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All Journal Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan CONSEN: Indonesian Journal of Community Services and Engagement
Saadah, Miftahul Aula
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Religion Arts Humanities Computer Science & IT Engineering Environmental Science Physics Social Sciences Other

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ASESMEN DAN PENYUSUNAN PROGRAM PENDIDIKAN INDIVIDUAL BAGI ANAK BERKESULITAN BELAJAR SPESIFIK Saadah, Miftahul Aula
Tarbiyah : Jurnal Ilmiah Kependidikan Vol 7, No 1 (2018): Januari - Juni
Publisher : Universitas Islam Negeri Antasari Banajarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/tarbiyah.v7i1.2099

Abstract

Children with learning disability are children who have disability in academic tasks caused by minimal brain dysfunction or in basic psychology, so that the learning achievement is not in accordance with the actual potential and to develop their potential optimally require special education. Learning disabilities that are internal [learning disability] and learning disabilities that are external [learning problem] show almost the same symptoms that is the disability in learning mathematics/dyscalculis, dyslexia and dysgraphia and the existence of difficulties in behavior. Therefore, to recognize the difficulty of learning can be done by looking for links between academic skills [dyslexia, dysgraphia, and dyscalculis] with pre-academic skills [linguistic awareness and basic cognitive process skills] through the identification process. After the identification then proceed with the assessment process to find out the needs of children who will be used in preparing individualized education program.
Asesmen dan Penyusunan Program Pendidikan Individual Bagi Anak Berkesulitan Belajar Spesifik Saadah, Miftahul Aula
Tarbiyah : Jurnal Ilmiah Kependidikan Vol. 7 No. 1 (2018): June
Publisher : Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/tarbiyah.v7i1.2099

Abstract

Children with learning disability are children who have disability in academic tasks caused by minimal brain dysfunction or in basic psychology, so that the learning achievement is not in accordance with the actual potential and to develop their potential optimally require special education. Learning disabilities that are internal [learning disability] and learning disabilities that are external [learning problem] show almost the same symptoms that is the disability in learning mathematics/dyscalculis, dyslexia and dysgraphia and the existence of difficulties in behavior. Therefore, to recognize the difficulty of learning can be done by looking for links between academic skills [dyslexia, dysgraphia, and dyscalculis] with pre-academic skills [linguistic awareness and basic cognitive process skills] through the identification process. After the identification then proceed with the assessment process to find out the needs of children who will be used in preparing individualized education program.
Strengthening Shadow Teacher Competence in Recognizing, Understanding and Supporting Children with Special Needs: Penguatan Kompetensi Shadow Teacher dalam Mengenali, Memahami, dan Mendampingi Anak Berkebutuhan Khusus Saadah, Miftahul Aula; Mulyanti, Mulyani; Hairina, Yulia
CONSEN: Indonesian Journal of Community Services and Engagement Vol. 6 No. 1 (2026): Consen: Indonesian Journal of Community Services and Engagement
Publisher : Institut Riset dan Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57152/consen.v6i1.2667

Abstract

Shadow teachers play an important role in assisting children with special needs. However, many shadow teachers still need to improve their understanding and skills to effectively support children with disabilities in the learning process. This workshop aims to provide knowledge and practical skills relevant  to the role of shadow teachers. Community service activities are carried out using the Service Learning (SL) method in several inclusive schools in Banjarmasin. The workshop activities were held offline well and smoothly on Saturday, August 24, 2024. This activity was designed in the form of a workshop using interactive lecture, discussion, and case study methods to enrich the participants' insights. The materials presented included an understanding of the roles and responsibilities of shadow teachers, techniques for recognizing and understanding the needs of children with disabilities, and the preparation of Individualized Education Programs (IEPs). The workshop succeeded in strengthening shadow teachers' competencies in assisting children with disabilities, with evaluation results showing that 92.3% of participants experienced a positive shift in perception of their roles, 69.2% rated the materials as highly relevant (score 5), and 65.4% rated the facilitators’ delivery as very clear (score 5), increasing their understanding of their important role in inclusive education and preparing them to face challenges in the field. Recommendations for future similar activities include increasing the duration of discussion and practice sessions and using more real-life case examples to deepen participants' understanding
Co-Authors Mulyanti, Mulyani Yulia Hairina