This research aims to examine the learning of Islamic Education for children with intellectual disabilities in Sekolah Luar Biasa (SLB) Negeri Binjai and Sekolah Luar Biasa Negeri 1 Binjai, including ...planning, implementation, learning evaluation, as well as barriers and solutions in learning. The research method uses a qualitative approach with a multi-site study to explore the learning process at SLB Negeri Binjai and SLB Negeri 1 Binjai The research findings indicate that Islamic Education learning in both SLBs includes the introduction of basic Islamic concepts, teaching methods tailored to the needs of students, and parental involvement in the learning process. However, there are still obstacles such as limited resources and a lack of training for Islamic Education teachers. In conclusion, this research provides a significant contribution to efforts to improve the quality of Islamic education for children with special needs SLB Negeri Binjai and SLB Negeri 1 Binjai.
Introducing money is a self-development skill for children with intellectual disabilities that is very important in their lives. However, this is often a problem and is misunderstood by children with ...intellectual disabilities. This confusion occurs because they are often presented directly as money, while their value and function are not well understood. As a result, the direct use of money as a medium becomes less attractive, has no meaning, and is only used as a toy that has no direction. The purpose of this research is to develop an Android-based learning medium that can help people with intellectual disabilities understand money as a whole. This study uses a mixed method with a sequential exploratory model design. This application test uses the Black Box, and the results show that the JARIMU application can be used operationally properly. Based on the feasibility test, the JARIMU application has a very good acceptance rate with a percentage of 86.029%. The implications of these findings are suggested to be applied by schools or teachers in introducing money for children with intellectual disabilities.
After many teachers retired, the remaining teachers' workload increased, with the result that they have less time for continuing education and face difficulties in learning through collegiality. The ...purpose of the present study was to examine various aspects of professional development and the actual state of learning of teachers at special schools who were involved in the education of children with intellectual disabilities. Special school teachers (N＝1830) completed a questionnaire. The factors “understanding children and forming relationships,” “cooperation with parents,” and “relationships with colleagues” were extracted as particularly important factors associated with professional development. Many teachers tended to emphasize the difficulties that they had experienced as teachers. The importance of specializing in the education of children with intellectual disabilities, such as instruction that combines subjects and areas, was considered relatively less important. Many teachers reported having had positive experiences with learning from and being supported by their colleagues. Those teachers with more extensive experience in educating children with intellectual disabilities were more likely to report that they felt rewarded, confident, and able to solve problems and improve their competence while cooperating with parents and using various resources. Even with many years of teaching experience, those who had had fewer years working at special schools for students with intellectual disabilities were more likely to have the same diffıiulties as novice teachers, including “understanding children and forming relationships.” Vigorous improvement is needed in (a) learning through collegiality about how to educate children with intellectual disabilities, and（b）supporting less experienced colleagues.
The literature suggests that there are challenges faced by parents of children with intellectual disabilities (ID), which have resulted in calls for support services to be made available to parents ...and their children with ID. Although regular schools in Ghana are unable to admit students with ID, it is believed that special schools have the necessary facilities to support parents and their children with ID. However, little has been documented on the experiences and expectations of parents whose children with ID are enrolled in a special school.
In this qualitative study, one-on-one semi-structured interviews were conducted with purposively recruited parents (n = 20) from the second most populous city in Ghana to explore their caregiving experiences and expectations regarding the education of their school-going children with ID.
Although the parents acknowledged that access to education has some benefits, such as the protection of their children with ID from negative societal attitudes and a reduction of their caregiving burden, they had low expectations for their children’s education. Furthermore, the parents encountered considerable challenges in catering for their children with ID, such as financial problems and limited access to caregiving skills.
There is a need to intensify efforts at public education in relation to disability acceptance as well as to develop formidable social support systems.
Abstract Based on the functional assessment concept and embodied assessment requirements, the present study aimed to design and develop an assessment tool for children with intellectual disabilities ...with the help of somatosensory interactive (SI) technology. The sample in this study consisted of 73 children with intellectual disabilities and 70 children with typical development. Data were collected through three SI tasks, four traditional executive function tasks, and user experience interviews to analyse the effectiveness of the SI assessment tool. The results showed that the SI assessment tool had good scale validity, discriminant validity, and the ability to identify intellectual disabilities. Children preferred SI tasks and showed higher involvement and more positive emotions. The SI tool with three SI tasks is a more scientific, effective, and advanced tool for assessing children with intellectual disabilities.
Introduction
The inclusion process allows children with special educational needs to be included in a normative environment. A large group consists of children with intellectual disabilities and ...behavioral disorders, hey need medical and pedagogical rehabilitation due to their low learning ability, neurotic disorders, and mental distortion.
Objectives
Study of psychophysical characteristics of children with intellectual disability and behavioral disorders.
Methods
140 children with intellectual disabilities who have impairments in the neuro-psychological sphere (2017-2020 г.г.). Methods: medical and pedagogical, observation, examination, assessment.
Results
Variants of the child’s psychophysical development: Option 1. (75%): children with a predominance of violations in behavior, emotional and volitional sphere. There is aggressiveness, inconsistency and impulsiveness of actions, lack of distance with an adult, and difficulties in complying with accepted norms and rules. Option 2 (25%): children with the following manifestations: timidity, tearfulness, distrust, fears, lack of initiative. All children have difficulty sleeping, eating disorders, and frequent psychosomatic illnesses.
Conclusions
Children with intellectual disabilities in an inclusive practice need comprehensive assistance, taking into account different variants of their psychophysical characteristics. The studied children were found to have neurotic and neurosis-like disorders, as well as pathological personality development. All children have: low performance, lability of the nervous system, lack of voluntary regulation, impaired activity, learning difficulties. There are behavioral and mental disorders that require medical, psychological and pedagogical rehabilitation.
This research was motivated by the problems that the researchers found in SKh Idaman Hati Tangerang City, namely in children with intellectual disabilities in class V in learning the introduction of ...numbers 1-5. This study aims to determine whether the use of matching box learning media has a significant effect in increasing the ability to recognize numbers at the stage of mentioning numbers 1-5 children with intellectual disabilities. The type of research used is experimental research with Single Subject Research. Data collection techniques used, namely observation, documentation, and instruments. Subjects involved in this study amounted to 1 child. The results showed that the ability to mention numbers 1-5 children with intellectual disabilities got an average percentage or mean level from the baseline-1 phase (A1), intervention (B), and baseline-2 phase (A2), namely 47%, 97.75% , and 87%. The data shows that children with intellectual disabilities experienced an increase in the percentage after receiving intervention through media matching boxes, so it can be concluded that the use of media matching boxes has an effect on increasing the ability to recognize numbers 1-5 in children with intellectual disabilities in class V at SKh Idaman Hati, Tangerang City
This study examined the following aspects of sentence production in children with intellectual disabilities (IDs) and in children with typical development (TD): the production of active, passive, and ...causative sentences; the effect of focusing on noun phrases; differences in accuracy using case markers and verb morphemes; and the effect of phonological memory on each the voice. In all, 18 children with IDs (mean chronological age CA of 13;0 and mean mental age MA of 5;9) and 30 children with TD (mean CA of 5;3) participated. The results indicate that the production of passive and causative sentences was more difficult than that of active sentences for both groups. The participants’ production accuracy improved when they focused on noun phrases in active and causative sentences. The children with IDs made more verb morpheme errors than the children with TD, and phonological memory correlated with more accurate production of the passive and causative sentences. We concluded that active sentences are the easiest to produce. In addition, focusing on the noun phrases that represent actor and acted-upon was effective for active and causative senesces. The results also suggest that phonological memory is involved in the production of syntactically complex sentences.
This study examined a sample of children with intellectual disabilities enrolled in the elementary, lower-secondary, and upper-secondary departments of a special needs education school in Japan. For ...this purpose, the data was collected from the children’s parents and teachers by using the Japanese version of the Short Sensory Profile (SSP), after which the parent- and teacher-reported scores were compared and the sensory characteristics of the children were analyzed. Based on the findings, the total SSP scores were significantly lower among the upper-secondary children than among the elementary and lower-secondary children, whereas the parent-reported results showed significantly higher scores than the teacher-reported results. Additionally, sensory dysfunction was not only observed in the children with autism spectrum disorder (ASD), but also in those without ASD. As for the parent-reported results, the total scores for the children with mild intellectual disabilities did not significantly differ from those for the children with moderate to severe disabilities. Since the analysis of the subscale scores revealed several instances of disagreement between the parents and teachers, it is essential to use both sets of SSP results in order to support children with intellectual disabilities.
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