Articles
26 Documents
<![CDATA[Improving the Fine Motor Skills of Intelligence Impaired Children Through Cutting and Paste Activities with Worksheets at SLB Solokuro Lamongan ]]>
<![CDATA[Ameiliana Dwi Siroh Putri]]>;
<![CDATA[Budi Susetyo]]>;
<![CDATA[Riksma Nurahmi Rinalti Akhlan]]>
<![CDATA[ INCLUSIVE EDUCATION Vol. 1 No. 1 (2022): Education for All ]]>
Publisher : <![CDATA[International Inclusion Development and Cooperation ]]>
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DOI: 10.57142/inclusion.v1i1.2
<![CDATA[This research was conducted to develop the fine motor skills of a child with Intelligence Impaired in grade I at SLB Solokuro, Lamongan Regency through cutting and pasting pictures using worksheet media. This study aims to prove that worksheets can be used as a medium to improve the fine motor skills of Intelligence Impaired Children . The method used in this study uses a single subject research (SSR) with an A-B-A design. Measuring and collecting data on baseline conditions (A1), providing intervention (B) with worksheet media, and baseline conditions (A2). Variable measurement using the percentage of the number of instrument items. The results showed an increase in fine motor skills cutting and sticking, where initially the baseline condition (A1) at the first and second meeting was 25%, 25%. The first to fourth interventions (B) were 33.3%, 50%, 58.3%, 62.5% and at baseline (A2) 83.3%, 83.3%. Based on these results, it shows that the worksheet is effectively used as a medium in cutting and pasting activities to improve the fine motor skills of Intelligence Impaired Children.]]>
<![CDATA[Between Special and Regular Settings: The Teachers Attitude towards Inclusion ]]>
<![CDATA[Khofidotur Rofiah]]>
<![CDATA[ INCLUSIVE EDUCATION Vol. 1 No. 1 (2022): Education for All ]]>
Publisher : <![CDATA[International Inclusion Development and Cooperation ]]>
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DOI: 10.57142/inclusion.v1i1.3
<![CDATA[A large number of teachers have expressed concern about their ability to meet the educational needs of students with disabilities in general education classes. For the time being, there is little evidence to support the divergent opinions on inclusive education held by general and special education teachers. The purpose of this study is to investigate the attitude towards inclusive education held by general and special education teachers in Indonesia. Multidimensional Attitudes toward Inclusive Education Scales (MATIES) will be used to examine the attitudes about inclusive education. It consists of 18 items that are designed to test the emotive, cognitive, and behavioral elements of attitudes toward inclusion in an effective manner. Using Google Forms, the instruments were sent to participants through the internet survey platform. The T-Test and ANNOVA test was used to evaluate the data.]]>
<![CDATA[The Use of Digital Technology among Basic Certificate Lecturers in Community Colleges ]]>
<![CDATA[Suhaina Mohamed Zaki]]>;
<![CDATA[Sharifah Masitah Syed Salim]]>;
<![CDATA[Jamaliah binti Salbi]]>
<![CDATA[ INCLUSIVE EDUCATION Vol. 1 No. 1 (2022): Education for All ]]>
Publisher : <![CDATA[International Inclusion Development and Cooperation ]]>
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DOI: 10.57142/inclusion.v1i1.4
<![CDATA[In the digital era of the latest revolution, the field of education has undergone a transformation towards andragogy and pedagogy digitally. In Malaysia, the spread of the COVID-19 epidemic brought about a new norm change in the national education system. At the level of the Department of Polytechnic Education & amp; Community Colleges (JPPKK), Digital Learning Coordinating Committee of the Department of Polytechnic Education and Community Colleges was established with the role of identifying strategies to address challenges and issues related to digital learning and further strengthen ICT infrastructure and digital learning in Polytechnics and Community Colleges. This includes online teaching and learning (PdPDT) for students with special needs. Several major challenges have been made the basis of this study, namely the knowledge of lecturers on computer technology, the acceptance of lecturers on PdPDT for students with special needs and the use of teaching aids in PdPDT. Therefore, this study was conducted to identify the level of use of digital technology among Basic Certificate lecturers in Community Colleges. The study involved 24 lecturers in 12 Community Colleges offering 8 Basic Certificate programs. This Basic Certificate involves students with special needs Learning Disabilities. This study uses a quantitative method by using a questionnaire approach in collecting data to achieve the objectives of the study by using Statistical Packages For Social Sciences for windows version 20.0 (SPSS). The findings of the study show that all Basic Certificate lecturers have a level of knowledge of computer technology. While the level of acceptance of Basic Certificate lecturers on the level of computer use in the teaching and learning process is also in a high level with a mean score of 4.10 and the level of computer use among Basic Certificate lecturers in the PdP process is also very high with a mean score of 4.43. Overall, the findings show that the use of digital technology among Basic Certificate lecturers in Community Colleges is very good.]]>
<![CDATA[Involving Children with Special Needs in Managing a Digital-based Waste Bank ]]>
<![CDATA[Febrita Ardianingsih]]>;
<![CDATA[Asri Wijiastuti]]>;
<![CDATA[Siti Masitoh]]>
<![CDATA[ INCLUSIVE EDUCATION Vol. 1 No. 1 (2022): Education for All ]]>
Publisher : <![CDATA[International Inclusion Development and Cooperation ]]>
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DOI: 10.57142/inclusion.v1i1.5
<![CDATA[The Covid-19 pandemic has increased plastic waste. Those may cause microplastics and nanoplastics contaminants in soil, water, and air that have the potential to interfere with environmental health and human health. Waste management from the source is important in solving the problem of plastic waste, one of which is through a waste bank. Can children with special needs be involved in managing a digital-based waste bank? This study aims to determine: (1) the skills of children with intellectual disabilities in sorting waste, and (2) the skills of children with hearing impairments to record waste transactions digitally. This research is a one-group posttest only design. The sample was carried out purposively, totaling 10 children with intellectual disabilities and 14 children with hearing impairment in special high schools. Data were collected through tests after training. Data analysis used descriptive statistics. The research findings show that: (1) children with intellectual disabilities have very good skills to sort waste with an average score of 84.40, and (2) children with hearing impairment have good skills to record waste transactions digitally with an average score of 80.36. It indicates that children with intellectual disability and hearing impairment have the potential to be involved in digital-based waste management. This involvement may develop an awareness of children with special needs in environmental health.]]>
<![CDATA[Implementation of Learning Prayer for Mental Retardation ]]>
<![CDATA[Krismajoli Dwi Pamuladsih]]>;
<![CDATA[Sunardi Sunardi]]>;
<![CDATA[Joko Yuwono]]>
<![CDATA[ INCLUSIVE EDUCATION Vol. 1 No. 1 (2022): Education for All ]]>
Publisher : <![CDATA[International Inclusion Development and Cooperation ]]>
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DOI: 10.57142/inclusion.v1i1.6
<![CDATA[This study aims to: (1) find out the implementation of Islamic Religious Education learning materials for movement and prayer readings for mentally retarded students, (2) find out learning resources and media, learning methods, and evaluations carried out by teachers. The research method used in this research is descriptive qualitative. The results showed that the ability to move and read prayers for mentally retarded children was still low, this was because: (1) learning resources and media from the three schools studied were still using conventional media, (2) learning methods were still using the lecture method which was teacher center, (3) notes from the teacher regarding the low prayer skills of mentally retarded children due to: the loss of routines or good habits applied at school during the implementation of distance learning, the use of media that is still very simple, and the absence of continuous prayer learning to be applied at home.]]>
<![CDATA[Development of Guidelines for Beginning Counting Assessment Learning Problems of Elementary School Age ]]>
<![CDATA[Atma Widia]]>;
<![CDATA[Ranti Novianti]]>;
<![CDATA[Salma Nadiyah]]>;
<![CDATA[Fadly Halim Hutasuhut]]>
<![CDATA[ INCLUSIVE EDUCATION Vol. 1 No. 1 (2022): Education for All ]]>
Publisher : <![CDATA[International Inclusion Development and Cooperation ]]>
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DOI: 10.57142/inclusion.v1i1.7
<![CDATA[Based on the results of the literature study, it was found that there were not a few children who had problems in calculating the beginning or often referred to as learning problems. This study uses a qualitative approach, and uses the library research method by looking at data based on article sources, handbook journals and research that has been carried out by previous research. The data collection technique used is literature study. The research was conducted with the aim of compiling guidelines for initial numeracy assessment for children with learning problems of elementary school age. This study produces a product in the form of a preliminary numeracy assessment guide for children with learning problems of elementary school age who have gone through the validation or expert judgment stage with the conclusion that the initial numeracy assessment guideline for children with learning problems of primary school age is appropriate to use. Assessment activities are activities to determine the abilities, barriers and needs of children so that it can be seen which learning programs are deemed appropriate to be given to children. The initial numeracy assessment guideline is appropriate for parents or teachers to use at school to determine the ability of the child's early numeracy barriers and needs.]]>
<![CDATA[Traditional Kucing-Kucingan Game, in Improving Ground Motor Skills to Blind Children in SLB Negeri A Citeureup Cimahi ]]>
<![CDATA[Nikmal Maula]]>;
<![CDATA[Zulkifli Sidiq]]>
<![CDATA[ INCLUSIVE EDUCATION Vol. 1 No. 1 (2022): Education for All ]]>
Publisher : <![CDATA[International Inclusion Development and Cooperation ]]>
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DOI: 10.57142/inclusion.v1i1.8
<![CDATA[Untrained gross motor skills in children with visual impairment, especially on the walking and balance motion will hinder the mobility process in children, thus forming walking motion and posture that is not good for the children. This circumstance certainly cannot be tolerated because it can interfere the children's motor development. Therefore, it is necessary to get proper and professional management to be able to overcome these problems so that children with visual impairment can have good mobility. This difficulty was experienced by subject with the initials I grade 1 at SDLBN A Citeureup, Cimahi. One of the efforts that can be done to intervene this case is by applying the traditional Kucing-kucingan game. This research aims to determine how much improvement is given by the traditional Kucing-kucingan toward gross motor skills in children with visual impairment, especially in aspects of walking and balance motion, This research uses experimental method with Single Subject Research Design A-B-A. The data obtained starting from baseline-1 (A-1), intervention (B), and baseline-2 (A-2) conditions. The presentation of data is processed and analyzed using descriptive statistics. The results showed that the ability of student (I) in doing the walking and balance motion was increased after the given intervention using traditional Kucing-kucingan game. Therefore, the researcher recommends this traditional Kucing-kucingan game to educators so they can consider the traditional Kucing-kucingan game as an alternative in conducting activities during free hours in order to improve gross motor skills in children with visual impairment, due to interesting games for children will greatly assist the continuity of activities process. Traditional game, especially kucing-kucingan, is considered effective when it is used properly to increase the children's interest in moving freely.]]>
<![CDATA[Perceptions and Attitudes of Elementary School Class Teachers as Facilitators of Inclusive Education for Children with Special Needs ]]>
<![CDATA[Ranti Novianti]]>;
<![CDATA[Asep Fatoni Rizal]]>;
<![CDATA[Fadly Halim Hutasuhut]]>;
<![CDATA[Salma Nadiyah]]>;
<![CDATA[Yoga Budhi Santoso]]>;
<![CDATA[Atma Widia]]>
<![CDATA[ INCLUSIVE EDUCATION Vol. 1 No. 1 (2022): Education for All ]]>
Publisher : <![CDATA[International Inclusion Development and Cooperation ]]>
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DOI: 10.57142/inclusion.v1i1.10
<![CDATA[The problem that is currently happening at SD Negeri Babakan 01 in South Tangerang City is that regular teachers at the school in educational services do not involve children with special needs directly so children with special needs who are in the class are not paid attention, coordination with special assistants for children with special needs also not well established, so it is difficult to exchange information about the condition of children with special needs specifically. The purpose of this study was to determine the perceptions and attitudes of elementary school class teachers as facilitators of inclusive education for children with special needs at SDN Babakan 01 in the city of South Tangerang. The method used in this research qualitative research with a descriptive method aimed at understanding social phenomena from the perspective of the participants (people from whom the data is taken). Based on the results of the study, it can be concluded that the perceptions and attitudes of elementary school classroom teachers as facilitators of inclusive education for children with special needs at SD Negeri Babakan 01, South Tangerang city are still not by the system or regulations in carrying out inclusive programs, because there is still a lack of knowledge of classroom teachers about the characteristics of children with special needs can make it difficult for classroom teachers to deliver teaching materials, hinder the learning process in the classroom, and hinder the acceptance of teaching materials delivered by classroom teachers to children with special needs, making it difficult to optimize the potential that exists in children with special needs.]]>
<![CDATA[Puberty in Youth with Intellectual Disabilities ]]>
<![CDATA[Rezty Anggraeni]]>;
<![CDATA[Sunardi Sunardi]]>;
<![CDATA[Imas Diana Aprilia]]>
<![CDATA[ INCLUSIVE EDUCATION Vol. 1 No. 1 (2022): Education for All ]]>
Publisher : <![CDATA[International Inclusion Development and Cooperation ]]>
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DOI: 10.57142/inclusion.v1i1.11
<![CDATA[Basically, people with intellectual disabilities physically and hormonally develop like non-disabled people, they experience puberty when they reach their teenage years – menstruation for girls and wet dreams for boys – which has an influence such as getting to know and liking the opposite sex, feeling love, the desire to have a romantic relationship or marriage. Therefore, it is very important to talk about aspects of sexuality, reproductive rights and their risks in the context of formal school education. The purpose of this research is to find out the understanding of the concept of puberty for persons with intellectual disabilities. This study uses a qualitative approach, data collection is done by means of observation and interviews. This research was conducted at the Special School. The results of this study describe that people with intellectual disabilities need special handling in learning about reproductive health and sexuality, besides that the closest community groups in the environment of people with intellectual disabilities are not fully aware and able to provide an understanding of reproductive health and sexuality for adolescents with intellectual disabilities.]]>
<![CDATA[The Effect of Rapid Automatic Naming on Reading Readiness for Children with Reading Difficulties in Elementary School ]]>
<![CDATA[Salma Nadiyah]]>;
<![CDATA[Sunardi Tukimin]]>;
<![CDATA[Budi Susetyo]]>;
<![CDATA[Iding Tarsidi]]>;
<![CDATA[Ranti Novianti]]>;
<![CDATA[Fadly Halim Hutasuhut]]>;
<![CDATA[Atma Widia]]>
<![CDATA[ INCLUSIVE EDUCATION Vol. 1 No. 1 (2022): Education for All ]]>
Publisher : <![CDATA[International Inclusion Development and Cooperation ]]>
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DOI: 10.57142/inclusion.v1i1.14
<![CDATA[In addition to phonological deficit, children who have difficulty in reading can also have RAN (rapid automatic naming) deficit or both. RAN is a strong predictor of the cause of reading difficulties and is a characteristic of reading disability or dyslexia. This study aims to know the impact of the rapid automatic naming intervention on dyslexic students in elementary schools. The research uses a quantitative approach to the Single Subject Research (SSR) method of A-B-A design. We tested the effect of teaching rapid automatic naming on the ability to quickly name objects, color digits, and letters in 4 subjects who had almost the same reading difficulties at the same grade level. The results showed that the teaching of rapid automatic naming affected increasing children's speed in naming objects, colors, digits, and letters. The significant effect of the rapid automatic naming teaching intervention shows that understanding the principles of rapid automatic naming is beneficial for students with dyslexia. The four experimental subjects showed an increase in the speed of naming objects, colors, digits, and letters after the intervention.]]>
