Purpose – The purpose of this research is to see how the implementation of character education for children with special needs in SLB Negeri 2 Yogyakarta. Children with special needs who have been ...considered limited in behaving according to ethical standards in general, seem to experience a shift in stigma towards a more humanist direction. Method - This research is a descriptive qualitative research with observation and interview data collection techniques. The data that has been collected is then analyzed by reducing data, presenting data, and drawing conclusions. Results - The research shows that the implementation of character education for children with disabilities in SLB Negeri 2 Yogyakarta focuses on values that are adjusted to the independent curriculum, including 3S (Smile, Greeting, Greeting), routine prayers according to beliefs, flag ceremonies every Monday, playing the Indonesian national anthem every 10:00, praying dhuhur in congregation, visiting sick friends and condolences to the families of friends who died, performing arts, market day, using Javanese traditional clothes every Thursday, making art, and developing students' interests and talents in sports. The implementation of character education in Tunagrahita children is carried out using the habituation method, demonstration method, and approach method. The implications of character education for children with disabilities include tolerance, acceptance, and understanding of one's own special condition. Research Implications - This research recommends that the school, community, and government can respond to each other regarding the need to develop character education in children with special needs. This study was limited by descriptive analysis and a limited data set. Therefore, further research is needed to examine the implementation of character education in children with special needs who have tunagrahita in a wider range.
Intrinsic family dynamics are an important factor in the development of children with special needs, and mothers' emotion regulation ability influences children's development to some extent. This ...study examined the intrinsic mechanism of cognitive reappraisal of emotion regulation strategies affecting the emotion recognition ability of mothers of children with special needs. Results indicated that mothers of children with special needs recognized negative emotions significantly faster than typically developing child mothers. After receiving cognitive reappraisal emotion regulation strategies, they significantly improved emotional recognition of surprise and reduced attention bias towards anger. Overall, mothers of children with special needs may have obvious attention bias towards negative emotions, and cognitive reappraisal can target negative emotions to help them to better improve emotional resilience.
This research was conducted to determine the development of religiosity of children with special needs (ABK), and also to find out what forms of special assistance are appropriate for children with ...special needs in public elementary schools that have inclusion services. The method used in this research is qualitative with case studies as the approach. In this research, the methods of observation, interviews and documentation on the subject and those closest to the subject were used as data collection techniques. The subject in this research was a 12-year-old child from the Sapen Muhammadiyah Elementary School, Kraton branch, who was detected to have mild mental retardation, with slow comprehension abilities (slow learner) based on the results of psychological tests. The research results show that the development of religiosity that occurs in subjects has certain characteristics based on the characteristics of their special needs. Optimizing the development of the religiosity of students with special needs in its application requires a long, slow and repetitive process based on habituation and example from those closest to the subject, teachers and parents.
Background: The coronavirus disease 2019 (COVID-19) is spreading over the world. Thailand is another country that has suffered greatly as a result of the pandemic. Recognizing the stress levels of ...parents of children with special needs will lead to appropriate support. Objectives: The purpose of this study was to examine the stress levels of parents of children with special needs in Chiang Mai province during COVID-19. Materials and methods: An exploratory study was conducted from August 2020 to March 2021. The study subjects comprised parents of 162 students with visual, auditory, intellectual, and physical dysfunctions. The Suanprung Stress Test (SPST-20) and a questionnaire were used to collect data. The data was analyzed using descriptive statistics. Results: The results indicated that most parents of children with special needs had moderate to high stress levels, at 38.89% and 25.93%, respectively. Parents of children with hearing and visual impairments had the greatest severe stress levels of any group of parents, at 21.43% and 36.37%, respectively. Most parents (60.49%) perceived that their stress had changed from their everyday circumstances; however, 58.65 percent agreed that their stress in this situation did not affect their caring for their children. Conclusion: Parents with children with hearing and visual impairments experienced had the greatest severe stress levels due to the pandemic. Psychotherapy and counseling that focus on mental health should be considered.
Conditions in the field show that children with special needs who are blind and slow learners still have many deficiencies in math problems. Therefore, there needs to be an in-depth discussion on ...this matter. This article will describe the process of teaching and learning arithmetic for students with special needs through article analysis so that later it will be known how to ideally carry out numeracy learning for children with special needs through a policy. This research aims to describe the counting process of teaching and learning of students with special needs. This study uses a systematic literature review method. Data collection was carried out by documenting and reviewing previous articles related to the process of learning numeracy for students with special needs. Articles are searched by searching for articles using the Google Scholar database. Included in the discussion of this learning process are learning methods and models, learning media, and difficulties or challenges faced by students with special needs and teachers in learning numeracy. The final results of the review can be concluded that the process of teaching and learning numeracy between regular students and students with special needs has several differences, including the number of students, the time of delivery of material, and teaching and learning activities. Four alternative policies are proposed: facilitating accompanying teachers, preparing disability-friendly school facilities, collaborating with institutions dealing with children with special needs, and preparing numeracy media.
The need for learning facilities and infrastructure in inclusive PAUD (Early Childhood Education) is still limited. This study aims to contribute to every manager of inclusive and regular PAUD ...institutions in providing learning infrastructure needs for all students based on applicable standards or provisions. The research method uses a qualitative method of literature study. Miles and Huberman's interactive analysis carried out the data analysis technique, which consisted of data collection, reduction, presentation, and conclusion. Data was collected from reading references such as articles, books, and inclusive PAUD POS issued by the Indonesian Ministry of Education and Culture. The study's results found that each characteristic of children with special needs has different needs for facilities and infrastructure. In addition, it was found that several infrastructure facilities could be designated for other different types of children with special needs characteristics, such as rooms, equipment, media, and student learning resources. The conclusion is that inclusive PAUD institutions need to provide modified infrastructure based on each characteristic of children with special needs so that they can be used inclusively.
Hospitalization is a traumatic experience for children. Especially in the case of childhood cancers that require long-term hospitalization, children need psychosocial support. The study aimed to ...examine the effectiveness of drama in reducing psychosocial problems in hospitalized paediatric children diagnosed with cancer.
The study used a mixed method approach, combining both qualitative and quantitative methods with a single group. Drama sessions prepared according to the Tasks and Skills Model were used to support their psychosocial conditions. The Facial Expression Form, The Assessment Scale for Psychosocial Symptoms in Hospitalized Children, and the Drawing and Writing Technique were used before and after the drama sessions.
This study differs from others in its use of drama intervention to reduce psychosocial problems in children undergoing cancer treatment. As a result of the study, it was found that there was a decrease in anxiety, hopelessness, anger-aggression and communication difficulties among psychosocial problems and a change in mood towards feeling happy. The study suggests that drama sessions were effective in relieving emotional distress in paediatric cancer patients.
The study suggests that drama sessions were effective in relieving emotional distress in paediatric cancer patients.
Applying drama to children undergoing long-term hospital treatment can help alleviate psychosocial problems by reducing stress, emotional suppression, and compensating for trauma.
•Children diagnosed with cancer experience psychosocial problems.•Drama have a positive emotional impact on children diagnosed with cancer.•Drama reduces anxiety, communication difficulties, anger, hopelessness, and regression behaviors in hospitalized children.•Practices like drama can alleviate the psychosocial problems of children diagnosed with paediatric cancer.
Difficult life circumstances can make anyone vulnerable. For example, families of children with special needs are at risk, as are families facing other stressful circumstances, such as poverty or ...parental mental illness.This article builds on previous action research by Plavčak (2020) and introduces a new research problem. We conducted a qualitative analysis of action diary data to answer two new research questions: 1) In what forms did vulnerability appear in students’ families, and 2) What approaches did professionals use to reduce perceived vulnerability? Our findings suggest that families of children with special needs should be approached with sensitivity, flexibility, and balanced interventions. It is important to understand families in the context of their lives, including the emotional stages of caring for a child with special needs and other difficult circumstances they may face. Interventions should be tailored to the specific needs of families and developed collaboratively with them.
With the development of technology, interest in digital games has increased in children with typical development and children with special needs. Many digital games with different contents are played ...by children with special needs. The research was carried out with the parents of diagnosed children aged 6-13 years. The aim of the research is to determine the views of parents of children with special needs on digital games. The research was designed with phenomenology (phenomenology), one of the qualitative research methods, and the data were created and analyzed using content analysis. A semi-structured interview form and a questionnaire containing demographic information were used in the research. As a result of the data, codes were created and thanks to them, themes and sub-themes were reached. In the research, digital game theme and sub-themes were reached. In consequence of them, it was obtained that children with special needs mostly prefer war games, their purpose of playing games is entertainment, they mostly prefer mobile phones while playing games, and they play games for at least two hours a day. In addition to the findings that digital games contribute positively to the educational processes, skills and development of children with special needs, there were also findings that digital games have negative effects such as children not being able to spare time for their lessons and spending all their time in digital games.
