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INDONESIA
Journal of ICSAR
Published by Universitas Negeri Malang
ISSN : 25488600     EISSN : 25488619     DOI : -
Core Subject : Education,
Education
This journal is expected to serve as a publication media for the results of quality scientific research, especially the special education of children, which can be accessed online, printed and free by the people of Indonesia and the international community. The article (article) published in this Journal of ICSAR is an article that has passed or completed the review process by peer-reviewed.
Arjuna Subject : -
Articles 17 Documents
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Search results for , issue "Vol 8, No 2 (2024): July" : 17 Documents clear
Competencies Elements for Vocational Teachers of Learners with Special Educational Needs: A Systematic Literature Review Analysis Mohd Saad @ Zakaria, Mohd Farizan bin; Huey, Chia Jong; Suhairom, Nornazira binti; Saud, Muhammad Sukri bin; Salleh, Salmalina binti
Journal of ICSAR Vol 8, No 2 (2024): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v8i2p327

Abstract

A nationally aligned education is expected to help impaired pupils attain their full potential. In recent years, there has been an increase in global awareness and recognition of vocational education and training for disabled learners. This includes regulatory changes in special needs education, creating specific curriculum curricula for fast-paced businesses, incorporating technology into lessons, constructing new vocational special needs education facilities, and reorganizing existing facilities to match current demands. These vocational education programs necessitate the creation of new vocational special needs education teaching positions. Teachers contribute to the Malaysian Education Blueprint 2012-2025 goal and vision by developing talent in special needs education. The competencies of this new educational function and other quality indicators in Malaysia have yet to be identified. This study looks at special education and vocational teacher competencies. A systematic literature evaluation revealed competencies for special education vocational teachers. Professional competency conceptions encompass technical, non-technical, personal, mental, and physical traits, motivations, and self-concept. These findings could be utilized to prepare special education vocational teachers. The findings will influence vocational special needs secondary school vocational teachers' professional growth. Identifying crucial competency features will give baseline data for enhancing our understanding of critical components for quality vocational teachers, critical to effective teaching and learning for learners with special educational needs.
The Effect of "KIS" (Social Interaction Communication) Application on the Augmentative Alternative Communication to Improve Communication for Down Syndrome Students Sundari, Tita; Aprilia, Imas Diana
Journal of ICSAR Vol 8, No 2 (2024): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v8i2p237

Abstract

This research develops AAC for students with Down syndrome using the "KIS" application media. The purpose of making this media is to help students with Down syndrome who have difficulty communicating. The application is designed using symbols to learn to understand and express themselves using predetermined symbols. This study used an experimental, single-subject research (SSR) approach with an A-B-A design. the subject in this study was one of the Down syndrome students with communication barriers. The target behavior of the research is communication skills. Data collection techniques are obtained by observation, and action tests. The data analysis used is a descriptive system with a graphical presentation. The results showed that the "KIS" application can help improve the subject's communication skills. Based on the increase in target behavior, namely the increase in the subject's communication skills in the initial condition, the results obtained were 44.4% increased to 72.2%.
Development of Decodable Books to Improve the Beginning Reading Skills of Reading Disabilities Students at Primary Schools in Malang Sushanty, Resty; Valentina, Triya; Putri, Karinda Devinta; Billy, Bill; Arsanti, Syalia Nazhiyan; Novianti, Ranti; Pradipta, Rizqi Fajar
Journal of ICSAR Vol 8, No 2 (2024): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v8i2p286

Abstract

Reading disabilities are someone who experience obstacles in their phonological processes such as identifying letters, distinguishing letter sounds, and their pronunciation, thereby affecting academic development factors, especially aspects of reading. Decodable books can be deciphered and contain code-based phonics learning. This research aims to develop and validate the Decodable book according to the characteristics and needs of students with reading disabilities. This research uses the ADDIE RnD model (Analysis: analysis of needs and characteristics of the subject, Design: design according to initial analysis, Development: design development, Implementation: media application, and Evaluation: evaluation of the entire process). The subjects of this research were 4 students with reading disabilities criteria at elementary schools in Malang City. Data analysis of needs and subject characteristics was obtained through interviews with teachers and carrying out identification tests and assessments. The results of this research produced Decodable book (Decobo) which media experts and material experts have validated with an average score of 78.6% in the valid category with minor revisions. Decodable book (Decobo) was developed into an e-book packaged as an application with three levels of word pattern books (VC-V, CV-CV, CV-C). Decodable book (Decobo) has been applied to subjects with an overall score of 72.60%. The category is quite effective in improving the initial reading abilities of students with reading disabilities. This research still needs further development and testing on a wider scale.
Training System for SNE Teachers at Elementary, Middle, and High Schools: A Qualitative Analysis of the Case Studies Content Ou, Jieping; Tsuge, Masayoshi; Kumagai, Keiko; Sambai, Ami; Miyamoto, Shoko; Okazaki, Shinji; Noro, Fumiyuki; Kojima, Michio; Yoneda, Hiroki
Journal of ICSAR Vol 8, No 2 (2024): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v8i2p339

Abstract

Conventional lecture-style training ends up being biased toward teaching basic theoretical knowledge, and some issues have been identified. Therefore, it is necessary to construct an effective training system that could be used by in-service teachers in actual teaching practice. This case study relates to the issues encountered in creating individualized teaching plans (ITP) and teaching practices for students with special education needs enrolled in regular schools. This study analyzed 10 cases by using the qualitative data analysis software MAXQDA. Consequently, a more positive and accurate study of the students’ conditions was conducted, and diverse opinions were elicited, including exchanges of relevant information and teaching materials and tools, which enabled the trainees to feel the training effects. In this study, practical and ongoing training was conducted mainly in coordination with university teaching staff specializing in special needs education (SNE). This enabled the trainees and participants to deepen their understanding of students with special education needs and formed the basis of the case studies. The importance of practical learning should be stressed in in-service teacher training and in the pre-service education of teachers in Japan, and school-based experiences should be considered as an addition to the theoretical base of the university training stage.
Universal Design Learning: Rehabilitation and Inclusive Education in Multidisciplinary Perspective for Inclusive Development Anggraini, Dewi; Subasno, Yohanes
Journal of ICSAR Vol 8, No 2 (2024): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v8i2p245

Abstract

Every person has the right to access educational services, considering that education is one of the most important elements of life in society. More specifically, education can be understood as one of the capitals used by individuals to change the order of their lives in the arena of life in various aspects. The paper aims to show the relevance of rehabilitation for persons with disabilities and inclusive education as a way to achieve inclusive development in the future through Universal Design Learning (UDL). UDL ensures the system of education should focus on the right to quality education for every child, especially those with disabilities. The exploration of the benefits of UDL is discussed through the perspectives of psychology and anthropology, sociology, and disability criticism to raise good practices and minimize the challenges that arise regarding UDL implementation. Using a systematic review in analyzing the implementation of UDL for inclusive education through grouping related articles in some countries. The results of the study concluded that UDL is an ideal concept whose implementation needs to be considered and strengthened over time to achieve inclusive development using local context.
Designing Assessment Instruments for Mild Intellectual Disability Students on Gardening Product Marketing Ratnawulan, Teti; Septiana, Fajar Indra; Qohar, Hendri Abdul; Novianti, Ranti; Nurdiani, Ani
Journal of ICSAR Vol 8, No 2 (2024): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v8i2p296

Abstract

The study focuses on understanding the challenges, capabilities, and requirements of students with mild intellectual disabilities in marketing skills related to vegetable gardening. It aims to create a suitable learning assessment tool for these students. The researcher observed that teachers lacked a specific assessment instrument for evaluating the marketing of garden products. Consequently, a teacher improvised a self-made assessment. The research methodology employed a descriptive approach within a qualitative framework. Data collection methods included observation, interviews, documentation analysis, Focus Group Discussions (FGDs), and validation. Validation involved multiple stakeholders: a class teacher, a vice head of curriculum, a vocational teacher, and two students with mild intellectual disabilities. The assessment instrument, tailored for mild intellectual disability students, focused on three main aspects: self-development, language and mathematics abilities, and marketing theories. Two validators validated this instrument. The study anticipates several implications: students may enhance their skills and insights, teachers can improve teaching quality, school principals can better address learning needs, and parents gain insights into their children's interests and talents. The research addresses the dearth of appropriate assessment tools for marketing gardening products to students with mild intellectual disability. Its findings are poised to benefit various stakeholders, including students, teachers, school administrators, and parents, by fostering skill development, enhancing teaching quality, and facilitating a better understanding of students' needs and abilities.
The Voice: A Case Study on Parental Perspectives in Empowering Learners with Special Educational Needs Through Performing Arts Education Mohamad, Suhaila
Journal of ICSAR Vol 8, No 2 (2024): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v8i2p356

Abstract

This case study explores parental perspectives on empowering learners with Special Educational Needs (SEN) through performing arts education. It investigates the advantages of performing arts education for learners with SEN and offers recommendations for improvement. It also focuses on understanding parental views on the role of performing arts education in empowering learners with SEN and the benefits derived from such programs. This case study employs a mixed-methods research design, combining quantitative and qualitative approaches through surveys and interviews. The survey method involves administering structured questionnaires to gather numerical data, while interviews provide in-depth insights into parents' perspectives. Triangulation is employed to cross-reference and validate findings using existing literature and theoretical frameworks. The findings highlight parents' perspectives on the importance of performing arts education, including its impact on the personal development, self-expression, and overall well-being of learners with SEN. Recommendations are made to enhance the effectiveness and inclusivity of performing arts education programs based on parental input. This case study contributes valuable insights into performing arts education for learners with SEN from the parents' standpoint, informing future research and practice in this area.
The Effect of Aided Language Stimulation (ALS) Strategy in Improving Expressive Language of Children with Cerebral Palsy Warahmah, Mega Sri; Aprilia, Imas Diana
Journal of ICSAR Vol 8, No 2 (2024): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v8i2p258

Abstract

Cerebral Palsy children have difficulty in terms of language skills and expressing their desires. The barrier is called the expressive language barrier. Expressive language barriers are characterized by speech delays that do not even develop, so they have difficulty interacting and communicating with their environment. Based on the explanation, it is important to research the use of an aided language stimulation strategy. The purpose of this study was to see the effect of the aided language stimulation strategy on increasing the expressive language of children with cerebral palsy. This study uses a quantitative approach with a single-subject research type with an A-B-A research design. The research subjects in this study were a boy and a girl in second grade with cerebral palsy. The information collection techniques use action tests. The information is processed and analyzed using descriptive statistical analysis of conditions and between conditions, then presented in the form of a table and graph. Based on the research result, showed that there was an effect of aided language stimulation strategy on the subject's expressive language development.  This can be seen from the baseline results of the two subjects, namely subject R at baseline-1 was 30%, in the intervention phase (B) was 48.75%, and at baseline-2 was 58.75%. The results for subject N at baseline-1 was 20%, intervention phase (B) was 40.62%, and at baseline-2 phase was 52.5%.
“Parenting” as the Enhancer of Subjective-Educative Experiences: Case Study on Parental Process of Children with Intellectual Disability Sopingi, Sopingi
Journal of ICSAR Vol 8, No 2 (2024): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v8i2p306

Abstract

From adults’ learning perspectives, parenting children with intellectual disabilities is considered a social reality interestingly researched, particularly related to the challenges and experiences during the parenting process encountered by parents who lack knowledge and understanding of intellectual disabilities. This research aims to (1) describe the configuration of parenting challenges in-depth and (2) explore the subjective-educative experiences derived from the challenges. This research was conducted using a qualitative approach with a phenomenological method. The data was derived from in-depth interviews with parents of children with moderate intellectual disability. The data were analyzed following the stages of the phenomenological method consisting of (1) description, (2) reduction, and (3) discovery of the main structure of meaning. The results show that (1) The challenges of the parenting process of children with intellectual disability require a high level of competence, encompassing both knowledge and technical parenting and psychological aspects, and (2) Various challenges in parenting children with disability lead to diverse subjective and educative experiences for parents. Based on the findings, this research recommends that parents continually improve parenting practices for children with intellectual disability by adhering to educational principles.
Students with Intensive Needs in an Inclusive Education System: A Literature Review Naeemy, Mohammad Idrees; Yoneda, Hiroki
Journal of ICSAR Vol 8, No 2 (2024): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v8i2p204

Abstract

Educating students with various types and degrees of disabilities in regular classrooms remains challenging. Despite the global agenda and push for inclusive education, students with disabilities, particularly those with multiple and severe disabilities, are still being educated in segregated environments. In this qualitative study of peer-reviewed research literature, we aim to understand students with intensive needs (SINs), their current situation in inclusive education systems in developed and developing countries, and the best approaches to how they are being or should be educated in inclusive education systems. The results indicate that students who experience severe challenges in their physical, intellectual, developmental, mental, or emotional capabilities, or a combination of these factors, could be called SINs, as they have a set of significant academic, communication, or behavioral challenges across various domains. Currently, most SINs worldwide spend 20% or more of their educational time outside of the regular school day class. We suggest that utilizing Universal Design for Learning (UDL) principles as part of the opportunities to learn (OTL) framework and the concept of Communities of Practice (CoP) would be useful in designing an inclusive education model in which SINs will not only be included but also benefit from the curriculum in a regular classroom. Future research should focus on the implementation of suggested inclusive education models for SINs. 

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