Flexible Model on Special Education Services in Inclusive Setting Elementary School

This research intends to study the implementation of inclusive education in elementary schools in the district of Bandung in order to create a model for special education services in regular schools. The results of the implementation analysis combined with the results of the literature study used as a basis to design the model of special education services in inclusion settings. The main finding of this study is "Flexible Model on Special Education Services in Inclusive Setting Elementary School”. This model is built in three main foundations, which are Standard Operating Procedures (SOPs), guidelines for the implementation in Elementary school in the form of eight National Education Standards (NES), and the principle of the model implementation, namely flexibilit

Learning Media Innovation to Improve the Ability to Remember Hijaiyah Letters for the Deaf

Deaf people have difficulty in remembering things that are abstract so it is absolutely necessary learning media that can help the subject matter more concrete. The purpose of this study is to prove the effectiveness of Bhilar learning media in improving the ability to remember hijaiyah letters in deaf people. The research uses a quantitative approach to the Single Subject Research (SSR) method of A-B-A design. The subjects of this study were DN (12 years old) and OC (11 years). Based on the results of data processing, the baseline phase level mean 1 (A1) was obtained in the DN subject by 18.43% and OC by 15.62%. Mean intervention phase level (B) in DN subjects was 67.22% and OC was 58.89%. Mean baseline phase level 2 (A2) in DN subjects by 95% and OC by 86.87%. Then it can be concluded that Bhilar learning media proved effective in improving the ability to remember hijaiyah letters because Bhilar learning media uses visual imagery that forms mental images of information

Basic Makeup Vocational Skills Program for Learners with Hearing Impairment at Special Senior High School Level

This research is motivated by the learning of cosmetology skills that have not been optimal for children with hearing impairments in SKh Negeri 02 Serang City. This condition is allegedly the result of inappropriate provision of skills that have not considered talent interests and teacher competence that is not qualified in cosmetology skills. The purpose of this study is to formulate a basic makeup skills program for students with hearing impairments at the senior high school level. The approach used in this research is research and development with exploratory mixed method research design and at the program trial stage researchers use experimental methods with a single subject research design (A-B-A).  The results of the pilot test of the basic makeup program that has been made show that the program improves students' abilities from an initial score of 25% to a final score of 68%

Development of Embroidery Design Skills Program for Children with Hearing Impairment

Vocational education is also often referred to as skills. One of them is fashion skills, which is a discipline and art regarding the application of aesthetic design, and natural beauty to clothing and its additional decoration. This research aims to create a program on learning fashion skills in embroidery design for teachers and students with hearing impairments. The approach used in this research is research and development with exploratory mixed method research design and at the program trial stage researchers use experimental methods with single subject research design (A-B-A). The results of a good learning program trial lead students to have a good learning experience, the program that has been made shows that the program can be useful and useful, especially for students. The results of this study are expected to be taken into consideration for teachers in providing learning fashion skills in embroidery design to students

Adaptive Physical Education through Aquatic Activities for Children with Motor Barriers

This article examines adaptive physical education through aquatic activities for children with motor barriers. This research is based on several problems faced by children with motor impairment who are not able to fully participate in physical education activities through aquatic exercises. It is caused by the inexistence of systematic and integrated guidelines to which an instructor can refer when giving aquatic exercises to children with motor delay. Adaptive physical education through aquatic activities is really helpful in optimizing motor ability of those children with motor delay. This research aims at figuring out the implementation of adaptive physical education through aquatic activities for children with motor barriers. This research applies descriptive method. Data are collected through observation, interview, literature study, and documentation. Research finding shows that there is not any special learning planning yet which is adjusted to the ability of children with motor barriers. The exercises given to children with motor barriers are made the same with general exercise program and the evaluation of the training results is not yet consisten

Adaptive Physical Education through Aquatic Activities for Children with Motor Barriers

This article examines adaptive physical education through aquatic activities for children with motor barriers. This research is based on several problems faced by children with motor impairment who are not able to fully participate in physical education activities through aquatic exercises. It is caused by the inexistence of systematic and integrated guidelines to which an instructor can refer when giving aquatic exercises to children with motor delay. Adaptive physical education through aquatic activities is really helpful in optimizing motor ability of those children with motor delay. This research aims at figuring out the implementation of adaptive physical education through aquatic activities for children with motor barriers. This research applies descriptive method. Data are collected through observation, interview, literature study, and documentation. Research finding shows that there is not any special learning planning yet which is adjusted to the ability of children with motor barriers. The exercises given to children with motor barriers are made the same with general exercise program and the evaluation of the training results is not yet consisten

Participation of Students with Hearing Impairment in Inclusive Classes

One indicator of the success of the learning process is the active role of all students. The aim of this study was to find out how the participation of students with hearing impairment during learning process in inclusive classes. This research use descriptive method. Three students with hearing impairment have been selected according to predefined criteria. The data was collected by observation, interview and documentation. The data were analyzed through data reduction, data display and conclusion or verification. The results show that participation of students with hearing impairment during the learning process in inclusive classes is not very active. The way teachers teach, the lack of their understanding on learning materials and the presence of other special needs students in same classes influences their active participation during the learning process in the inclusive classes

PROGRAM BIMBINGAN KONSELING BAGI SISWA TUNARUNGU : Dikembangkan Berdasarkan Kebutuhan Siswa Tunarungu di SLB-B LPATB Cicendo Bandung

Imas Diana Aprilia. Program Bimbingan Konseling Bagi Siswa Tunarungu (Dikembangkan Berdasarkan Kebutuhan Siswa Tunarungu di SLB-B LPATB Cicendo Bandung). Penelitian ini dilatar belakangi adanya masalah kompleks yang dihadapi siswa tunarungu sebagai dampak dari ketunarunguan. Dalam kapasitasnya sebagai seorang siswa dan remaja, ia memiliki kebutuhan yang harus dipenuhi. Untuk memenuhi kebutuhannya ia memerlukan bantuan dari berbagai pihak, salah satunya adalah pihak sekolah melalui layanan BK. Kenyataan bahwa layanan BK selama ini kurang memenuhi tuntutan kebutuhan yang dirasakan siswa secara nyata. Kondisi ini menggambarkan bahwa BK belum mampu mengakomodasi kebutuhan siswa. Padahal kebutuhan siswa tersebut merupakan tampilan potensi yang perlu diperhatikan dan dikembangkan secara optimal. Berdasarkan kenyataan tersebut penelitian ini bertujuan untuk menemukan rumusan program BK di SLB-B Bandung untuk dapat memfasilitasi kebutuhan siswa tunarungu dalahm hal belajar, kelanjutan sekolah, pengembangan emosi sosial, karier, penyesuaian tuntutan sekolah, keluarga dan masyarakat, serta pengisian waktu luang. Untuk mencapai tujuan tersebut, ditempuh prosedural penelitian sebagai berikut: Perlama, mengidentifikasi kebutuhan siswa tunarungu, memotret layanan bimbingan di sekolah, serta mengumpulkan data tentang faktor pendukung dan penghambat layanan bimbingan. Kedua, merumuskan program hipotetik BK yang didasarkan pada kajian teoritis dan kondisi objektif di lapangan. A>f/ga,melakukan validasi program melalui seminar yang diikuti kepala sekolah, guru pembimbing, guru bidang studi. Keempat, merevisi program berdasarkan hasil seminar untuk menimuskan program akhir BK di SLB-B LPATB Cicendo Bandung. Hasil penelitiannya adalah; (1) layanan bimbingan di SLB-B belum mampu mengakomodasi kebutuhan siswa (2) ada enam kebutuhan siswa tunarungu, yaitu kebutuhan mengatasi kesulitan belajar, kelanjutan sekolah, pengembangan karier, pengembangan emosi sosial, penyesuaian diri terhadap tuntutan sekolah, keluarga dan masyarakat, pengisian waktu luang. (3) ada faktor pendukung (pandangan positif dari kepala sekolah, guru bidang studi/wali kelas) dan penghambat (iklim sekolah yang tidak kondusif, minimnya fasilitas dan pengadministrasian, kurang profesionalnya tenaga pembimbing, kurangnya kepedulian siswa terhadap layanan bimbingan). (4) rumusan program BK meliputi: dasar pemikiran, visi dan misi layanan BK, maksud dan tujuan BK, Bidang isi dan jenis layanan BK. Berdasarkan temuan di atas, ada beberapa rekomendasi, (1) untuk mengimplementasikan program yang dihasilkan , (2) kepada LPTK, terutama Jurusan PPB, dapat memperluas cakupan setting layanan bimbingan ke sekolah luar biasa. Untuk Jurusan PLB, hendaknya menambah alokasi waktu dan maten perkuliahan tentang bimbingan anak luar biasa. (4) berkenaan dengan upaya pengembangan layanan bimbingan ini, perlu dilakukan penelitian lebih lanjut dengan populasi dan tema cakupan yang lebih luas sebagai upaya menmgkatkan kualitas layanan bimbingan di SLB-B

Modul pengembangan keprofesian berkelanjutan terintegrasi penguatan pendidikan karakter bidang plb tunarungu kelompok kompetensi b

Kedalaman materi dan pemetaan kompetensi dalam modul ini disusun menjadi sepuluh kelompok kompetensi. Setiap modul meliputi pengembangan materi kompetensi pedagogik dan profesional bagi guru Sekolah Luar Biasa. Modul dikembangkan menjadi 5 ketunaan, yaitu tunanetra, tunarungu, tunagrahita, tunadaksa dan autis. Setiap modul meliputi pengembangan materi kompetensi pedagogik dan profesional. Subtansi modul ini diharapkan dapat memberikan referensi, motivasi, dan inspirasi bagi peserta dalam mengeksplorasi dan mendalami kompetensi pedagogik dan profesional guru Sekolah Luar Biasa

Readiness of Special-Needs Schools in Developing Oral Language Skills Programs for Deaf Students

Limited learning programs in developing spoken language, as well as the inconsistency of teachers in implementing oral language communication, are allegedly the main causes of poor communication skills, especially for hearing impaired students. In contrast to this, oral language skills are a prerequisite for having communication with others. The present study draws attention to receive a description of the school (teacher) readiness in developing oral language skills programs for students with hearing impairment. Conducted through descriptive qualitative method, the current project explores data from the chosen teachers of grade 2, 3, and 4, as well as PKPBI teachers through interviews, observation and documentation study. The data analysis technique is performed through data reduction, data presentation, drawing conclusions and verification. The findings disclosed that the oral language program planning is based on incidental needs analysis. The oral language skills program is still developed separately from the PKPBI program and communication training (either speaking or articulation). Likewise, conversational competence as a basis for developing communication has not become a definite program and is only applied to certain themes. The implementation of the oral language skills program is carried out partially with different learning patterns and methods, namely the global word method and the maternal reflective method (MMR).  The teacher's evaluation was limited to correcting phonemes, repeating simple sentences and once into integrated thematically. The faced constraints are the availability of supporting infrastructure such as PKPBI room and articulation room that have not been optimized and the limited number of speech experts and PKPBI teachers. For such obvious reason, the seriousness and consistency of schools are highly necessary in developing oral language skills programs as the main focus during the learning process at each grade level by providing opportunities for all teachers to possess integration with PKPBI program and thematic articulation training programs using the reflective maternal method (MMR)