Intellectual Disability Students Research Articles

The Use of Fingerboard Media to Improve the Ability to Count Addition Operations in Grade V Intellectual Disability Students at SDLB Sumber Dharma Malang City

The purpose of this study was to determine the effectiveness of the fingerboard media on the ability to perform arithmetic addition operations on students with mild mental retardation. The research method used is quantitative with test data collection techniques and documentation. Meanwhile, the research design used was one group pre-test and post-test design. Data analysis used the Willcoxon Non-Parametric Test using the SPSS program. The subjects of this study were students with mild mental retardation at SLB Sumber Dharma, Malang City. The results showed that there was a change in student learning outcomes after being treated using the media of the fingerboard. This is shown by the Willcoxon hypothesis test data found Z count = -2.251 and α = 0.05, then sig = 0.024. This shows that Sig 0.024 is smaller than 0.05 (0.024 <0.05)

The enhancement of reading ability of students with intellectual disability through strengthening their perceptions and images

This paper discusses the reading difficulties of intellectually disabled students by strengthening their perception and image by providing teaching materials for reading. Teaching materials are made in such a way with the assumption that the material in teaching materials has been known by students before. Teaching materials are made in such a way in the form of capital letters considering that some intellectual disability students belong to the dyslexia group. Teaching materials are made using attractive colors and good paper so that the printout attracts the attention of students. Strengthening perceptions and images is done by providing real objects in the form of interesting objects or puzzle images, and showing the direct object if the object being taught is found directly around the class. Finally, students are asked to take a capital letter puzzle that matches the object being taught This research is experimental research by first making a product to be experimented on. The result shows improvement in the reading ability of students, although problems of implementation are still found because their learning cultures are different. After the experimentation process, the teaching materials were perfected according to the input found by the teacher in the field, Teaching materials are added to the existing lowercase and capital letters and given a separator between letters because students are used to being taught using letter by letter. The conclusion from this experiment is that strengthening perceptions and images of a student with an intellectual disability can improve their reading ability.

Views of Teachers and Principals for Intellectual and Developmental Disabled Students in Quarantine

The Covid-19 pandemic affected all areas of life, including the education system. Extraordinary conditions induced by the pandemic necessitated a sudden transition to distance education, which had significant effects on students, parents, and teachers. While all students were negatively affected by this development, the difficulties experienced by students with developmental disabilities were different from their peers with typical development. It has been reported that the individuals with developmental disabilities experienced the highest difficulty in the management of the negative effects of the Covid-19 pandemic, and their needs were primarily ignored in distance education. The current study was conducted with a phenomenological and qualitative approach to investigate the related data in depth. The study participants included 10 special education teachers and 10 special education school principals. The study findings revealed that it was extremely difficult to conduct special education online; schools were not only a learning environment for the students with developmental disabilities, but also a sphere of socialization.

Pelatihan Membuat Tasbih Pada Siswa Tunagrahita Di SLB YP3LB Makassar

SLB must prepare its graduates to have adequate income for themselves. One simple skill that is expected to provide income is tasbih making. This community service activity is carried out through training activities on making simple prayer beads for intellectual disability students at SLB YP3LB Makassar. Implementation of service using the demonstration method. The presenter introduces materials and tools then demonstrates how to make simple tasbih, after which the presenter guides step by step how to make tasbih. Participants in the service activity were intellectual disability students in class 11 SLB YP3LB Makassar, totaling 5 people. Community service activities can be carried out properly. Intellectual disability students can make simple tasbih even with the help of activity companion students. It is recommended to prepare students' initial abilities before providing training. It is hoped that this training can be continued with tasbih that are more varied and have a sale value

Family Support Situation and Educational Strategies for Primary School Children with Intellectual Disabilities Learning in Regular Class

This paper aims to verify the family support situation for primary school children with intellectual disabilities learning in regular class and to explore various educational strategies to promote their development. A self-made questionnaire was used in this survey, and the parents of 380 intellectual disabled students were the subjects of this survey. It turns out that the overall family support for intellectual disabled children learning in regular class in China is good, but it is affected by the degree of obstacles. Factors such as grade, gender, and parental education had no significant effect on family support. It is the shared responsibility of the government, schools, and parents to promote the level of family support. Governments at all levels must implement family support projects, schools must carry out family education guidance to impart scientific parenting knowledge, and parents must take note of their own responsibilities, so as to promote the physical and mental development of children with intellectual disabilities.

Metode Scaffolding dengan Kartu Suku Kata Meningkatkan Kemampuan Membaca Permulaan Siswa Mild Intellectual Disabilities

Limited cognitive function students need special learning strategies in formal schools. This study analyzed students with Mild Intellectual Disabilities were based on psychological assessments based on observations, interviews, Binet Intelligence Tests, Curriculum-Based Measurement (CBM) tests, and reports on learning outcomes. Scaffolding method is a learning technique designed to change the support given to students during the learning session by adjusting the level of students' abilities. This study aims to improve reading skills in mild intellectual disabilities students, especially early reading skills. This research method uses a single case experimental design with scaffolding method intervention followed by the use of syllable cards in a 2nd year of elementary school students who comprehended Indonesian language material in class 1 semester I. The data were analyzed descriptively which reported the improvement in the subject's reading ability based on the results of the intervention. The intervention to the subject was preceded by psychoeducation to teachers and parents for the attainment of research objectives. The results showed that the scaffolding method, followed by the use of syllable cards, specifically affected the subject's ability to pronounce letters, read syllables, read words, complete words, write dictated words, and read simple sentences. As a result, the subject shows the ability to read three to five syllables in a word and the subject can read words containing consonants at the end of words.
 Keywords: Mild Intellectual Disabilities, Scaffolding Method, Syllable Cards, Beginning Reading, Children with Special Needs

Intellectual disability students' learning in higher education.

Intellectual disability students' learning in higher education.

Hubungan Pola Asuh Orang Tua dengan Motivasi Belajar Siswa Tunagrahita di SLB BC Dharma Wanita 03 Malang

Parenting parents play an essential role in developing children's learning motivation. However, children with intellectual disabilities often experience failure, which causes children to despair quickly. Under these conditions, children with intellectual disabilities need appropriate parenting to develop learning motivation. This study aims to determine the relationship between parenting style (X2) and learning motivation of intellectual disabilities students (X2) at SLB BC Dharma Wanita 03 Negeri Malang. This research was conducted with quantitative methods using a correlational research design. Questionnaires and interviews did data collection. The data were analyzed by Spearman rank correlation analysis. The study results: there is a significant relationship between parenting patterns (X1) and learning motivation of intellectual disabilities students (X2) with a Spearman Rho correlation value of 0.872 with a significance level of 0.001. This study concludes that there is a positive and direct relationship between parenting patterns (X1) and the learning motivation of intellectual disabilities students (X2) and has a strong relationship.

English Language Learning for Mild Intellectual Disability Students During Pandemic

The participation of mild intellectual disability children in school is important because it is a crucial problem of how intellectual disability people can get a job, become independent people, and can live without depending on others. This study intends to analyze the ability of mild intellectual disability students in social interaction and determine their ability to use language in one of the special needs schools in Bandung. This study used a qualitative approach with a case study design. The participants are mild intellectual disability students, English teachers, and school principals in SLB Wartawan in Bandung. The instruments used in this study were observation guidelines, filed notes, and interview guidelines. The data shows that two students categorize “poor”, ten students categorize “fair, and four students categorize “good” in having social interaction. It can be concluded that most students have a fair category in social interaction. Moreover, the data also reveal that from 16 students, four students categorize “poor”, nine students categorize "fair", and three students categorize "good" in their language ability to communicate with others in the classroom. It can be concluded that most mild intellectual disability students have a fair category in their language ability. The result of observation, fieldnotes and interview also show the activity of English language learning for mild intellectual disability students through blended learning during the pandemic.

Promt Scaffolding in Learning Life Skills for Self-Development of Intellectual Disabilities Students in Inclusive Primary School

Scaffolding promt plays an important role in improving the life skills of students with intellectual disabilities so that they are independent in their daily activities. This study aims to investigate the relationship and importance of scaffolding promt in the context of learning the life skills of students with intellectual disabilities at SD inclusive. This research was conducted on Inclusive primary school students. The data collection tool used is a self-development life skill performance test consisting of 22 items. Data analysis using Pearson product moment. Based on the analysis of research data, there is a significant relationship between scaffolding promt by increasing the life skills of intellectual disability students with intellectual disabilities in SD inclusive. The results of the study also showed the importance of scaffolding promt because it made a significant contribution to increasing the independence of students with intellectual disabilities in carrying out life skills in the context of real life. The limitations of this research only cover students with mental retardation in the scope of inclusive primary schools, so that more extensive further research is needed.

Enhancing mental skills for better Reading-writing abilities using Interactive assistive Technology: A survey-based study for Down Syndrome Students

The aim of present study is to bring Human-Computer Interaction strategy to bridge the reading-writing issues faced by intellectual disabled Down Syndrome Students with the support of Interactive Technology. We have used mixed methodology, wherein an online survey is processed across the Pakistan to evaluate medium of computing technology accessed by Down syndrome students and to identify the problems faced in reading-writing. A practical approach carried out to observe the mental strengths and thinking potential through hands-on practice with desktop, portable devices, smart phones, and specific applications. A proposed Interactive Learning Model compensate the barriers faced in reading- writing through using assistive technology services and applications. The results show that the assistive technology and relative services enhance the thinking and decision-making abilities. Interactive technology and smart solutions provide a continuously support with touch-to-speak technology to develop language skills and expressing their thoughts, communication control and decrease frustration. Tough-type-read-spell oriented custom software to improve reading and spelling skills and to provide paperless advantage.

Using Mnemonics to Improve Intellectually Disabled Students’ Behavior

Using Mnemonics to Improve Intellectually Disabled Students’ Behavior

LANDASAN PENYUSUNAN PROGRAM PEMBELAJARAN MATEMATIKA BAGI SISWA TUNAGRAHITA RINGAN

Mentally retarded children or also called children with intellectual disability are children with below average intelligence who experience obstacles in adaptive behavior in the form of taking care of themselves and carrying out activities of daily living. Children with intellectual disability need special education and services to help them achieve optimal development. Children with mild intellectual disability require three basic skills, such as reading, speaking and arithmetic. The implementation of learning in the classroom, especially in learning mathematics requires learning modifications, so that they are in accordance with the individual conditions of intellectual disability students. Intellectual disability students have obstacles to think about something abstract, so in the preparation of learning programs the teacher is expected to; (1) understanding the characteristics of mild intellectual disability students, (2) conducting assessments, (3) being creative in modifying learning methods.

Improvement on Gross Motor Skills of Intellectual Disability Students through Games

Improvement on Gross Motor Skills of Intellectual Disability Students through Games

Using Technology to Enhance the Performance of Intellectually Disabled Students: Mobile Game-based Urdu Learning

The notion of using technology for learning is not new. However, the high level of digital exclusion of individuals with intellectual disabilities is well-documented. The purpose of this paper was to investigate the effect of two different pedagogies for students with intellectual disability (ID). The main objective was the comparison of assistive technology and the traditional teaching method for improving Urdu vocabulary. Using a quasi-experimental design, 8 ID students of 10 to 15 yearsof age were selected and divided into control and experimental groups. Their performance was measured before and after a six-week intervention program. The results showed that mobile-based technology improved the experimental group’s performance as compared to the control group. The technology had a positive impact on the learning of Urdu vocabulary by students with ID. The findings suggest that learning the Urdu language through game-based software/programs/utilities can improve students’ learning in the classroom. Teachers can use mobile phone as a learning tool to enhance their learning goals.

Using Technology to Enhance the Performance of Intellectually Disabled Students: Mobile Game-based Urdu Learning

The notion of using technology for learning is not new. However, the high level of digital exclusion of individuals with intellectual disabilities is well-documented. The purpose of this paper was to investigate the effect of two different pedagogies for students with intellectual disability (ID). The main objective was the comparison of assistive technology and the traditional teaching method for improving Urdu vocabulary. Using a quasi-experimental design, 8 ID students of 10 to 15 yearsof age were selected and divided into control and experimental groups. Their performance was measured before and after a six-week intervention program. The results showed that mobile-based technology improved the experimental group’s performance as compared to the control group. The technology had a positive impact on the learning of Urdu vocabulary by students with ID. The findings suggest that learning the Urdu language through game-based software/programs/utilities can improve students’ learning in the classroom. Teachers can use mobile phone as a learning tool to enhance their learning goals.

Using Technology to Enhance the Performance of Intellectually Disabled Students: Mobile Game-based Urdu Learning

The notion of using technology for learning is not new. However, the high level of digital exclusion of individuals with intellectual disabilities is well-documented. The purpose of this paper was to investigate the effect of two different pedagogies for students with intellectual disability (ID). The main objective was the comparison of assistive technology and the traditional teaching method for improving Urdu vocabulary. Using a quasi-experimental design, 8 ID students of 10 to 15 yearsof age were selected and divided into control and experimental groups. Their performance was measured before and after a six-week intervention program. The results showed that mobile-based technology improved the experimental group’s performance as compared to the control group. The technology had a positive impact on the learning of Urdu vocabulary by students with ID. The findings suggest that learning the Urdu language through game-based software/programs/utilities can improve students’ learning in the classroom. Teachers can use mobile phone as a learning tool to enhance their learning goals.

Application of Word Folding Board Media for Improvement of Word Vocabulary Students with Intellectual Disabilities

The purpose of this study was to examine the level of effectiveness of using word folding board media to increase intellectual disability students’ vocabulary mastery. The subjects of this research were 4 intellectual disability students. The research method used was a classroom action-type method with a participatory collaborative type, with a demonstration learning method carried out in 2 cycles. The data used in this study was field studies through observation and learning outcomes tests. The results of data analysis showed that there is an increase in the vocabulary of intellectual disability students as much as 30-40% which is seen from the comparison of the initial test to the final test for 2 cycles, which is also indicated by an increase in the value of Indonesian lessons, with the grades 78,80,75,81. It was above the Minimum Completeness Criteria value of 70. This letter folding board media is a fairly new and interesting medium, with elements of guessing games that are still attached to the elements of playing and interesting pictures. This media encourages students to try using this media to increase vocabulary in Indonesian language lessons. This study demonstrates that the use of interesting and easy-to-use media will accelerate understanding and increase vocabulary in students, especially intellectual disability students. In addition, it also challenges teachers to improve their media modification skills so that it is easier to guide their students.

Use of Educational Game Media Calculations to Improve Summary Calculations in Students with Intellectual Disability

This study aims to improve numeracy skills with intellectual disability students through numeracy educational games media. The research method used is Classroom Action Research using demonstration learning methods. The research subjects were 2 (two) people at the Border State Special School. The results of the study showed an increase in students' ability in addition to counting after using the media of numeracy educational games. Where the value of the results of the teaching and learning process shows an increase and is in accordance with the existing Minimum Completeness Criteria. The success of this numeracy educational game media is because it is interesting for students and easy to follow. This study demonstrates that the use of numeracy educational games is easy to understand and has an impact on increasing the numeracy ability with intellectual disability students.

Using Image Media on Reading Text to Improve Reading Comprehension of Student with Intellectual Disabilities

This study aims to improve students' ability in reading comprehension. One of the media that can be used for learning is image media. Image media is a visual medium that can increase the level of communication more concretely. These images also play a role in understanding the text they read. The method used is classroom action research which is a descriptive research method with a quantitative approach. The subjects of this study consisted of 2 intellectual disabilities students in class X senior high school at Special Needs School Aditya Grahita Bandung. The results showed that the use of image media in the reading comprehension of intellectual disabilities. This is indicated by the increasing ability of students to answer questions concerning the text that is read even though the answers are not exactly the same as the text. In the learning, this study was carried out by the teacher, especially in learning Indonesian, students have increased in understanding the reading text. The use of image media in each reading text can improve reading comprehension for students with intellectual disabilities. Research is useful for students in understanding a reading that can be used as a reference for teachers in the learning process.