Abstract
This study aims to determine the level of gross motor skills of children with mild mental retardation in SD SLB C Karya Ibu Palembang. The type of research in this thesis is qualitative research with quantitative descriptive research methods. The sample in this study were mild mental retardation children from grade I to VI at SD SLB C Karya Ibu Palembang. Instrument test used Test of Gross Motor Development (TGMD) consists of 12 test items, namely run, gallop, hop, leap, horizontal jump, slide, striking stationary ball, stationary dribble, catch, kick, overhand throw and underhand roll The results of measuring the motor skills of students at SD SLB C Karya Ibu Palembang, namely "ASP" got the category below average, "BNP" got the average category, "BSA" got the bad category, "DAS" got the bad category, "DIG" got the category below average, "FRI" got a below average category, "IAN" got a bad category, "KAN" got a bad category, "LEN" got a below average category, and "MAN" got a below average category. The conclusion in this study is that the level of gross motor skill of children with mild mental retardation in Elementary School Extraordinary School Karya Ibu belongs to the category below average.
Highlights
Children are unique individuals, as unique individuals children need to get attention from all aspects of the child's life
The gross motor skills test consists of 12 test items, namely run, gallop, hop, leap, horizontal jump, slide, striking stationary ball, stationary dribble, catch, kick, overhand throw and underhand roll
The following is the data on the measurement of gross motor skills of students at SD SLB C Karya Ibu Palembang which is described as follows: Description of Test of Gross Motor Development (TGMD) Test Results for “ASP”
Summary
As unique individuals children need to get attention from all aspects of the child's life. Approximately 85% of children with mild mental retardation from the existing visually impaired population These children can be taught academically approximately until grades 4, 5 and 6. They can be children who have confidence, be independent, communicate and interact socially well, if the social environment provides support (Gadis Mulia Wati, 2012:69). This data is supported by data from Kemis and Ati (2013:11) that the number of people with visual impairment is 1.92% who are school-age children with a ratio of 60%
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