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THE ROLE OF SCHOOL IN DEVELOPING SOCIAL SKILLS CHILDREN WITH DEVELOPMENT OBSTACLES
- Habitual Program (Routine)
- Give an example
- Give guidance
- Positive Acceptance
The age of the children with special needs who are the subject of the research is above the age of the children. The role of schools and teachers in the development of social skills of children with special needs. The acceptance of children with special needs in school is related to the acceptance of the school as an institution and also to the attitude of teachers towards KBA in schools.
Both schools accept children with special needs well by not distinguishing students with special needs from other children. While in the primary school, the school facilitates children with special needs with accompanying teachers in the classroom with costs incurred by parents. According to Vaughn et al (2011), the existence of assessments for children with special needs is very important to determine various decisions related to children's education.
The development of a positive climate and non-discriminatory acceptance will have an impact on the positive development of children with special needs.
10/ICEMS/XI/2019
Surat keterangan accepted dari editor
GOVERNANCE, HUMAN RELATIONSHIP AND SUSTAINABLE DEVELOPMENT Lembaga penyelenggara: Faculty Of Social and Political Sciences, University Of
DISTANCE LEARNING SOCIAL SKILLS FOR CHILDREN WITH FAMILY-BASED EMOTIONAL SOCIAL BARRIERS
INTRODUCTION
How does the distance learning model fit the needs of parents and teachers?
What do parents and teachers think about the themes and learning materials on the maritirukan.com?
Social Skills
Opinions about distance learning for the development of ASD and ADHD children's social skills
Learning social skills is very important so that children are ready to be included in the community/family/school and not be considered different. Learning social skills, especially learning through distance learning methods is important because it will help parents and teachers to teach children anywhere and anytime. Adaptability of the distance learning model to the needs of parents and teachers: Online learning is a good and very important step.
Parents and teachers can easily access material as learning is a good step and very important. Parents and teachers have easy access to materials as long as they have knowledge of information technology. Parents need insight, but not all parents and children with special needs can get learning resources.
Parents and teachers assess the learning material that will be presented, namely social interaction, communication and independence are appropriate but need to be supplemented. Learning models can be in the form of films containing scenes of things done directly by children, it can also be a scene of a therapist or teacher dealing with children, for example children having tantrums, so that parents and teachers can learn from here. According to Cornish and Ross (2014), learning social skills requires an overview of children's social skills at this time.
7 interview and observation of children before learning, so that parents and teachers can know in advance the stages of the child's development and provide appropriate programs. Vaughn and Bos (2009) cite several basic principles related to learning social skills, including: developing collaborative learning so that students can develop their skills in class, involving other students in the process of learning social skills, and teaching skills that children today really they need. Distance learning through maritirukan.com can be used to supplement what teachers were doing in the classroom and parents were doing at home.
Improve maritirukan.com based on the input obtained to meet the needs of the user. Comprehensive instruments for assessing the current state of the child's social skills and evaluating the child's progress.
Complete instruments to assess the current condition of the child's social skills and evaluate the child's progress
Associated with distance learning media on the maritirukan.com page, a tool that measures the developmental level of the child is needed and tools for teachers and parents to estimate the level of children's social skills so that they can select the most appropriate material for children can show. Teachers and parents choose a theme to be shown to children so that skills of children that are not yet mastered can be achieved through observation. Learning remains wrapped in the theme: Let's Do It, Let's Show it and Let's Go, but adds and improves the settings and storyline.
International Conference on Social Sciences
NOTIFICATION OF FULL PAPER ACCEPTANCE
DISTANCE LEARNING SOCIAL SKILLS FOR CHILDREN WITH FAMILY-BASED EMOTIONAL SOCIAL BARRIERS (ANALYSIS OF
NEEDS OF PARENTS AND TEACHERS)
Lembaga Penyelenggara: JURUSAN PSIKOLOGI PENDIDIKAN UNIVERSITAS PENDIDIKAN INDONESIA Tempat Penyelenggara: Hotel Aston Tropicana Jl.
Parents and Teachers Role in Implementation Early Detection of Child’s Developmental Delay
Munawir Yusuf called early detection as "detection of child disorders" (Deteksi Kelainan Anak/DKA), namely the activities or efforts of teachers and parents to determine whether their students have physical, mental, emotional and/or social disorders (Ellah, 2015 ). In this study, we want to learn more about the practices of parents and teachers in the early detection of a child's developmental delay. Knowledge of early detection practices by parents and teachers can be helpful in providing input regarding needed intervention programs.
It is a search for obstacles related to the problem of early detection of children with special needs in school and obstacles faced by teachers. Information on the availability of early detection services is obtained through a questionnaire distributed to parents and teachers. 84% of respondents did not perform a comprehensive assessment in the process of accepting children with special needs.
Only 2 schools have complete instruments related to the early detection and assessment of children's developmental problems; There is no meeting point when agreeing on the treatment of children with special needs between the school and the founding board of the school. It is difficult for schools to get experts in the field of dealing with students with special needs 2.
Human resource issues make it difficult for schools to implement initial assessments for children with special needs. But books related to the initial steps of early detection are still limited, especially books that provide a scientific picture accompanied by various stories of children with special needs as real-life examples that give the reader a clear picture. Identifying and dealing with children with special needs are important things, so the teacher should make a standard procedure when accepting new students.
Standard procedures are to be built for admissions systems for new students, but this is not intended to prevent children with special needs from being accepted into the school. Early detection of children's development deviation training program in connection with special needs children identification.
UNIVERSITAS PENDIDIKAN INDONESIA
LETTER OF ACCEPTANCE
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Early detection for children with special needs in early childhood education (PAUD) and elementary school (SD/MI) is very important. This study aims to find out how children's problems are detected at school, how communication between parents and teachers and how teachers' understanding is related to children with special needs. Questionnaires were distributed to 210 mainstream and SD/MI teachers and 35 parents of children with special needs.
The results showed that 84% of teachers did not carry out a comprehensive assessment regarding the adoption of ABK, 85% of them did not have special meetings with parents of children with special needs, 84% of them stated that there are many obstacles in early detection, 79% stated, that they lack knowledge and skills regarding children with special needs. As a result, it is necessary to develop a model of early detection of children with special needs in school, to build healthy communication with parents and to design an individual curriculum for children with special needs in order to optimally develop the child's potential. In the process of growth and development, children with special needs should be treated as well as children who develop normally.
Children with special needs are protected rights to treatment adapted to the obstacles (Article 1 of Act No. 23/2002). Suryaningrum, Ingarianti, and Zainul (2016) found that teachers still had problems with early detection of their students' development. Some of the things encountered include: the absence of instruments for detection, lack of knowledge of teachers in performing detection and lack of teacher understanding of students with special needs.
Of the questionnaire distributed to 35 parents of special needs students, 28% of parents checked their children with special needs into a growth and development clinic, and they understand what was happening to their children. This is not to prevent children with special needs from being accepted into the school, but to identify the child's difficulties and the school's strength in dealing with children. This refers to the above data regarding the availability of human resources and dealing with children with special needs in schools, which is only 10%, so it is assumed that the assessment did not include education, so that the potential of children's problems is not set initially.
Some of the points are that teachers must respect and accept all students, adapt effective classroom management strategies for students with special needs, communicate frequently with involved students, communicate with professionals and parents, and make adjustments for students in the development of lesson plans. Changing the paradigm that having children with special needs is a sin/karma but it is a blessing because being a parent of a child with special needs is trustworthy.
Buku Ajar meliputi cover, lembar yg memuat ISBN dan daftar isi
Surat keterangan terbit dari penerbit dengan menyebutkan jumlah eksemplar yg di cetak
ISBN
BUKU AJAR
PENGEMBANGAN KETERAMPILAN SOSIAL ANAK DENGAN HAMBATAN PERKEMBANGAN
DALAM SETTING PENDIDIKAN INKLUSIF
LINTAS PRODI PG-PAUD/PGSD-MI
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