Each class is attended by two students with special needs, but if there are certain obstacles experienced, the student concerned will either communicate to the teacher responsible or be guided by the class leader to a special inclusive class Resource Room coordinated by the inclusive teacher.
In the classroom, students with special needs will be guided and encouraged to communicate their complaints and desires. This is due to students getting bored or their physical condition. Some are easy to understand, some are not, thus adjusting to each student is important. Student in the mood will follow the class to the end. But if their mood isn't good enough, they will be guided to the resource room quickly. This special room consists of 3 large rooms: study room, skills room and counseling guidance room.
The resource room also provides computers, tables, chairs, dance equipment, cooking equipment, etc. The special class has 3 special assistant teachers, namely they are 2 teachers from psychology and a teacher from Special Education.
By the help from these eight teachers, the needs of inclusive students are met and problems occur during tutoring or engaging in activities such as entrepreneurship, dancing and other physical activities are reduced. Grading system for student report cards provided by the school looks exactly the same as there is no distinction from regular students, only on the back there is written narration. Of course not all can be generalized into one, such as the academic potential of regular students and students with special needs, but it does not decrease the possibility of participating in subjects included in national exam or known as Ujian Nasional UNAS.
For those with special needs, the exam questions are suited to their ability and provided by the school participating. Communication of Teachers and Inclusive Students Pedagogical communication patterns that exist in interacting with inclusive students offer feedbacks in which feedbacks are sometimes given and some are not, and sometimes the students answer the questions that are not in accordance with what is asked.
It takes perseverance and patience in the process of communication so that they can provide feedback. A teacher is also expected to offer decent education services that must refer to the established methodology and curriculum.
Because self-esteem in ABK is influenced by trust with the teacher internalization of trust towards negative stigma discrimination and rejection. As stated by Link, et al that the effect of negative stigma on self-esteem is determined by the level of trust in discrimination and the negative judgement, therefore low self-esteem is the result from believing and internalizing the negative stigma from others Wibowo and Nurlaila 4.
The process of assessing the condition of students with special needs only by regular teachers is not easy, it is due to the lack of access to knowledge, understanding, and skills that are not provided in the field of science.
In addition, teachers compare them with regular students and impose their students' abilities in accordance to the school demands. Teachers should have a self-acceptance management. As an educator, a teacher is expected to understand the differences of each of their students according to their respective characteristics. According to Brandens self-acceptance is a certain realism or respect for reality of the self-state, and this area is divided into three areas namely social, physical and mental Wandberg, in Widyastuti and Barida Results of observations in the classroom, one of the interviewees with initials DF could only attend a class for only up to 2 hours of subjects, then he went to the resource room.
In the room, he studied with an Assisting Special Teacher GPK , what he learned was writing and counting to grade 3 elementary school children. As the statement follows: 1st Interviewee "Yes, I'm happy. Dwi is there and I enjoy her companion. Messages sent are usually conveyed by persuasion, using media such as pictures, calculators and such to aid the students. As stated in the social penetration theory that the process of knowing each other through the development of relationships is essential for developing and maintaining interpersonal relationships.
Development of Confidence Teachers and schools that accept students with special needs strive for better understanding about the nature of all students, by their changes, attitudes and responsibilities so the students can also have impact for the better with strong independence so that they are able to contribute to the common society. While they are at it, GPK teachers dive early in an inclusive school by maintaining a close relationship with the students, and make students with special needs feel at home.
It starts by small greetings, repetitively calling them by their names, and doing simple activities as such by using both verbal and non-verbal to familiarize touches, eye contacts, smiles, etc. Pattern of relationships like such will eventually lead to self- disclosure and further communication processes Budyatna, As conducted by 9th Interviewee who is an Inclusive Teacher.
Through self-disclosure, self-confidence will be easier to achieve. But because of child's character is formed and influenced by internal and external factors, another challenge is given for an educator.
In this case, despair is often felt by assisting special teachers. In developing students' confidence, the students are the main focus in education. Self-confidence is the extent to which individuals have confidence in their assessment of their abilities and the extent to which individuals feel worthy of their success. According to WHO self-confidence is defined as behavior that makes individuals to have a positive view of themselves and the environment around them Bandura in Hurlock EB, Confidence is influenced at each stage of psychological development and at usually at the school age there is an increase in interacting and achieving.
Developing self-confidence students with special needs in SMPN 29 Surabaya as a trait or personality and not as a genetic trait is influenced by several things: 1. Influence of Parents and Peers Education given by parents is meaningful for the growth of a child. Children with special needs perceive day-to-day behaviors of their parents and perceive them.
As is the case with an interviewee whose student is a chess athlete. It was fun. With that in mind, the use of tools that have visual cues can be used in teaching communication skills, that is to interact. Interpersonal Communication Interpersonal communication helps an ABK to think positively, when they are encouraged to communicate in a persuasive manner without being pressured, they develop a sense of comfort with GPK, with addition that they are always involved in regular class activities.
There is a strategy to build relationships between students with special needs with their regular classmates, through group works they are asked to willingly accept their classmates with special needs and they shall be given extra points by the teacher.
Points increase if their group encouraged an ABK student to deliver the results of their group work. In addition, class leader is responsible for ABK student's condition and it is their job to guide the student to resource room if obstacles occur. This is how interpersonal relationships are built well, students with special needs will feel truly accepted among their peers.
As mentioned before, parents have more faith in GPK and teachers by outsourcing than permanent teachers. Use of Media Gadgets Generally teenagers enter a phase of self-actualization. In this matter, the female precedes it more than the male. Female students with special needs experience physical development, such as applying makeups, choosing clothes to wear, and immitating that of popular culture they learn but not from being with their friends or environment.
They learn such by consuming media from their gadgets. These gadgets are helpful for them to learn how to behave and find entertainment and solve learning materials they get from school.
Rejections from the people around them are not really what they care about, since internet and social media gets them what they need, especially in meeting physical needs. They would prefer playing TikTok everyday. Angry Birds and such.
Teachers by outsourcing will involve students and support them in championships they participate in. It's just that the students are only facilitated independently by their parents while the school facilitates the granting of permits for activities outside. Even in taekwondo, there are ABK students who are athletes, have participated in championships abroad.
Achievements for their success were given in the form of charters and announced in ceremonial events with regular students. It is this form of recognition of their achievements that makes students with special needs feel most welcomed and encouraged to attend school. For this reason, there is an imporance for commitment between parents, students, regular peers and teachers regular and inclusive , along with the concerns of developing confidence in students with special needs and let their independence grows from there.
Tjipto Wardojo, S. Pd as the Principal of SMPN 29 Surabaya, Inclusive School who has given his permission for researchers to examine students and teachers in the inclusion. Taufik, S. Pd as the Coordinating Teacher of ABK students who has provided an access, information and enlightenment for the authors. The teachers in the inclusion who have given their time.
Parents of students with special needs who have shared their experiences both patiently and sincerely. Researcher and Lecturer of Communication Science. Specializes in the field of Interpersonal Communication and Public Relations. An active member of Forum Masyarakat Peduli Media. Sumardjijati, Dra. Specializes in the field of Communication Psychology.
Yuli Candrasari, M. Specializes in the field of Digital Communication. Diakses 4 Mei Budyatna, M. Teori Komunikasi Antar Pribadi. Cangara, H. Crain, W, Teori Perkembangan Penerjemaah: Yudi Santoso.
Pustaka Pelajar Dayakisni, T dan Hudainah. Psikologi Sosial. Komunikasi Antarmanusia, Jakarta: Profesional Books. Link, BG. Stuening, E. Riadi, M.
Pengungkapan Diri Self Discloser. Kajian Pustaka. Konselor, Vol. Santrock, J. Life Span Development terjemahan. Boston: Mc. Graw Hill. Wanberg, R. That's more than three times the number of students served during the school year.
With access to special education services mostly solved, parents and LD advocates changed focus in the late s and early s. More students with LD were being identified and were receiving special education services. Too often, though, those students were not being taught the school's general curriculum. This shortcoming was addressed with the reauthorization of IDEA when an emphasis on access to the general curriculum was added to the statute.
This change "reminds everyone that the expectation is that every child - including LD kids - is going to participate in the same curriculum and have the same academic objectives," says Linda Lewis, coordinator of federal policy and programs for the College of Education at the University of Oregon. In recent years, parents and LD advocates have again shifted their attention.
As concerns over access to the general curriculum are resolved, questions over the identification of learning disabilities have grown. For the round of IDEA reauthorization, school officials, special education experts, and policymakers across the country said revising the eligibility criteria was a top priority.
The steady increase in the number of students identified with LD is certainly a main reason for the attention. Experts noted, however, that the LD identification process has been flawed for some time. The process used in many states prior to the reauthorization of IDEA is officially known as the discrepancy model. It measures the discrepancy between a child's academic performance and his intellectual ability.
A significant discrepancy, according to this method, typically indicates LD. Critics have called this the "wait-to-fail" model, because it requires a child to fall behind his peers before being identified with LD.
What should be occurring, according to leading expert in reading research Dr. Reid Lyon, is early screening and intervention for all children. Lyon, Chief of Child Development and Behavior at the National Institute of Child Health and Human Development, says there is strong evidence for investing in early identification and prevention programs.
It's a much longer problem-solving process," says Linda Lewis. The sooner that process begins - whether in pre-school or kindergarten - the better, she says. In other words, imagine yourself in second grade in You have had trouble reading, but under the discrepancy model your reading disorder might not have been identified until you reached the third or fourth grade.
That kind of delayed identification might, in fact, have prevented you from ever catching up to your classmates. On the other hand, if you had been screened for a reading disorder when you were in kindergarten and had received specialized instruction - as experts such as Lyon are suggesting - you might not have needed special services or testing accommodations.
According to IDEA, a child qualifies for special education if: the child is a child with a disability and demonstrates an educational need. This is determined by drawing on a variety of sources. Additional procedures must be followed to identify a student as a student with a learning disability and include:.
Application of a process of interventions; if the student does not respond to these interventions, they may qualify as a student with a learning disability. Application of an alternative research-based procedure to determine if a learning disability is present. RTI is an approach, new to IDEA , for sorting out whether a struggling child really is a "child with a disability" as defined by IDEA or just needs more intensive regular education strategies to succeed in school.
RTI usually consists of 3 stages or levels of assistance. When a child is identified as struggling to learn—usually through system wide screening tests or through a teacher's observation or testing—RTI may be used to see how the child responds to deliberate research-based interventions and other direct supports.
If the child fails to learn adequately in the first level of help, then he or she moves to Level 2, and so on, where the help or, in the lingo, the intervention becomes more intensive. Progress is closely monitored, so the school will know if the child is learning or improving.
If the child is not responding to the intervention, then he or she may be referred for evaluation under IDEA to determine eligibility for special education and related services. This information is important to you as a beginning special educator and as a resource for parents. Please complete the ordering activity. A series of education models are listed below followed by a link including the model. Please study each education model. Using the list of 14 disability categories identified by IDEA, describe the key features of each disability category.
You may use this chart and take the appropriate space with 8 or 9 point font. According to IDEA, "A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written In the quiz me you will find questions on 14 disabilities. Please answer the multiple choice questions in the quiz me. Match the condition that is associated with the listed disorder in the quiz me. After studying the powerpoint, choose the characteristics which best describe the disorders listed in the quiz group.
After researching cognitive disabilities please answer the questions in the quiz me. Research the topic of assistive technologies. Complete the ordering activity on solutions to support a child's participation identifying assistive technology in the quiz me. After reading about gifted and talented students with special needs please answer the question in the quiz me. Complete the multiple choice questions on communication patterns in the quiz me below. Activity 6: In your research on issues of controversy in special education, use the following questions to guide your research.
There are 7 questions listed in the quiz me. Please answer 2 of the questions and give your reason for agreeing or disagreeing with your answer. All educators need to know and understand their professional responsibilities.
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