scholarly journals The Impact of Teaching Academic Education Course of Children with Special Needs in the Ordinary Schools on Students’ Attitudes toward Inclusion of Disabled Children

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Abdelbaky Arafa Salem
Keyword(s):  
Special Needs ◽  
Attitudes Toward Inclusion ◽  
Children With Special Needs ◽  
Academic Education ◽  
Disabled Children ◽  
Students Attitudes ◽  
The Impact

scholarly journals PENDEKATAN LAYANAN BIMBINGAN DAN KONSELING ANAK BERKEBUTUHAN KHUSUS

AL-TAZKIAH ◽  
2018 ◽  
Vol 7 (1) ◽  
pp. 76-90
Author(s):  
Supiartina Supiartina ◽  
Rendra Khaldun
Keyword(s):  
Special Education ◽  
Special Needs ◽  
General Public ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Disabled Children ◽  
Educational Activities ◽  
The Impact ◽  
Normal Standards

Special Needs Children (ABK) are individuals who have characteristics that are different from other individuals in the normal view of society in general. More specifcally, children with special needs show lower intellectual or emotional characteristics or higher than normal anal peers or are outside the normal standards that apply in society. So that it has diffculty in achieving success both in terms of social personal, and educational activities. especially what they have makes children with special needs need special education and services to optimize their inner potential. The impact of negative developments raises the risk of increasing the likelihood of the emergence of diffculties in adjustment to disabled children so that supporting factors are needed to adjust. Environment as an important factor to adjust. The attitude of parents, family, peers, school friends, and the general public as supporters in adjusting to their environment.

Effect of Indoor Wall Climbing on Self-Efficacy and Self-Perceptions of Children with Special Needs

2009 ◽  
Vol 26 (3) ◽  
pp. 259-273 ◽  
Author(s):  
Erin R. Mazzoni ◽  
P. Lynn Purves ◽  
Julie Southward ◽  
Ryan E. Rhodes ◽  
Viviene A. Temple
Keyword(s):  
Special Needs ◽  
Self Efficacy ◽  
Control Group ◽  
Children With Special Needs ◽  
Control Groups ◽  
Self Perceptions ◽  
Self Worth ◽  
And Control ◽  
The Impact ◽  
Over Time

The impact of a six-week indoor wall climbing on the perceptions of self for children with special needs aged 6–12 years was explored. Participants (n = 46) were randomly assigned to the intervention (girls, n = 4; boys, n = 19) and control groups (girls, n = 5; boys, n = 18). Belayers’ and children’s perceptions of efficacy were measured using specifically designed questionnaires and perceptions of competence and global self-worth were measured using Harter’s (1985) Self-Perception Profile for Children for participants with an adaptive age of 8 years or higher. Children’s self-efficacy and belayers’ ratings of children’s efficacy improved significantly, t(21) = 3.9, p = .001, d = .84 and F(2, 44) = 30.03, p < .001, respectively. The children’s judgments of their athletic and social competence and global self-worth, however, did not change over time or differ from the wait-listed control group (p > .05). These results suggest that it is likely that many experiences that enhance self-efficacy may be needed to improve self-perceptions.

scholarly journals Identifikasi Karakteristik Anak Berkebutuhan Khusus Menggunakan Metode Case Based Reasoning (Studi Kasus di Sekolah Luar Biasa Negeri 1 Linggo Sari Baganti)

2020 ◽  
Vol 2 (1) ◽  
pp. 1-8
Author(s):  
Septiana Vratiwi ◽  
Yuhandri Yunus ◽  
Gunadi Widi Nurcahyo
Keyword(s):  
Mental Retardation ◽  
Special Needs ◽  
Visual Basic ◽  
Case Based Reasoning ◽  
Children With Special Needs ◽  
Disabled Children ◽  
Mentally Disabled ◽  
Developmental Impairment ◽  
Different Characteristics ◽  
Case Based

Children with special needs are children who have different characteristics and limitations in ability. This child with special needs is called Tunagrahita. Developmental impairment is classified into three categories namely mild, moderate and severe. This study aims to help the process of identifying the characteristics of mental retardation experienced by children. This study uses the Case Based Reasoning (CBR) method to identify children with special needs using the data of the mentally disabled children in SLBN 1 Linggo Sari Baganti. Similarity results were 51.92% for moderate developmental impairment, 17.5% for mild developmental impairment and 8% for severe developmental impairment. Calculations are performed using Visual Basic Net 2010.

scholarly journals Telerehabilitation and Wellbeing Experience in Children with Special Needs during the COVID-19 Pandemic

Children ◽  
2021 ◽  
Vol 8 (11) ◽  
pp. 988
Author(s):  
Daniela Sarti ◽  
Marinella De Salvatore ◽  
Emanuela Pagliano ◽  
Elisa Granocchio ◽  
Daniela Traficante ◽  
...  
Keyword(s):  
Cerebral Palsy ◽  
Special Needs ◽  
Well Being ◽  
Psychological Needs ◽  
Learning Disorders ◽  
Children With Special Needs ◽  
Supportive Environment ◽  
Post Hoc ◽  
The Impact ◽  
Specific Learning

Social distancing due to the COVID-19 pandemic represented a golden opportunity to implement telerehabilitation for clinical groups of children. The present study aims to show the impact that telerehabilitation had on the experience of well-being of children with special needs being treated at the Foundation IRCCS Neurological Institute ‘C. Besta’ in Milan (Specific Learning Disorders and Cerebral Palsy diagnosis); it aims to do so by comparing it with experiences of those who did not undertake telerehabilitation despite the diagnosis during the pandemic, and with typically developing children. Results show that the three groups differed in the Support, Respect and Learning dimensions of well-being experience. Post hoc comparisons revealed that children with Specific Learning Disorders and Cerebral Palsy scored higher than normotypical children in Support and in Respect scales. Furthermore, children who experienced telerehabilitation showed the highest scores on the Learning scale in comparison with the other two groups. These results support the importance of reorganizing care and assistance by integrating telemedicine, which seems to have fostered a positive experience of well-being in people with special needs, particularly in the perception of a supportive environment that respects psychological needs.

scholarly journals STUDI IMPLEMENTASI PEMBELAJARAN MODEL SISWA INKLUSI DI SDS MUTIARA HATI PONOROGO

2021 ◽  
Vol 1 (1) ◽  
pp. 84-90
Author(s):  
Dian Puspita Sari ◽  
Fuad Fitriawan
Keyword(s):  
Data Analysis ◽  
Special Needs ◽  
Students With Disabilities ◽  
Teacher Learning ◽  
Inclusive Education ◽  
Learning Process ◽  
Learning Model ◽  
Children With Special Needs ◽  
Inclusive Schools ◽  
The Impact

Inclusive education is education for children with special needs so that they can study together with regular children in general. One school that implements inclusive education is SDS Mutiara Hati Ponorogo. Students with disabilities can study together with regular children without being discriminated against. The form of learning model applied in this school pays attention to the condition of the child. With the existence of inclusive schools, it can help children with special needs to get the same place to learn as other regular children and can bring the development of children with special needs to be better. Based on the results of the data analysis, it was concluded that (1) the learning process of inclusive students at SDS Mutiara Hati Ponorogo, namely inclusion students accompanied by a special companion teacher, learning in the same class with regular children and for the gradation is lowered, (2) the form of learning model Inclusion students who are applied at SDS Mutiara Hati Ponorogo are paying attention or adjusted to the conditions of their students by being monitored by psychologists and also the principal, and (3) the impact of implementing the learning model for inclusive students at SDS Mutiara Hati Ponorogo, namely that the development is getting up to the class the better and able to develop its potential.

scholarly journals The Impact of COVID-19 on Parents of Children with Special Needs

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Saeed T ◽  
Tahir S ◽  
Mahmood N ◽  
Tomy N ◽  
Fernando A ◽  
...  
Keyword(s):  
Special Needs ◽  
Children With Special Needs ◽  
The Impact

scholarly journals Decreasing Stress for Parents of Special Needs Children through a Web-Based Mindfulness Program: A Pilot Study

2020 ◽  
Author(s):  
Elizabeth Shaffer ◽  
Jennifer Lape ◽  
Joyce Salls
Keyword(s):  
Pilot Study ◽  
Special Needs ◽  
Perceived Stress ◽  
Parental Stress ◽  
Daily Routine ◽  
Children With Special Needs ◽  
Post Intervention ◽  
Stress Scale ◽  
Mindfulness Practices ◽  
The Impact

Purpose: Parents often experience moderate to severe levels of stress due to the challenges of raising a child with special needs. Previous research has proven that excessive parental stress negatively impacts both the parent and child’s health. However, few organizations have been identified which offer intervention programs focusing directly on decreasing parental stress. This pilot study investigates the effectiveness of a 6-week online mindfulness-based course in reducing stress experienced by parents of children with special needs. Method: A pre-test, post-test pilot design, as well as a participatory action approach, were employed to determine the impact of the online mindfulness-based course in reducing perceived stress experienced by parents of children with special needs. Eleven parents participated in the pilot study. The course was facilitated by an occupational therapist (the first author) trained and experienced in mindfulness practices and a parent of two children with special needs. The Depression Anxiety Stress Scale - Stress subscale (DASS-SS), The Perceived Stress Scale (PSS), The Five Facet Mindfulness Questionnaire-15 (FFMQ-15), and author-generated measures were administered pre- and post-intervention to determine changes in perceived stress levels, as well as, the impact and application of mindfulness practices. Results: The DASS-SS measuring the parents’ perceived stress level revealed a 30% mean reduction in stress when comparing pre-and post-intervention scores. The PSS revealed a 21% mean reduction in perceived stress score post-intervention. The FFMQ-15 (used to measure changes in the integration of mindfulness practices into the parent’s daily routine) indicated a 4% increase in the groups’ mindfulness practices comparing pre- and post-intervention scores. Responses to the author-generated measure revealed that 82% of parents believed they could better handle challenging situations post-intervention; 100% of the parents agreed that the course made them more mindful of their thoughts. Conclusion: Results indicate that an introductory online mindfulness-based parenting program can be an effective intervention for reducing the stress experienced by parents of children with special needs.

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