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All Journal Journal of Education Action Research Jurnal Ilmiah Pendidikan Profesi Guru
Dedi Nasruddin
Universitas Bosowa, Makassar, Indonesia
Education

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Inclusion Module as a Guide for Disability Service Units (ULD) in Assisting Students with Disabilities Dedi Nasruddin; Syarvia
Journal of Education Action Reseach Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jear.v10i1.104033

Abstract

The university has accepted students with disabilities, but does not yet have standard guidelines for implementing mentoring, resulting in partial and undirected inclusive services. This study aims to develop an inclusion module as an operational guideline for the ULD to ensure mentoring for students with disabilities is carried out systematically, professionally, and sustainably. This study uses the Research and Development (R&D) method with the ADDIE model, which consists of the stages of needs analysis, design, development, implementation, and evaluation. The research subjects comprised five experts who served as validators, assessing content, language, presentation, and graphics using a five-point Likert scale. The analysis technique used quantitative and qualitative analysis. The validation results showed that all aspects received a high category, with a percentage of 82–90%, indicating that this module is valid, practical, and feasible to implement in the context of higher education. These findings indicate that the Inclusion Module is a worthy reference for implementing mentoring for students with disabilities. In addition to strengthening the university's commitment to providing inclusive higher education, the implementation of this module also has strategic implications for supporting the achievement of sustainable development goals, particularly in the areas of quality education, equality, and fair learning opportunities for all students without discrimination.
Implications of the Picture Exchange Communication System (PECS) on Early Childhood Expressive Language Skills Dedi Nasruddin; Titin Florentina Purwasetiawatik
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 8 No. 3 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v8i3.102507

Abstract

Language skills are a crucial aspect of development, especially expressive language. Expressive language helps young children convey their thoughts, feelings, and needs using simple words or symbols. Children who do not have good expressive language development will experience difficulties in expressing emotions, socializing, and academic decline at school. This study aims to test the effectiveness of the Picture Exchange Communication System (PECS) in improving expressive language skills in young children. The research method is an experimental single-subject research (A-B-A) approach with early childhood subjects experiencing expressive language problems. The assessments used were the Vineland Adaptive Behavior Scales (VABS), intelligence tests, observations, and interviews. The intervention used was the PECS. The study found changes in expressive language skills among the research subjects, as indicated by VABS scores and observations at school and home. Observable changes in expressive language skills include an increased vocabulary, more active and structured use of Indonesian, and the ability to answer questions without repeating themselves. In addition, the subjects began to show initiative in social interactions with friends and teachers.
Co-Authors Syarvia Titin Florentina Purwasetiawatik