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INDONESIA
Journal of ICSAR
ISSN : 25488600     EISSN : 25488619     DOI : -
Core Subject : Education,
This journal is expected to serve as a publication media for the results of quality scientific research, especially the special education of children, which can be accessed online, printed and free by the people of Indonesia and the international community. The article (article) published in this Journal of ICSAR is an article that has passed or completed the review process by peer-reviewed.
Arjuna Subject : -
Articles 152 Documents
Song-Based Reading Module and Learning through Playing Approach for Children with Learning Disabilities Hanifah Sabin; Vincent Pang; Muhammad Idris Bullare@Bahari
Journal of ICSAR Vol 3, No 2 (2019): July
Publisher : Department of Special Education

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Abstract

Reading skills are essential skills since early childhood education. For children with disabilities in learning (CWDL), specific reading-learning methods should be provided with regard to the problems faced by the children. Hence, this concept paper provides an alternative in teaching and learning using the Modul Riang Ria Membaca (MRRM) based on songs and learning approach through playing. This study used a literary research method to obtain data for the development of reading modules for children with learning disabilities. The findings of the study were the “Riang Ria Reading Module” and the suggestion of the implementation of a fun and meaningful early reading instruction for CWDL. The use of songs as well as the integration of hands-on activities in the form of physical games creates an atmosphere of teaching and learning that can attract attention and focus of students with learning disabilities.
The Level of Support For Successful Learning in Inclusive Primary School in Banjarmasin Amka Amka; Dewi Ekasari Kusumastuti
Journal of ICSAR Vol 3, No 2 (2019): July
Publisher : Department of Special Education

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Abstract

The purpose of this study is to provide an overview of the level of support for successful learning in Inclusive Primary Schools in Banjarmasin. It reviewed three aspects of success support, namely: institutional aspects, teacher aspects, and aspects of facilities and infrastructure. These three aspects are very essential to support the success of inclusion learning that researchers believe makes a strong contribution. The approach in this study was a quantitative approach with survey research. The data sources in this study were 10 inclusive primary school principals in the city of Banjarmasin and secondary data sources were documentation, photos, records of results of activities and letters. Data collection techniques in this study were observation and documentation. The data were analyzed using descriptive statistical analysis. This research was conducted by selecting 10 samples of Inclusive Primary Schools in Banjarmasin City. The results indicate that the level of support for successful learning in Banjarmasin Inclusive Primary School in terms of teacher aspects is 44%, 46% for institutional aspects, and 10% for facilities and infrastructure aspects. This means that the level of support for teacher aspects and institutional aspects is included in the category of moderate support, while the level of support for infrastructure and facilities is included in the category of very low
Special Education Systems in Five Countries: Indonesia, Norway, Malaysia, Netherlands, Thailand Dewi Kurniati; Herry Widyastono
Journal of ICSAR Vol 4, No 1 (2020): January
Publisher : Department of Special Education

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Abstract

This article discusses a comparison of special education in five countries. Two countries are on the continent of Europe, and three other countries are on Asia's continent. This article describes the forms of special education that exist in each country. The five countries have different systems of special education policies. The similarity found from each country is that all countries have implemented an inclusive education system.
Transition Program in Malaysia: The Challenges for Students with Special Needs in the Workplace Mohd Syazwan Zainal; Mohd Hanafi Mohd Yassin; Mohd Mokhtar Tahar
Journal of ICSAR Vol 3, No 2 (2019): July
Publisher : Department of Special Education

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Abstract

The transition of career begins with vocational skills training conducted in schools according to the capabilities special needs students. Then, the process goes on with a workplace training program. The transition program is able to provide students with special needs to improve their working skills as well as gain initial experience at the workplace. This case study was conducted on 5 Master of Special Education from Universiti Kebangsaan Malaysia. This student has implemented a career transition program for students with special needs in their respective areas. Semi-structural interviews were conducted using instruments constructed based on past studies. Findings show that there are various challenges faced by students with special needs while undergoing training at the workplace. Among the challenges face by students with special needs are  problem of adapting to the working environment, communication skills, difficulty to understand instruction, students’ attitude completing task, relationships at the workplace and perception towards special needs students. However, through this career transition program, it can provide students with special needs with the initial experience of work skills required at the workplace. This program is able to contribute to a better quality of life after completing their education at the school level.
Indonesian Perspectives on Inclusion: Teachers, Parents, and Students Perspective Euis Heryati; Een Ratnengsih; Esty Faatinisa
Journal of ICSAR Vol 3, No 2 (2019): July
Publisher : Department of Special Education

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Abstract

One of the most significant changes in education over the past few decades has been the movement towards inclusive education. Many schools are encouraged to implement an inclusive approach in accepting and educating students with disabilities. One of the disabilities students encounter in the regular class is learning disability (LD). This study uses a case study approach to examine the perspectives of students with LD, parents of students, and classroom teachers in regular schools that held inclusive education. A number of similarities and differences in perspective between students, parents, and teachers in each case were identified. Similarities and differences in perspective were also found between each case. Some practical implications will emerge from this study.
Comparative Study of Competency and Certification of Special Education Teachers in Various Countries Asri Dwi Puspasari; Herry Widyastono
Journal of ICSAR Vol 4, No 1 (2020): January
Publisher : Department of Special Education

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Abstract

Being a professional teacher must meet the competency standards set by the government. Special education teachers must also be professional because special education teachers must have specific competencies that teachers in public schools do not possess. This study aims to describe special education teachers' competence and certification in various countries, namely Indonesia, Malaysia, the Philippines, Thailand, and South Korea. Teacher certification is the process of giving educator certificates to teachers and has several competencies, namely: pedagogical competence, personality competence, social competence, and professional competence. In several countries such as Indonesia, Malaysia, Philippines, Thailand, and South Korea, the special education teacher certification program must have a Bachelor of Education academic qualification, have an educator certificate by following the available programs, and pass a field competency test.
“Isutan Jarat” A Traditional Game to Improve Perception and Autism Concentration in the Barito Riverside Imam Yuwono
Journal of ICSAR Vol 3, No 2 (2019): July
Publisher : Department of Special Education

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Abstract

The difficulty of finding media to play in the Barito Riverside Stream, affects the low level of autistic children in the development of perception, attention, and communication because of those aspects. This study aims to determine the effectiveness of traditional games Isutan Jarat to help the development of autistic children. The single subject research method with the design of cross variable multiple baselines are used to reveal the effect of treatment or intervention on the target behavior. The results of data analysis show that the traditional game Isutan Jarat Effective Line is used to improve the perception, attention, and concentration of autism. Based on the findings of this study, it is recommended that the Isutan Jarat game is used as an alternative play media for autistic children in the Barito Riverside Stream.
Teachers Perception on the Management of Inclusive Education in Elemantary School Agus Pratomo Andi Widodo; Achmad Hufad; Sunardi Sunardi
Journal of ICSAR Vol 3, No 2 (2019): July
Publisher : Department of Special Education

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Abstract

The problem in this study was motivated by the difficulty of the teacher in implementing the Inclusive Education, which have been held since 2017 at the Sungai Andai 3 Elementary School in Banjarmasin. This study aims to describe the teacher’s perception of the implementation of Inclusive Education in Sungai Andai 3 Elementary School Banjarmasin, which covers 3 aspects according to the research questions, including: Teacher perceptions of the basic concept of  children with special needs, teacher perceptions of the education for children with special needs, and teacher perceptions of facilities and infrastructure. This study uses a type of qualitative research with a descriptive approach. Information about the perceptions of each respondent was revealed through questionnaires with 22 statements and in-depth interviews as data collection techniques and documentation. Data analysis techniques in this study are data reduction, data presentation, and conclusion. The teacher referred to in this study is a class teacher and subject teacher, as well as GPK or shadow teacher without any background of special education. This study was conducted on 23 respondents who teach at Sungai Andai 3 Elementary School in Banjarmasin . The results of the study are related to the purpose of the study that the teacher’s perception of the basic concept of children with special needs was “Good”. While the Teacher’s Perception of children with special need’s education and infrastructure facilities was “Enough”. Therefore, it is concluded that the teacher’s perception of the implementation of inclusive education in Sungai Andai 3 SDN Banjarmasin was “Good”.
Implementation of Speech to-Text Application for Deaf Students on Inclusive Education Course Irdamurni Irdamurni; Johandri Taufan
Journal of ICSAR Vol 3, No 2 (2019): July
Publisher : Department of Special Education

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Abstract

Inclusive education is an educational services system where people with disabilities can attend to the nearest regular school of their place, included college. Persons with hearing impairment is one of the minorities who is still marginalized from the right, including the needs of access to communications and information technology. Because of that, people with hearing impairment are not able to participate in instructional activities. Based on the observation and the interview, to graduate and undergraduate students with hearing impairment of Special Education department, they said that they still have problems in communicating with lecturers or other students, because of their inability to understand the explanation of the lecturer. This paper aims at providing an analysis of using speech to text app in an inclusive education course, which can record the voice of a lecturer and converted to text that is displayed through the power point, so that, the students with hearing impairment can read the text when the learning occurred. A classroom action research with tw0 cycle is used to recognize a summary of the instructional which attended by two students with hearing impairment and twenty-eight regular students. Observation, test, and interview conducted by team teaching show that speech to text based on power point has an impact in increasing comprehension of students with hearing impairment on inclusive education course.
Japanese Parents’ Explanations of Disabilities to Siblings of Children with Intellectual and Developmental Disabilities Hiroki Yoneda; Kana Miura
Journal of ICSAR Vol 5, No 1 (2021): January
Publisher : Department of Special Education

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Abstract

One form of support that has been demonstrated to reduce psychological burden in siblings of children with intellectual and developmental disabilities is an explanation of the disability. By clarifying the actual conditions in which parents explain their child’s disability to siblings, the goal of this study is to support parents in promoting open communication in the family environment. A semi-structured interview was conducted with five parents of children with disabilities aged 2–6 years who were attending daycare or preschool at private educational institutions. Interviews were analyzed using a grounded theory approach. A primary reason for parents explaining their child’s disability to siblings was their belief that siblings may already have known about the disability, and they wanted to answer any questions that may have arisen. After parents explained the disability, some mothers noticed no changes in the siblings, but others reported that siblings asked more questions about the child with disabilities and expressed a desire to help support them. It is recommended that Japanese parents of children with disabilities receive information on available support systems provided by educational institutions and government/administrative agencies.

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