scholarly journals The Role of Teaching Strategies in Social Acceptance and Interactions; Considering Students With Intellectual Disabilities in Inclusive Physical Education

2020 ◽  
Vol 5 ◽  
Author(s):  
Vitus Furrer ◽  
Stefan Valkanover ◽  
Michael Eckhart ◽  
Siegfried Nagel
Keyword(s):  
Physical Education ◽  
Intellectual Disabilities ◽  
Teaching Strategies ◽  
Social Acceptance ◽  
Students With Intellectual Disabilities

scholarly journals PENERAPAN PEMBELAJARAN LANGSUNG DALAM MEMFASILITASI KETERAMPILAN TEKNIK BERMAIN BOLA BASKET UNTUK SISWA TUNAGRAHITA KELAS XI SMALB-C

2021 ◽  
Vol 35 (1) ◽  
pp. 53-60
Author(s):  
Mulya Sari
Keyword(s):  
High School ◽  
High School Students ◽  
Intellectual Disability ◽  
Physical Education ◽  
Intellectual Disabilities ◽  
Action Observation ◽  
Second Grade ◽  
Learning Method ◽  
Direct Learning ◽  
Students With Intellectual Disabilities

Kondisi Penelitian ini bertujuan untuk memfasilitasi keterampilan teknik bermain bola basket pada mata pelajaran pendidikan jasmani, olahraga dan kesehatan (Penjaskes) pada siswa tunagrahita dengan menggunakan metode pembelajaran langsung. Partisipan penelitian adalah 7 orang siswa kelas XI SMALB-C, dan seorang guru. Tindakan dilakukan sebanyak 2 siklus di mana setiap siklus berlangsung dalam 2 kali pertemuan. Setiap siklus mempunyai empat kegiatan utama yaitu perencanaan, tindakan, pengamatan dan refleksi. Hasil penelitian menunjukkan adanya peningkatan hasil belajar keterampilan Penjaskes materi teknik permainan bola basket pada anak tunagrahita kelas XI SMALB-C, yang dilakukan dengan menggunakan metode pembelajaran langsung. Pembelajaran anak tunagrahita perlu mempertimbangkan penggunaan prinsip keperagaan, pengulangan dan individualisasi. Penelitian ini melaporkan bahwa metode pembelajaran langsung dapat digunakan untuk memfasilitasi keterampilan teknik bermain bola basket pada siswa tunagrahita.   This research aims to facilitate basketball technique skills in physical education, sports, and health subject for students with intellectual disability using direct learning methods. The participants of this research are seven second-grade students and a teacher of high school for students with intellectual disabilities. The actions were carried out in 2 cycles, where every cycle lasts for 2 sessions. Every cycle has four main activities; planning, action, observation, and reflection. The results showed an improvement in the learning outcomes of basketball technique skills of physical education, sports, and health subject for second-grade high school students with intellectual disability using the direct learning method. Learning for students with an intellectual disability needs to regard the use of modeling, repetition, and individualization principles. This research reported that the direct learning method could be used to facilitate basketball technique skills for students with intellectual disabilities.

scholarly journals INCLUSÃO NO CONTEXTO ESCOLAR: PERCEPÇÕES DE ALUNOS COM DEFICIÊNCIA INTELECTUAL E PROFESSORES DE EDUCAÇÃO FÍSICA / INCLUSION IN THE SCHOOL CONTEXT: PERCEPTIONS OF STUDENTS WITH INTELLECTUAL DISABILITIES AND TEACHERS OF PHYSICAL EDUCATION

2018 ◽  
Vol 11 ◽  
pp. 10-23
Author(s):  
Fagner José Passos
Keyword(s):  
Physical Education ◽  
Intellectual Disabilities ◽  
School Context ◽  
Perceptions Of Students ◽  
Students With Intellectual Disabilities

Esta pesquisa teve como objetivo comparar as percepções dos alunos com deficiência intelectual e professores de educação física relativamente à inclusão no contexto escolar. Trata-se de um estudo de caso de caráter qualitativo e delineamento transversal realizado em 2018. Participaram da pesquisa sete alunos e três professores de uma escola estadual de Monte Belo/MG. Foram realizadas entrevistas semiestruturadas, sendo as respostas processadas por meio da análise de similitude do software IRAMUTEQ. Os principais resultados apontam que tanto os alunos como os professores estão satisfeitos com o processo inclusivo da instituição de ensino em que atuam. Entre os aspectos apontados pelos participantes que confirmam uma escola inclusiva está a assiduidade, a participação, a relação aluno/aluno e professor/aluno, o local e a satisfação pelas aulas aplicadas. Conclui-se que o processo de inclusão dessa escola tem sido satisfatório na perspectiva do aluno e do professor.

scholarly journals ‘The only learning I’m going to get’

2019 ◽  
Vol XIII (1) ◽  
pp. 21-41
Author(s):  
Erika Piazzoli ◽  
John Kubiak
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Intellectual Disabilities ◽  
School Of Education ◽  
Post Secondary ◽  
Trinity College Dublin ◽  
Students With Intellectual Disabilities ◽  
Adults With Intellectual Disabilities

Traditionally, adults with intellectual disabilities have not been given the option of participating in and thus benefiting from higher and post-secondary education. However, over the last number of years, an increasing number of inclusive tertiary educational programmes have come into existence. This article focuses on one such programme entitled Arts, Science and Inclusive Applied Practice delivered in the Trinity Centre for People with Intellectual Disabilities, School of Education, Trinity College Dublin, Ireland. The aim of this study was to consider the role of embodiment in supporting the Second Language Acquisition (SLA) process of a group of students with intellectual disabilities. The paper describes a project which integrated two of the programme modules – Italian for Beginners and Exploring Art: Renaissance to Modern. Findings presented support the use of a performative approach to second language learning for students with intellectual disabilities and sheds light on the connection between embodiment, language and learning in a performative key.

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