This study aims to analyze the difficulties of students with special needs (mentally retarded, deaf, and blind children) in understanding mathematical concepts, which will be described by levels. The ...research uses descriptive method. Data collection technique used observations of students with special needs to see the difficulties in understanding mathematical concepts (dyscalculia), and interviews conducted with mathematics teachers to complement the results of the observations. The research sample is deaf students, blind students, and mentally retarded students in the Jember district. The data analysis technique in this study uses the flow model. The results of this study were that the level of achievement with good assessment categories was dominated by blind students, namely from 10 aspects of the assessment only weak in the section on grouping the shape dimensions, while the deaf achieved good assessments, namely 1) sorting objects based on the length and short size, 2) understanding the number of objects, 3) understanding numbers, and 4) writing and saying numbers. Meanwhile, mentally retarded students only have 1 good assessment aspect, namely understanding the length of objects. The conclusion is that dyscalculia is mostly suffered by mentally retarded children, deaf children suffered moderate level, and the best level of the subject is blind children.
The application of entrepreneurial elements across the curriculum should be implemented as early as year one of schooling. Thus, this study aims to examine the application of elements of ...entrepreneurial knowledge and skills in teaching and facilitating Special Education teachers. This study employed an online questionnaire distributed via Google Forms. A total of 32 Special Education teachers were selected to answer the questionnaire. Data were analysed using Statistical Package for the Social Sciences (SPSS) software version 26 to obtain frequency, percentage and mean. Findings demonstrated that the entrepreneurial knowledge of Special Education teachers was at a high level with a mean value of 4.33. In addition, the entrepreneurial skills of Special Education teachers were at a high level with a mean value of 4.34. The findings indicate that Special Education teachers have high entrepreneurial knowledge and skills, besides applying entrepreneurial elements in teaching and facilitation. Special Education teachers indeed play an important role in applying entrepreneurial elements and fostering an entrepreneurial culture among Students with Special Needs (SSN). From this study, it is hoped that the application of entrepreneurial elements in the teaching and facilitation of Special Education teachers can increase the ability of SSN. The implications of this study suggest that teachers with entrepreneurial knowledge and skills, as well as high commitment, can convey entrepreneurial elements well and comprehensively to SSN.
Differentiated learning is a learning approach process for students with different abilities in the same class. The purpose of differentiated learning is to maximize the growth/progress of each ...student and individual success through the adjustment of each student (from where he or she is), and assistance in the learning process. It is very urgent for students with special needs to be served according to their capacity.. From the research results obtained data, students with special needs at Unima consist of the blind, deaf, and physically disabled, without intellectual barriers, with diverse learning needs. With the act of making a difference in the media and learning models, they are able to master the lecture material well. Universities such as Manado State University, are able to implement it, and have an influence on the optimization and existence of inclusive learning services.
Abstract Background Despite the significant emphasis on self‐determination in special education and the crucial role of mobile learning, there is a notable absence of path modelling studies that ...explore the effect of self‐determination on the usage of mobile learning by students with special needs. Objectives This study sought to investigate the intentions of mobile learning usage among students with special needs by proposing a model rooted in the technology acceptance model, complemented by extraneous constructs from self‐determination theory (competence, autonomy and relatedness). Methods The data of the study was obtained online from 1298 special needs university students with eight different types of disabilities. Data were analysed with descriptive statistics, confirmatory factor analysis, structural equation modelling and bootstrapping. Results and Conclusions The proposed model explained 78.4% of ease of use, 85.2% of usefulness, and 76.5% of intention. 11 of the 12 hypotheses tested within the scope of the model were supported. All hypotheses examining the impacts of self‐determination theory constructs on ease of use, usefulness, and intention were validated (8 hypotheses), with the exception of the autonomy → intention relationship. Substantial empirical evidence has been acquired to support the role of the self‐determination theory in exploring the intention toward mobile learning among university students with special needs. Concurrently, a robust theoretical framework has been introduced to the field of special education to elucidate the acceptance and utilization of technology by university students with special needs.
Lay Description What is already known about this topic Numerous studies have demonstrated the significance of mobile tools and mobile learning in the realm of special education. Self‐determination holds immense importance in fostering independence and social engagement by empowering individuals with special needs to gain confidence, assume control and accountability for their own choices and actions. Self‐determination theory underscores the importance of providing individuals with support for three fundamental psychological needs—autonomy, competence, and relatedness—to foster healthy development. What this paper adds To the best of the authors' knowledge, this study stands as a unique contribution within its field due to its distinctive characteristics. The model, supported by exceptionally successful outcomes and its ability to elucidate technology acceptance constructs at remarkably high levels, offers a robust theoretical framework for enabling students with special needs to engage effectively with mobile learning in both special and inclusive educational settings. Investigating how self‐determination theory enhances the explanatory power of the technology acceptance model in special education. Illuminating the significance of basic psychological needs in the adoption of mobile learning, employing advanced statistical methods with a substantial participant base, and delivering valuable insights to advance the utilization of mobile learning in special education. Implications for practice and/or policy Special education settings should encourage students to take initiative, make choices, and exercise autonomy, and curriculum design should include opportunities for students to make choices. Making students part of the design processes and emphasizing usability through the prioritization of customizable, user‐friendly designs should be an inherent aspect of educational technology. Educators and support staff must have training and professional development opportunities to effectively use mobile learning tools and create inclusive learning environments.
This study aims to investigate the implementation of the Kurikulum Merdeka in English language learning for inclusive students. The research method used is descriptive qualitative with observation, ...interview, and documentation triangulation techniques. The respondents involved in this study were English teachers and inclusion students at SMP Plus Rahmat Kediri, especially seventh-grade students. The research instruments used were observation sheets, interview guidelines, and documentation. The results show that implementing Kurikulum Merdeka in English learning positively impacts inclusive students' ability to understand the subject matter, actively participate in learning activities, and increase learning motivation. In addition, this curriculum also helps teachers design more inclusive learning and provide equal opportunities for all students. This research recommends that schools in Indonesia continuously improve and adapt the Kurikulum Merdeka to support better inclusive Education.
The study is aimed to investigate the implementation of teaching Quran literacy for students with disabilities. It applied qualitative. Data were collected using observation and interviews with ...teachers of Iqro (Quran for beginner). The participants of the study were students with disabilities studying in schools for special need in Bengkulu and Ciamis regency West Java Indonesia. The schools include MI (Madrasah Ibtidaiyyah/Islamic Elementary School) Mutiara Asyifa, Abdurrahamn Bin Auf, SDLB (Sekolah Dasar Luar Biasa/Elementary School for Special Need) Islam Amal Mulya, SLB (Sekolah Luar Biasa/School for Special Need) Baiturrahman Cisaga, and SLB Albarokah Baregbeg. The result showed that the schools have provided minimum service for teaching and learning Quran/Iqro for students with disabilities. There are two factors causing the situation; the scarcity of PAI (Pendidikan Agama Islam/Islamic Religious Education) teachers in the schools and the absence of reliable Quran reading methods. The teachers background are language teachers who had no experience and competence for Islamic religious education. In addition, the learning method for Iqro is similar to the BISINDO (Bahasa Isyarat Indonesia/Indonesian Sign Language) method for reading by sign language. This study suggests that PTKIN (State Islamic Higher Education) offering PAI to provide a program for Quran reading and writing courses for students with disabilities.
This study aims to produce a science learning device for junior high school students using a cooperative model type Student Teams Achievement Divisions (STAD) for students with special needs that are ...valid and fit for use theoretically. The research method used is the development of the 4D model design through 4 stages including the defining stage, the design stage, the development stage, and the dissemination stage. The technique of collecting data through validation sheets consists of lecturers, science teachers, school principals, and students. Based on the research results, the validity of the equipment was obtained through the Aiken V index in the RPP of 0.89, LKPD of 0.88, and THB of 0.88. The three components of the device are considered very valid criteria. The reliability test of each component for RPP is 0.818, LKPD is worth. 0.857, and THB worth 0.884. The components of learning equipment are reliable with good categories based on the Interrater Correlation Coefficient (ICC). Theoretically, the learning tools developed are valid and feasible to be tested in class VIII of the Gorontalo City Learning Activity Center (SKB).
Selle uurimistöö eesmärk on kirjeldada hariduslike erivajadustega (HEV) õpilaste lugemis- ja matemaatikaoskuste seoseid tava- või eriklassis õppimisega. Valimisse kuulus 3369 kolmanda klassi last ...(poisse 50%, 209 klassist, 135 koolist) ning 3340 kuuenda klassi last (poisse 51%, 200 klassist, 134 koolist) eesti- ja venekeelsetest koolidest. Õpilased täitsid koolitundide ajal veebipõhised lugemise ladususe, loetu mõistmise, arvutamise ja tekstülesannete testid. Tulemustest selgus, et tava- ja eriklassis õppivate HEV õpilaste lugemis- ja matemaatikaoskused olid sarnasel tasemel, välja arvatud vene õppekeelega koolide kuuendates klassides, kus tavaklassis õppivad HEV õpilased said tekstülesannete lahendamises kõrgema skoori võrreldes eriklassis õppivate HEV õpilastega. Uuring annab esmase ülevaate eesti- ja venekeelsete koolide kolmandate ja kuuendate klasside HEV õpilaste kaasamise olukorrast ja akadeemilistest oskustest.
Summary
The purpose of this study was to determine the implementation of collaborative learning given by teachers to children with special needs in inclusive schools at the junior high school level.The ...research method used is descriptive with a qualitative approach, while data collection uses observation, interviews, and documentation techniques for three teachers at SMP Diponegoro Batu.The results of the study indicate that the application of Collaborative learning given to children with special needs has been implemented quite well. This good implementation can be seen from the existence of special supervisor teachers from schools, the acceptance of students from various disabilities, and cooperation between classroom teachers and special supervisors. This collaboration makes the achievement of learning objectives in a class where there are normal students and students with special needs
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