Standards and Competencies of Teachers and Minister of National Education Number 32 of 2008 - Academic Qualification Standards and Competencies of Special Education Teachers. In general, there are four competencies that must be mastered by Special Guidance Teachers, namely Personality, Social, Pedagogic, and Professional Standards. The title of this program is “The Education and Training Program Guideline for Special Guidance Teacher Competence Development. This prorgam divided into three main subjects, namely general training subjects, basic training subjects, and supporting training subjects with the number 47 subject and 450 hours. This program has not been validated and field tested yet. In the next research step it is necessary to validate it by experts and to do field test to determine the level of validity and effectiveness of the program.
The Implementation of Multisensory Technique for Children with Dyslexia Supriatna, Agus; Ediyanto, Ediyanto
Indonesian Journal of Disability Studies Vol. 8 No. 1 (2021)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (280.147 KB) | DOI: 10.21776/ub.ijds.2021.008.01.17

Abstract

Children with learning disabilities are a children's physiological or biological condition in which the competence or achievement is not according to predetermined standard criteria—learning disabilities in the form of errors in reading called dyslexia. Children with specific learning difficulties dyslexia experience difficulties in academic aspects; therefore, it is necessary to carry out an academic assessment and material for tutors to improve dyslexia reading skills. The multisensory technique is alternatives that used as reference material for tutors to improve dyslexia reading skills. Multisensory Techniques that can be used include 1) Reading and Spelling Training; 2) Visual Technique; 3) Auditory Technique, and 4) Tactile Technique. The reading and spelling focus on maintaining relationships between sounds and symbols starts with a single letter and continues with consonant combinations, vowel continuation, and complex letter groupings. The Visual Technique can start by using a picture card with the word written on the bottom (flashcard). Auditory technique for children who have difficulty with sound problems, teach a pair of short words and ask the child to say which word is correct. In addition, children with dyslexia will have the best learning by touch, so it is essential to incorporate this learning style into the instruction as a tactile technique.
Co-Authors Abdullah, Nurwiyana Abubakar, Syamsuddin Akhmad Marhadi Ali, Akbar Asridiana Ediyanto Ediyanto Ermanto, Conrita Fazriah, Siti Sarah Febryana, Fakhirah Mentari Hakim, Azis Hasfat, Hamsar Jumriani Kawai, Norimune Kurniawan Subagja, Iwan Lesmana, Hans Liasari, Ira Muhammad Saleh Mukmin, Nurhidayah Mulyadi, Agus Nazillah, Avriyani Nugraheni, Trianti Nur Aida, Wanda Nuraziziah, Nuraziziah Priyambodo, Ardian Putri Candia, Hijrah Rahmah, Nur Aulia Rasiah Rasiah, Rasiah Rusnaeni, Nani Sainuddin Septa, Badai Sitanaya, Rini Wahju Purwaningsih, Roosi Wahyudadi, Badai Septa Wartono, Tri Widyastuti, Nugraheni Wulandari, Nurfadila