Proceeding of International Conference on Special Education in South East Asia Region
Inclusive education has become a discussion in the global community. The involvement of the global community in the success of education and learning that is student-friendly, environmentally friendly, and learning-friendly is needed. Therefore, inclusive education has undergone many changes and advances in the education system in Southeast Asia in particular and the world in general. Until now, inclusive education has grown and established itself in providing the widest possible opportunity and space for students with special needs to stand equal to other students so that they can become an active part of society and the country. However, it can’t be denied that the practice of special education still needs various improvements in various aspects. This condition is a challenge for Special Education to continue to develop and adapt to respond to challenges in the future. To answer these challenges requires research, publication, innovation, and creativity as well as an accommodation based on the needs of the community, educators, educational staff, and students. The International Conference on Special Education in the Southeast Asian Region (ICSAR) is one of the answers to the requirements for the growth of special education in Southeast Asia. This conference will bring together academics and experts from around the world to collaborate to create a safe and comfortable environment for people with special needs in Southeast Asia.
Articles
126 Documents
<![CDATA[D’ Merah Pastry Cafe Project: The marketability of Students with Special Needs (SEN) in Pastry Basic Skills as a Career Transition ]]>
<![CDATA[Wan Abdul Jalil, Wan Norafadila]]>;
<![CDATA[Rahman, Rezzlin Abdul]]>
<![CDATA[ Proceeding of International Conference on Special Education in South East Asia Region Vol. 3 No. 1 (2024): 14th International Conference on Special Education in South East Asia Region (I ]]>
Publisher : <![CDATA[Angstrom Centre of Education ]]>
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DOI: 10.57142/picsar.v3i1.399
<![CDATA[The transition to career at secondary schools has been implemented according to the improved SEN Transition Model guideline. This implementation encompasses the fields of skills perceived as one of the students’ marketability channels in career transition. Thus, students with special education needs of the medium function are trained in pastry-making skills as one of the branches that can provide bright opportunity and future for them. Pastry-making is seen as the best medium for them to embark upon a higher level in their career. However, the difficulty in getting a place in the community is due to the absence of specific certification, leading to the SEN’s difficulty to be marketed in the community. Employer’s trust is also the main reason for the non-marketability of the students in the industry. A study is conducted involving a private collaboration between D’ Merah Pastry Cafe and A 9 Legacy Enterprise as the SEN’s temporary employer to realize the idea of “café simulation”, where students with special needs are able to work at school as they would in the real industry. The overall finding of the qualitative study involving five parents of the students working in the café, one representative from the private agency and three teachers or regular customers of the café not only helped to ascertain the effectiveness of the project, but also prepared a basic model of the transition career that can be followed by other schools. The encouragement from trainers, the support given by the private agency and the facility that contributed to the positive outcome of the transition career have given some relevant impact to the Students with Special Needs.]]>
<![CDATA[Personal Guidance Service to Enhance The Independence of Children with Multiple Disabilities with Visual Impairment ]]>
<![CDATA[Dapa, Aldjon Nixon]]>;
<![CDATA[Rustiani, Ni Kadek Diana]]>
<![CDATA[ Proceeding of International Conference on Special Education in South East Asia Region Vol. 3 No. 1 (2024): 14th International Conference on Special Education in South East Asia Region (I ]]>
Publisher : <![CDATA[Angstrom Centre of Education ]]>
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DOI: 10.57142/picsar.v3i1.400
<![CDATA[This study aims to identify, analyze and interpret the process of providing personal guidance services carried out by classroom teachers to children with MDVI barriers at SLB A Bartemeus Manado. This research uses case study qualitative research methods. The subject in this study amounted to one person, and the sampling in this study was purposive sampling. The methods used in collecting this data are observation, interview, and documentation. The results showed that the subject experienced very significant changes after receiving personal guidance services, such as HP being able to walk alone, mastering Mobility Orientation in the orphanage and school environment, being able to cook, iron, wash clothes, wash dishes, be more confident and independent so that he does not feel afraid in carrying out his daily activities.]]>
<![CDATA[Multimedia Learning Strategy (Animated Video) for Children With Slow Learner: English ]]>
<![CDATA[Fitriani, Yuni]]>;
<![CDATA[Sadiyyah, Enung Siti]]>;
<![CDATA[Maryanti, Rina]]>;
<![CDATA[Susetyo, Budi]]>
<![CDATA[ Proceeding of International Conference on Special Education in South East Asia Region Vol. 3 No. 1 (2024): 14th International Conference on Special Education in South East Asia Region (I ]]>
Publisher : <![CDATA[Angstrom Centre of Education ]]>
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DOI: 10.57142/picsar.v3i1.403
<![CDATA[This study explores and applies multimedia learning strategies in the form of animated videos to overcome counting difficulties for students in class III-A at SDN Kemirimuka 2, Depok, by taking a research subject with the initials TZ. Numeracy difficulties can be a significant obstacle in learning mathematics, especially for students with slow learning characteristics such as TZ. This research aims to present an innovative and engaging solution through the application of multimedia learning media. The research began by specifically identifying the numeracy difficulties faced by TZ and designing a multimedia learning strategy that could adapt to the needs and characteristics of these students. The selection of animated video as learning media was based on its ability to present mathematical concepts in a visual and interesting way, suitable for the cognitive development level of grade III students. The research was conducted at SDN Kemirimuka 2, involving active participation from TZ, as well as monitoring her learning progress. The results showed that the multimedia learning strategy, specific to the use of animated videos, had a positive impact on TZ's understanding of math concepts and learning motivation. These findings can be used as a basis for further development of learning strategies that can be adopted for students with learning disabilities. Practical implications and recommendations for further development are discussed in this journal, making an important contribution to improving the mathematics learning of students with learning difficulties at the primary level.]]>
<![CDATA[Exploring the Core Dimension of Curriculum for Inclusive Education in the Division of Nueva Ecija ]]>
<![CDATA[Sebastian, Ethel Joy V]]>
<![CDATA[ Proceeding of International Conference on Special Education in South East Asia Region Vol. 3 No. 1 (2024): 14th International Conference on Special Education in South East Asia Region (I ]]>
Publisher : <![CDATA[Angstrom Centre of Education ]]>
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DOI: 10.57142/picsar.v3i1.408
<![CDATA[The Philippine education system is progressively stressing Inclusive Education, with the Department of Education (DepEd) supporting programs that cater to varied student requirements. This study assesses the extent of implementation of the Inclusive Education Framework (IEF) in Special Education (SpEd) schools across ten key dimensions. data was collected from 30 SpEd school administrators in Nueva Ecija, Philippines. Findings reveal disparities in school profiles, with varying enrollment sizes, faculty qualifications, and facility access. Regarding IEF implementation, dimensions like Curriculum, Learning Delivery, and Assessment show high implementation levels. However, areas like Learning Environment, Partnerships, and Governance Support require improvement. The study underscores the need for continuous evaluation and enhancement to ensure a fully inclusive education system.]]>
<![CDATA[Uncovering The Psychosocial Challenges of Families Caring for Children With Cerebral Palsy: An Aggregated Meta-Synthesis ]]>
<![CDATA[Andromeda, Andromeda]]>;
<![CDATA[Hartini, Nurul]]>;
<![CDATA[Suryanto, Suryanto]]>
<![CDATA[ Proceeding of International Conference on Special Education in South East Asia Region Vol. 3 No. 1 (2024): 14th International Conference on Special Education in South East Asia Region (I ]]>
Publisher : <![CDATA[Angstrom Centre of Education ]]>
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DOI: 10.57142/picsar.v3i1.409
<![CDATA[There is a paucity of literature reviews that highlight the challenges of caring for a child with CP from the family perspective. This study aims to uncover the psychosocial challenges of caring for a child with CP, using the family as a systems approach and synthesising them from the perspectives of parents, siblings and other family members. Using an aggregated meta-synthesis approach, this review included 12 qualitative research articles, which were quality assessed using the Critical Appraisals Skills Programme checklist form for qualitative studies. Based on the synthesis and thematic analysis of the data, four themes of psychosocial challenges in families caring for a child with CP were identified: (1) parents' perspective: coming to terms with the reality; (2) siblings' perspective: a strong and unifying sense of 'us'; (3) other family members' perspective: accepting the caring role; and (4) family unit perspective: maintaining a balanced family system. Each theme has interesting sub-themes that can be explored to improve public knowledge and awareness of disability, in line with intervention programmes for families caring for children with CP.]]>
<![CDATA[Ability to Early Identify Children with Special Needs with Barriers to Interaction, Communication and Behavior or Autism by Teachers at SLBN Tasikmalaya ]]>
<![CDATA[Maharaeni, Amalia]]>;
<![CDATA[Susetyo, Budi]]>
<![CDATA[ Proceeding of International Conference on Special Education in South East Asia Region Vol. 3 No. 1 (2024): 14th International Conference on Special Education in South East Asia Region (I ]]>
Publisher : <![CDATA[Angstrom Centre of Education ]]>
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DOI: 10.57142/picsar.v3i1.412
<![CDATA[The aim of this research is to see the ability of special education teachers in early identification of children with special needs. The early identification ability in question is for children with special needs with barriers to interaction, communication and behavior or autism. Research was conducted on SLB teachers at SLBN Tasikmalaya. The sample in the study used random sampling and collected 56 teachers as respondents. The data collection method uses a questionnaire with the option of using a Likert scale. Data were analyzed using descriptive quantitative in the form of percentages. The research results show that the teacher's ability to identify children with special needs is quite high. The results of the analysis show that its ability is in the high category at 70%. The distribution of other results is in the low category at 24% and the medium category at 6%. This high level of teacher ability is a good first step in preparing learning that is appropriate to the child's abilities so that the learning process and learning objectives can be achieved.]]>
<![CDATA[Internalisation of Tolerance Values Learners in Indonesia Merdeka Curriculum ]]>
<![CDATA[Sutarti, Titin]]>;
<![CDATA[Asrowi, Asrowi]]>;
<![CDATA[Triyanto, Triyanto]]>;
<![CDATA[Ramli, Murni]]>
<![CDATA[ Proceeding of International Conference on Special Education in South East Asia Region Vol. 3 No. 1 (2024): 14th International Conference on Special Education in South East Asia Region (I ]]>
Publisher : <![CDATA[Angstrom Centre of Education ]]>
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DOI: 10.57142/picsar.v3i1.414
<![CDATA[This research aims to explore the process of internalising the value of tolerance in students in the context of the Merdeka Curriculum in Indonesia. The research method used is a qualitative study with a literature review approach. The results showed that the Merdeka Curriculum pays significant attention to the development of tolerance attitudes in education. The process of internalising the value of tolerance is carried out through an inclusive, dialogical, and experience-based learning approach. In addition, schools through the central role of teachers play an important role in strengthening tolerance values among students. The findings of this study provide a deeper understanding of the educational practices that support the internalisation of tolerance values in the Merdeka Curriculum and contribute to the development of a more inclusive and human values-oriented curriculum in Indonesia.]]>
<![CDATA[Learning Media "ARASIK" in Understanding the Meaning of Nouns for SDLB Deaf Students at SLB Negeri Bogor ]]>
<![CDATA[Santika, Siti Sarah]]>;
<![CDATA[Imas Diana Aprilia]]>;
<![CDATA[Budi Susetyo]]>
<![CDATA[ Proceeding of International Conference on Special Education in South East Asia Region Vol. 3 No. 1 (2024): 14th International Conference on Special Education in South East Asia Region (I ]]>
Publisher : <![CDATA[Angstrom Centre of Education ]]>
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DOI: 10.57142/picsar.v3i1.415
<![CDATA[Deaf children experience speech and language difficulties due to hearing loss. Children with hearing loss experience delays and communication difficulties due to delays in speech and language development. The main problem in language acquisition for deaf children is that they have difficulty understanding the meaning of words. The problem is that children can read, but they do not understand what they read. The title of this article is ``The learning media "ARASIK" in understanding the meaning of nouns in SDLB Deaf students at SLB Negeri Bogor" The theoretical foundations used in this study are: (1) understanding the meaning of words, as stated by Nurbeiti Jamalus that the meaning of a word is the relationship between the sound (language) of the word spoken or written with the object concerned; (2) Augmented Realitiy learning media promoted by scientists, that AR can visualize abstract concepts for understanding and the structure of an object model allows AR as a more effective media in accordance with the objectives of learning media. This research uses a descriptive-qualitative approach, with data collection techniques through observation, interviews and documentation studies. The data analysis technique used refers to Miles and Huberman (1994) which includes three activities, namely: (1) data reduction, (2) data presentation, and (3) conclusion drawing from the application of "ARASIK" media. Based on the results of the study, it can be concluded that the "ARASIK" media can help facilitate SDLB Deaf students in understanding the meaning of nouns.]]>
<![CDATA[Interventions to Improve Sensory Tactile, Auditory, and Visual Down Syndrome Children by Families ]]>
<![CDATA[Hiremawati, Anik Dwi]]>;
<![CDATA[Rochyadi, Endang]]>;
<![CDATA[Sunardi, Sunardi]]>;
<![CDATA[Rakhmat, Cece]]>
<![CDATA[ Proceeding of International Conference on Special Education in South East Asia Region Vol. 3 No. 1 (2024): 14th International Conference on Special Education in South East Asia Region (I ]]>
Publisher : <![CDATA[Angstrom Centre of Education ]]>
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DOI: 10.57142/picsar.v3i1.421
<![CDATA[Various interventions aimed at addressing sensory challenges are available for Down Syndrome children, but interventions made based on the results of sensory intervention are exciting challenges to research. This study aims to determine the improvement of sensory abilities through stimuli designed based on the results of sensory. This study used a pre-post quantitative method that measured the sensory skills of Down syndrome children. The study was conducted on 8 participants of Down Syndrome children for 12 months. Data analyzed using the Wilcoxon rank test obtained an Asymp value. Sig. (2-tailed) or p-value < 0.05 so that the conclusion is rejected H0 or sufficient evidence that the pretest and post-test sensory development values are different and Asymp values are obtained. The application of examination-based sensory interventions reportedly provided significant improvements in sensory skills in 8 Down Syndrome children after receiving based interventions by following procedures and validated interventions in the form of guidance for parents for 12 months of routine home interventions.]]>
<![CDATA[The Process of Identifying Students with Special Needs in Inclusive Elementary Schools ]]>
<![CDATA[Fadila, Tazkiya Indah]]>;
<![CDATA[Sunardi, Sunardi]]>
<![CDATA[ Proceeding of International Conference on Special Education in South East Asia Region Vol. 3 No. 1 (2024): 14th International Conference on Special Education in South East Asia Region (I ]]>
Publisher : <![CDATA[Angstrom Centre of Education ]]>
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DOI: 10.57142/picsar.v3i1.424
<![CDATA[The identification process is the first step in determining the special needs of learners. This stage is important as a basis for conducting assessments and designing individual learning programs for learners with special needs. This research uses a qualitative descriptive method. Data collection was done through classical tests, observation and interviews. The data was presented in graphical form and then analyzed descriptively. The identification results showed 2 students with special needs. The types of special needs found are specific learning difficulties including dyslexia, dysgraphia and dyscalculia.]]>
