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All Journal Indonesian Journal Education Pedagogika: Jurnal Ilmu-Ilmu Kependidikan
Arhe Aan Yesa Purba
Universitas Negeri Padang
Education Mathematics Other

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Analisis Tingkat Autisme pada Anak Berkebutuhan Khusus Menggunakan Childhood Autism Rating Scale (CARS) di Sekolah Luar Biasa Taman Pendidikan Islam Medan Sri Bunga Syafitri; Rahmatrisilvia; Nabila Azzahra; Nopenri Lubis; Arhe Aan Yesa Purba
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v6i1.2066

Abstract

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by persistent impairments in communication, social interaction, and behavioral functioning, requiring accurate assessment to inform appropriate educational and therapeutic interventions. This study investigates the severity of autism among children with special needs at Taman Pendidikan Islam Special School Medan using the Childhood Autism Rating Scale (CARS). The study employed a descriptive quantitative design with a total sampling technique involving 32 children aged 5–18 years diagnosed with Autism Spectrum Disorder. Data were collected through structured observations and CARS assessments administered by trained special education teachers. The findings revealed that 9.4% of participants were classified as non-autistic, 50.0% as having mild-to-moderate autism, and 40.6% as having severe autism. The highest mean scores were identified in the CARS domains of imitation (M = 2.91), adaptation to change (M = 2.84), and visual response (M = 2.78), indicating substantial developmental challenges in these areas. The study concludes that most students require intensive, individualized, and structured educational and therapeutic interventions, highlighting the importance of CARS as a reliable assessment tool for designing adaptive intervention programs that address students' specific developmental needs.
The role of teachers in implementing the movement guidance program for students with physical disabilities in slb Arhe Aan Yesa Purba; Annisa Amalia; Eko Lucky Setiawan; Kontesalonika br Sinulingga; Nabila Azzahra; Rizka Nurida Siregar
Indonesian Journal Education Vol. 5 No. 2 (2026): Indonesian Journal Education (IJE)
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/ije.v5i2.1609

Abstract

Students with physical disabilities experience limitations in their motor skills, which impact their daily activities and independence. This situation demands a planned and structured movement development program in Special Needs Schools (SLB). In its implementation, teachers play a crucial role not only as instructors but also as facilitators, guides, and evaluators in developing students' motor skills. This study aims to describe the role of teachers in implementing a movement development program for students with physical disabilities in SLB. The study used a qualitative approach with a descriptive method. Data collection techniques included observation, interviews, and documentation. The results indicate that the teachers' role in the movement development program includes program planning based on student needs assessments, gradual and continuous implementation of movement exercises, and evaluation of students' motor development and independence. Furthermore, the success of the movement development program is influenced by teacher competence, school environmental support, and parental involvement. Therefore, the teacher's role is a key factor in optimizing the implementation of the movement development program to improve the motor skills and independence of students with physical disabilities.
Co-Authors Annisa Amalia Eko Lucky Setiawan Kontesalonika br Sinulingga Nabila Azzahra Nopenri Lubis Rahmatrisilvia Rizka Nurida Siregar Sri Bunga Syafitri