international seminar and workshops - uksw
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International Seminar and Workshops
ISBN : 978-979-1098-41-13
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International Seminar Proceedings International Seminar and Workshops
The Inclusive Classroom Bachelor of International Primary Education
Faculty of Teacher Training and Education
Satya Wacana Christian University
Salatiga, Central Java, Indonesia
5 April 2014
Published by the Faculty of Teacher Training and Education
Satya Wacana Christian University
Salatiga, Central Java, Indonesia
2014
Copyright © 2014 by the Faculty of Teacher Training and Education, Satya Wacana Christian University
All right reserved. No part of this book may be reproduced or utilized in any form or by any means,
electronic or mechanical, including photocopying, recording, or by any information storage and retrieval
system, without any permission in writing form publisher.
For information:
Bachelor of International Primary Education
Faculty of Teacher Training and Education
Satya Wacana Christian University
Diponegoro St. No 52-60, Salatiga, Central Java, Indonesia
Ph. 011 62 298 321212
http://[email protected] http://bipe.fkip.uksw.edu/
Printed in Indonesia
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Acknowledgement
The Bachelor of International Primary Education program and the Inclusive Classroom
Seminar organising committee gratefully acknowledge the professional assistance of the
following speakers and institutions:
Ms Niken Widagdarini
Head of the Section of Education, Youth, and Sport, Department of Education,
Salatiga; Dinas Pendidikan Pemuda dan Olahraga (DISDIKPORA), Salatiga
Dr. Robert Grandin
Adjunct senior lecturer at the University of the Sunshine Coast, Queensland,
Australia
Dr. Margaret Shore
Sekolahku – My School, Yogyakarta
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International Seminar Committee Members
Steering Committee Dr. Anna Dall, Ph.D. Chairperson Siwi Mahanani
Secretariat Yulianan Dewi Anggraeni, Reni Prastiwi Andayani Treasurer Widita
Retno Prayogung, Wijayanto Edi Nugroho Program Section Yohana Setiawan, Tri
Suryaningsih, Citra Wahyu Volindri Section for Publication and Public Relations
Ariza Chrisananda Nurendra, Ephafroditus Mahargya Rindanto, Suhirno Section for
Facilities Putri Fajar Dwi Astuti, Rijal Makhrus Musyafa Section for Food Desy
Artika Setyorini, Anna Ardiyani Musriono
ISBN : 978-979-1098-41-13
Editor: Yohana Setiawan
Editorial Assistants: Yuliana Dewi Anggraeni, Tri Suryaningsih, Siwi Mahanani. Reni
Prastiwi Andayani
Cover Design: Ephafroditus Mahargya Rindanto
Photos: Suhirno
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Table of Contents
Acknowledgements ....................................................................................................................... 2
International Seminar Committee Members ............................................................................. 3
Table of Contents .......................................................................................................................... 4
Foreword ........................................................................................................................................ 6
Satya Wacana Christian University ............................................................................................ 7
Faculty of Teacher Training and Education .............................................................................. 8
Department of Primary Teacher Education; Pendidikan Guru Sekolah Dasar (PGSD) ...... 9
What does the I in BIPE stand for? .......................................................................................... 10
BIPE 2010 – Who Are We? ........................................................................................................ 11
Program Schedule ....................................................................................................................... 12
Seminar session ......................................................................................................................... 12
Workshop sessions .................................................................................................................... 13
Seminar ........................................................................................................................................ 14
DISDIKPOR Policy of the Implementation of Inclusive Education
Ms Niken Widagdarini ............................................................................................................... 14
Putting Students Centre Stage - The Inclusive Classroom
Dr. Robert Grandin ................................................................................................................... 19
Three Case Studies in Inclusive Education in Yogyakarta, Indonesia
Dr. Margaret Shore ................................................................................................................... 26
Workshops ................................................................................................................................... 30
The role of ISA in IndoGym: Providing Inclusive Sport Classes through an Effective Use of
Support Staff
Mila Setya Astuti ....................................................................................................................... 31
IndoGym: Building Capacity for Inclusive Education in Sport
Anthony Fine ............................................................................................................................. 32
Strategies to Cope with Autism Children
Dra. Lilik Sriyanti, M.Si. ........................................................................................................... 36
Literacy and the Inclusive Classroom
Demitria Budiningrum, S.Pd. .................................................................................................... 43
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Respecting Differences & Abilities in the Inclusive Classrooms
Sri Rahayu Widyastuti ............................................................................................................... 49
Teaching Religious Tolerance in the Classroom
Enie Rusmalina ......................................................................................................................... 55
Educational Toys for the Inclusive Classroom
Ajeng Ayu Widiastuti, S.S.,M.A ................................................................................................. 58
The Best Way to Implement CIBI
Lanny Wijayaningsih, S.Pd, M.Pd. ........................................................................................... 64
Nutrition for Children with Special Needs
R.L.N.K. Retno Triandhini ........................................................................................................ 66
Identifying Gifted and Talented Students
Kristien Wedhar Hapsari, S.Pd., M. Psi. .................................................................................. 73
Appendix ...................................................................................................................................... 77
Photos ........................................................................................................................................ 77
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Foreword
Education is a basic human right and all children are entitled to quality education.
However, in every classroom there is a great variety of learners. To succeed, their
different abilities, learning styles and other particular individual needs must be catered
for.
In Indonesia, the government has legislated that in every school there must be staff
who know how to facilitate learning for children with special needs. However, we must
remember that the inclusive classroom not only serves children with obvious disabilities,
but looks after all children regardless of their sex, religion, social, ethnic or economic
background, ability or learning style. Truly inclusive classrooms are still not
commonplace in Indonesia. One reason may be that teachers do not know what the
concept means, or have not been trained in the use of appropriate teaching and learning
strategies.
This seminar is a one day event. There will be key note presentations in the
morning illustrating what can and needs to be done, and how instructional processes
matched to the learner can have life changing effects. In the afternoon pre-service
teachers will gain more hands on experiences in the various workshops.
We would like to extend our gratitude to the Rector and the Deputy Rectors of
Satya Wacana Christian University for their backing. A warm thank you to all key note
speakers and work shop facilitators for their support. Finally, sincere thanks to all
committee members who have worked so hard to make this seminar possible.
For the future of Indonesia, it is of vital importance that our teacher training is
based on international research and best practice. This seminar will give pre-service
teachers an understanding of the diverse classroom and strategies for how to turn it into
an inclusive classroom.
Welcome to The Inclusive Classroom!
Salatiga 5 April 2014
Siwi Mahanani
Committee Chairperson
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Satya Wacana Christian University
SWCU is one of the oldest, private universities in Indonesia and enjoys a solid reputation
for excellence, nationally as well as internationally.
SWCU was founded in 1956 (and initially called the Indonesian Christian Institute
of Tertiary Teacher Training). From a humble start with only five departments (one being
Education), SWCU has developed into what it is today! Currently about 13000 students,
from a variety of cultural and ethnic backgrounds, are enrolled in 58 high quality
programs, in 14 faculties: Law, Economics, Health Sciences, Psychology, Theology,
Agricultural Science, Biology, Electrical Engineering, Language and Literature, Science
and Mathematics, Social Studies and Communication, Performing Arts, Information
Technology and Teacher Training and Education.
There are post graduate schools consisting of master programs and doctoral
programs: School of Agriculture, Applied Biology, Development Studies, Education,
Education Management, Information Technology, Psychology, Sociology of Religion,
and Pastoral Counseling.
SWCU is an important part of the local community with a great mix of students
from all parts of Indonesia as well as international students.
Contact details
Phone: +62-298-321212
E-mail:[email protected]
Website: www.uksw.edu
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Faculty of Teacher Training and Education
The Faculty of Teacher Training and Education, FKIP, is located in the E building on the
SWCU campus and the administration is found on the 2nd
floor. In 2013, Dra.Yari
Dwikurnaningsih, M.Pd. was appointed Dean of this faculty. FKIP offers seven teacher
training study programs; Primary Education, Early Childhood Education, Mathematics,
Economics, History, Civics, Guidance and Counseling, There is also a postgraduate
program in Education Management.
Contact details
Phone: +62-298-321212
E-mail: [email protected]
Website: www.fkip.uksw.edu
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Department of Primary Teacher Education - Pendidikan
Guru Sekolah Dasar (PGSD)
Within the PGSD structure, there is a regular program, an international program, a
distance education program and an in-service teacher training program.
Graduates from PGSD are professional primary school teachers who are dedicated
to guiding and caring for their students. They are sensitive to the diverse social and
cultural backgrounds of their students in this era of globalization.
Vision:
To develop a study program that excels in training primary school teachers who are
competent, creative and innovative, exhibiting professional character steeped in the
Christian faith, with social sensitivity and wisdom anchored in the Indonesian culture, in
this era of globalization.
Mission:
To provide educational services that are creative, innovative, based on the Christian
faith and meeting the challenges of globalization.
To encourage PGSD academics to conduct research on primary education and to
support primary school pre-service teachers to become competent teachers.
To support PGSD academics to engage in community service for increased social
sensitivity and societal wisdom
To provide extracurricular activities for students to develop their personality and
talents, their creativity, their life skills and leadership skills.
Contact details
Head of Study Program: Herry Sanoto, S.Si.,M.Pd
Address: E building
Satya Wacana Christian University
Jl. Diponegoro 52-60, Salatiga 50711, Central Java.
Phone: +62-298-321212 Ext 297
E-mail: [email protected]
Website: www.fkip.uksw.edu
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What does the I in BIPE stand for?
Well, of course you know that BIPE means Bachelor of International Primary Education.
That still doesn’t totally explain the connotation of “International”.
BIPE brings together the theory and practice of teaching in primary schools, years
1 – 6, in Indonesia as well as in international, bilingual schools. Thus, as a graduate from
BIPE, you are eligible to teach in regular Indonesian state schools as well as prepared for
work in international, bilingual schools.
You study the Indonesian national curriculum as well as international curricula
such as, for example, the Cambridge curriculum.
In BIPE there is, as you know, a strong focus on the English language. You study
English every semester. Many of the courses are taught exclusively in English, and
therefore you get extensive practise in all aspects of the English language; you listen and
speak in class, you read set texts and write required assignments.
BIPE is informed by current international research and will give you a global
perspective on curriculum and teaching and learning in the 21st century.
BIPE is actually a unique teacher training program in Indonesia and can be your
key to “teaching without borders”!
That’s what the I in BIPE stands for.
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BIPE 2010 – Who Are We?
The BIPE cohort of 2010 consists of 15 students with multifarious backgrounds. There
are 10 female students; Siwi, Dewi, Reni, Tata, Anna, Desy, Citra, Aya, Putri, and Yoyo
and 5 male students; Ariza, Dantok, Rijal, Ino, and Hohok. 2010 is the smallest of the
BIPE classes and maybe that is why we all have learnt to work very well together. We are
also aware though, that our success is dependent on the lecturers who guide and support
us. We were the first students ever to get the opportunity to do our professional work
experience (PPL) for three months, from September to December 2013, in
international/bilingual schools in places far away from Salatiga; Bali, Lombok, Pontianak,
Jakarta and Jambi. Even though separated by distance we still kept in constant touch
through social media, and stayed close and united.
Very soon we will graduate and become professional teachers. We are very much
looking forward to putting into practice all we have learnt at SWCU. We are also aware
of the challenges! We understand that to be good teachers we need to embrace each and
every learner in our classrooms, regardless of background and abilities. We are
organizing this international seminar for us, and our fellow BIPE students, to learn how
to create a truly inclusive classroom, based on cooperation, not competition.
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Program Schedule
Seminar Session
08:00 Registration
OPENING CEREMONY
08:30 Opening address (MC)
08:35 Opening address by the chairperson of the organizing committee, Ms Siwi
Mahanani
08:45 Opening address by the lecturer of the course Seminar on Elementary
Education, Dr Anna Dall PhD
08:55 Address and official opening by the FKIP Dean, Dra. Yari
Dwikurnaningsih, M.Pd.
09:05
Plenary Session 1
DISDIKPORA Policy in the implementation of inclusive education
Ms Niken Widagdarini, Dept of Education, Salatiga
09:50 Quiz
10:05
Plenary Session 2
Video conference; Putting Students Centre Stage
Dr. Robert Grandin, University of the Sunshine Coast
10:55 Poster discussion
11:20
Plenary Session 3
Three Case Studies in Inclusive Education in Yogyakarta, Indonesia
Dr. Margaret Shore, Sekolahku My School
12:05 Lunch and movie
13:00 WORKSHOP 1
14:00 WORKSHOP 2
CLOSING CEREMONY
15:05 Announcement of winners in the poster competition.
Closing address by the Committee Chairperson, Ms Siwi Mahanani.
15:20 Conclusion and Official Closing by Dr. Anna Dall, Ph.D
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Workshop Sessions
No. Time Workshops
1
13:00
Room: E 101
IndoGym. Providing inclusive sport classes through an effective use of support staff
Facilitators: Mila Setya Astuti : Principal of Sekolahku – MySchool and Anthony Fine:
IndoGym Sports Coordination Officer, Sekolahku-MySchool.
Capacity: 25 people
14:00 IndoGym: Building capacity for inclusive education in sport (This workshops builds on
workshop 1, but can still be taken separately) Practical activities included.
Facilitators:Anthony Fine: IndoGym Sports Coordination Officer and Mila Setya Astuti :
Principal of Sekolahku – MySchool
2
13:00
Room: E 102
Speaker: Dra. Lilik Sriyanti, M.Si
Topic: Practical methods and strategies to cope with autism And hyperactive students
Capacity: 25 people
14:00
3
13:00 Room: E 104
Speaker: Lanny Wijaya Ningsih, S.Pd., M.Pd.
Topic: The best way to implement CIBI
Capacity: 25 people 14:00
4 13:00 Room: E 107
Speaker: Kristien Wedhar Hapsari, S.Pd.,M.Psi
Topic: The creative inclusive classroom
Capacity: 25 people 14:00
5
13:00
Room: E 109
Speaker: Ajeng Ayu Widiastuti, S.S.,M.A
Topic: Educational toys for the inclusive classroom
Capacity: 25 people 14:00
6 13:00 Room: E 111
Speaker: Demitria Budiningrum, S.Pd.
Topic: Literacy and the inclusive classroom.
Capacity: 25 people 14:00
7 13:00 Room: E 113
Speaker: Sri Rahayu Widyastuti
Topic: Respecting different abilities in classroom
Capacity: 25 people 14:00
8
13:00
Room: E 114
Speaker: Enie Rusmalina
Topic: Learning in harmony despite different religions and beliefs
Capacity: 25 people 14:00
9 13:00 to
15:00
Room: E 115
Speaker: Faculty of Health Sciences
Topic: Food and nutrition for special needs children
Capacity: 25 people
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Seminar
DISDIKPORA Policy in the Implementation
Of Inclusive Education
Niken Widagdarini
Background
1. In reality, not all Indonesian children obtain appropriate educational rights and dignity ;
2. Students who have physical abnormalities , emotional , mental, social , and / or have the
potential of intelligence and / or special talents should get service to suit your needs ;
Anvil
1. The Universal Declaration of Human Rights 1948 ( Declaration of Human Rights );
2. Convention on Rights of the Child in 1989 ( Convention of the Right on Chile);
3. World Declaration on EFA ( Education for All) - Jomtien , Thailand , 1990;
4. The UN Resolution No. 48/96 of 1993 : the Standard Rules on the Equalization of
Opportunities for Disabilitas Holder ( Standard rules on Equalization of Opportunities for
Persons with Disabilities );
5. UUD 1945 ( Amendment to Article 13 );
6. UU Number 23 Year 2002 concerning the protection of children;
7. UU Number 20 Year 2003 on National Education System;
8. Act No. 4 of 1997 on Persons with Disabilities;
9. Declaration of Salatiga as an Inclusive City 12th December 2012;
Purpose
1. Fulfilling the right to education ;
2. Expansion of access to education ;
3. Improving the quality of education ;
4. Efficiency of education funding ;
5. Developing an inclusive community character;
6. Encourage the formation of inclusive education;
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Policy Strategic
1. Regulations;
2. Budget / funding;
3. Piloting Maintenance Inclusive Education;
4. Restructuring Grand Design;
5. Teachers Special Advisor;
6. Curriculum;
7. ABK Database and Information Systems;
8. Systems support;
9. Networking;
10. Understanding and awareness;
Regulation
1. Perwali Number 11 Year 2013 concerning the Implementation of Inclusive Education ;
2. Decision No. 420/479/2012 Salatiga Mayor date 3 December 2012 on Inclusive
Education and CIBI POKJA ;
3. Decree of the Head Office of Education , Youth and Sports City of Salatiga number
420/241.a/101 date January 24, 2012 on the designation of elementary and junior
Inclusive Education Coordinator and CIBI Salatiga City in 2012 ;
4. The Head Office of Education , Youth and Sports City of Salatiga numbers 420/2024/101
9th July 2013 the piloting Fixing Maintenance and CIBI Inclusive Education ;
5. Grand Design Maintenance Inclusive Education Salatiga City Year 2012-2016 ;
Strategy of Policy Implementation
1. Formation and Empowerment POKJA Inclusive Education ;
2. Restructuring Grand Design Inclusive Education ;
3. Collecting ABK which yet underserved ;
4. Outreach ;
5. Increased capacity of human resources ;
6. Publications ;
7. Clinic Consultation ;
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Closing
• Inclusive Education is an integral part of the educational program at Disdikpora;
• Inclusive Education is an integral part in the implementation of Wajar education agencies;
• Follow-up program of Inclusive Education with PMU (Universal Secondary Education);
Summary (by student participant)
- Education is a human right but in reality there are still a lot of children who cannot get a
high quality education, even though it is their legal right.
- Students with disabilities, gifted, or special needs have to get an education which is
appropriate to their needs.
There are agreements and regulations that are supporting the equal right to education.
1. Declaration of Human Rights 1948 (Deklarasi Universal HAM);
2. Convention of Children’s Rights in Chile 1989 (Konvensi Hak Anak 1989);
3. Education for All (Deklarasi Dunia tentang PUS)– Jomtien, Thailand 1990;
4. Regulation of Equal Opportunities for People with Disabilities (Resolusi PBB Nomor
48/96 Tahun 1993: Peraturan Standar tentang Persamaan Kesempatan bagi Penyandang
Disabilitas )
5. Indonesia: Undang-Undang Dasar 1945 (Amandemen pasal 13);
6. Indonesia: Undang-Undang Nomor 23 Tahun 2002 tentang Perlindungan Anak;
7. Indonesia: Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional;
8. Indonesia: Undang-Undang Nomor 4 Tahun 1997 tentang Penyandang Cacat;
9. Salatiga declaration about inclusive education (Deklarasi Salatiga sebagai Kota Inklusif
tanggal 12 Desember 2012)
The purpose of this policy is to:
1. Implement equal education rights
2. Broaden access to education
3. Upgrade the quality of education
4. Improve cost effectiveness
5. Build an inclusive society with inclusive values
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The Policy strategies:
1. Regulations
2. Budget/ supply funding
3. Teacher professional development
4. Pilot projects for the implementation of inclusive education
5. Teacher assistants
6. Curriculum
7. Special needs database and information system
8. Supporting system
9. Networking;
10. Comprehension and awareness
Implementation of policy strategies
1. Form and use of POKJA for inclusive education
2. Arrange Grand Design pilot projects for inclusive education
3. Compile data of special needs students. The society will still argue that disability is an
ignominy.
4. Increase appropriate facilities, funding, and professional development for in service
teachers.
5. Upgrade the capacity of human resources, the government has already sent teachers to
workshops for special needs training; this needs to be followed up.
6. Information through the media ( electronic, website, printed matter and bulletins
(ongoing process))
7. Education consultation clinic open to parents and the public to give advice about what
they have to / can do to help their child, and give them an understanding about inclusive
education.
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Discussion
Galih
Question : Is the policy effective?
Answer: It is effective, even though it takes time for the society and other students to understand
and be aware of children’s rights.
Shandy:
Question : If a school has an outstanding (genius) student, the school does not know what to do
with this student, thus the school suggests that the parents move this student to another school or
special school, what do you think about this?
Answer: Before they state that this student is a genius they need to do an intelligence test/ IQ
test to prove that the student is a genius. Not every school can open an acceleration class; they
need to meet some requirement to do that.
Ellysa:
Question: - Are there any inclusive schools in Salatiga?
- Do I have to take a master’s degree somewhere?
Answer: - Yes, there are some inclusive schools in Salatiga
Dwi:
Suggestion: In my observations in three inclusive schools, I saw that in some schools the teacher
who teaches the special needs student is only a general teacher, I think the government has to
check up on that.
Question: What do you think about the inclusive program in Salatiga, is it a success or still in
progress?
Answer: This is neither an instant nor a simple matter, especially to give parents, the society,
and other students an understanding of special needs. Parents in our society still think that if they,
or other people, have a child with a disability or special need, it is an ignominy. So it is really
difficult to make them understand.
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Putting Students Centre Stage - The Inclusive Classroom
Dr. Robert Grandin
Slide 1 Slide 2
Slide 3 Slide 4
Slide 5 Slide 6
20
Slide 7 Slide 8
Slide 9 Slide 10
Slide 11 Slide 12
21
Slide 13 Slide 14
Slide 15 Slide 16
Slide 17 Slide 18
22
Slide 19 Slide 20
Slide 21 Slide 22
Slide 23 Slide 24
23
Slide 25 Slide 26
Slide 27 Slide 28
Slide 29 Slide 30
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Summary (by student participant)
In his presentation Dr Grandin talks about how to put students centre stage. Using
cartoons, he shows the many things happening in class when the teacher is explaining the
material. The 1st slide shows a student in class - the teacher is explaining material which
is difficult to understand for the student. In the 2nd
picture, the student seems to more
enjoy his imagination than the explanation; he feels that the teacher only says bla bla bla.
In the 3rd
illustration, the student thinks that he never gets to learn what he wants to know.
The 4th
cartoon suggests that in school a student is shaped into being a robot. The 5th
slide
shows how the learning process that should be interesting becomes boring. So the
question is, why do we deliver instruction this way?
Vygotsky proposed that learning is a social process. We cannot learn without
others (social environment); a zone of proximal development is created, whereby internal
developmental processes are awakened in the individual working with others who are
more able. Let Me Learn is a system that helps the teacher to recognise and support the
various ways students are learning. There are three interactive learning categories;
cognition (an aptitude), affection (a sense of self), and conation (a trait, a will to
learn).The LCI (The Learning Connections Inventory), self-report survey instrument that
has now been tested for validity in more than 10 countries with well over 35,000 students
since 1994. is not a test, it is reflection.
Learning patterns
There are four learning patterns:
- SQUENTIAL : Neat, sober, clear, diligent
- PRECISE : Attention to detail, precision, asks a lot of question, reads a lot
- TECHNICAL : Individual, likes to build things, does not like to write things
down
- CONFLUENT : Likes to use the imagination, does not like following rules, likes
to put on plays and talk to people
We all use all four learning patterns but in various combinations, normally two patterns
are dominating.
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Let me learn:
- Understand the various ways students learn
- Celebrate the uniqueness of each individual
- Each student can learn to use all four learning patterns but normally one or two are
dominating.
The role of teaching is:
- To ALLOW learning to occur,
- To support each student in engaging with the topic,
- To facilitate assessment that allows students to demonstrate what they know,
- To help students intellectual growth towards higher order thinking,
- To develop the skills of meta cognition
Discussion
Benjamin
Question How do we become aware of a student’s particular combination of
learning patterns?
Answer : If we use the let me learn process, children can ask you direct questions,
you can ask what they want, and then you make some negotiation, discussion. We have to
listen to the children, the more activity, the better.
Ellysa
Question: When I was in elementary school I didn’t learn what I wanted to. What do I do
if I become a teacher and my students really like to learn the English language but they
do not want to learn other subjects? Should I make new designs for the other subjects to
engage them?
Answer : The teacher has the role to facilitate, to make the teaching and learning process
interesting. In a case like that, you have to change your teaching style, make a partnership
with the student.
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Three Case Studies in Inclusive Education In Yogyakarta, Indonesia
Dr Margaret Shore
Slide 1
Slide 2
Slide 3
Slide 4
27
Slide 5
Slide 6
Slide 7
Slide 8
Slide 9
Slide 10
28
Slide 11
Slide 12
Slide 13
Slide 14
Slide 15
Slide 16
29
Slide17
Summary (by student participant)
Philosophy
What does inclusive education mean to you?
Do you believe education should be inclusive?
Are students with special needs different?
Who should be included?
Every child is special, we do not know how just by looking at them. What is most
important in teaching is enjoyment and interest, then the class will be comfortable. How
to create an atmosphere where every child is accepted?
The program at Sekolahku is integrated, so the children can do or learn what they
want to, sometimes the learning process can take place without the need to use a text
book.
There is a program for anti bullying at Sekolahku, it starts from playgroup. It is
integrated with other programs in the school. The reason it was created, was to decrease
domination by a majority or minority; it can be a situation involving two or more students
or a parent versus a student. When there is a problem we must be able to solve it without
resorting to bullying.
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ISA (inclusive student assistant),
Dr Shore described 3 case studies; one in kindergarten and two in primary school.
Hani is a student with autism; he was highly emotional and used to punch everyone, but
after having studied at Sekolahku, he graduated with good marks and is now very
confident. Hani likes music!
Victor is a victim of parental bullying, he was introvert, used to be very rude, but with
the help of buddies, he now can understand what is good behaviour and what is not.
Nathan initially had no control and was manipulative, but changed into a harmonious
student.
The “inclusive” is not only about being born with a disability or being born gifted, but
also about the impact of the environment. It is not a story book, it really happens. As a
teacher in an inclusive school, we have to identify problems, and find ways to address
them quickly, still remembering that the problem solving process takes time.
Discussion
Clara
Question : What do we have to do to make the students respect each other?
Answer:
- We need rules in the class,
- We need to modify our language,(ex: please walk)
- We need to organise activities that are appropriate to the students’ development, use positive
and simple language.
Erma
Question : How to explain the child’s condition to the parents?
Answer : Build a relationship with the parents, give logical explanations, regular
communication between school and parents, let the child try to explain how they feel about the
situation.
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Workshops
The role of ISA in IndoGym: Providing Inclusive Sport Classes through an Effective Use of
Support Staff
Facilitator: Mila Setya Astuti : Principal of Sekolahku - MySchool
Co-Facilitator: Anthony Fine: IndoGym Sports Coordination Officer (AYAD volunteer)
Purpose: The aim of this workshop is to analyse the effectiveness of inclusive staff assistants
(ISA) towards inclusive sport programs. The workshop will demonstrate methods in which ISA
have been used to create inclusive programs in IndoGym.
Description: Inclusive classes require all students to be actively involved in the learning
experience. This workshop will analyze the uses of ISA in forming a class of active learners. In
doing so focus will be placed on how ISA can work to support the needs of the student whilst
meeting the class goals as set by the teacher. The Workshop will draw on practical IndoGym
activities to demonstrate links between the teacher and ISA. Through this experience participants
will develop practical and analytical knowledge on the use of ISA for supporting a true inclusive
education.
Resume
ISA is the short term of Inclusive Support Assistant. ISA is a shadow teacher/ support staff. They
offer professional assistance such as:
1. Walking alongside special needs children
2. Taking daily notes
3. Evaluating and assessing
4. Assisting the student to participate as an active learner
In this workshop, participants assisted by Ms. Mila and Mr. Antony, pretend to be ISAs and help
students to walk on a balance beam and between hula-hoops with closed eyes.
Discussion:
Ellysa shared that if the instruction was not clear or given too fast the students would have
difficulties in understanding
Juni said that when he closed his eyes he understood what it was like to work as an ISA. He also
said that it was still difficult to trust the ISA, mistakes could happen anyway.
32
IndoGym: Building Capacity for Inclusive Education in Sport
Facilitator: Anthony Fine: IndoGym Sports Coordination Officer (AYAD volunteer)
Co-Facilitator: Mila Setya Astuti : Principal of Sekolahku – MySchool
Purpose: The aim of this workshop is to demonstrate teaching methods for creating inclusive
sport classes. An underlying focus will be on inclusion for individuals with special needs.
Description: In inclusive classes, all students need to work to the best of their ability.
Despite the importance of physical education and it’s significance for holistic health promotion,
many teachers fail to create inclusive sporting classes. This workshop will examine IndoGyms
ability to deliver such classes. An analysis of the challenges inclusive sporting programs face
will be presented alongside with various means for overcoming such obstacles. Participants will
receive the opportunity to try some of the IndoGym activities and analyse their ability to create
an inclusive class. The workshop will use practical activities alongside theory to provide a
deeper understanding of the underlying principals of IndoGym in practice.
1 - 12 Tahun
Anthony Fine
Australian Youth Ambassador for Development
Co Author: Mila Setya Astuti, S.Psi
Principal Sekolahku – MySchool
i
Kenapa Indogym
Kesehatan
• Energy outlet
Keuntungan lain
• Life long uptake of
physical exercise
Fisik
• Gross motor
• Fundamental
Movement Skills
• Coordination
• Strength
• Flexibility
• Agility
Social / Mental
• Self belief
• Working together
• Social capital
• Consentration
Why IndoGYm?!
Recommendation of 30 – 60 minutes of exercise /day
Increasing levels of physical activity among individuals
with an intelectual disability. Most effective in increasing
health (Robertsonet.al. 2000 )
Swimming and Gymnastics are commonly thought as
the easiest sports to create an inclusive setting,(Morley
et.al. 2005)
Lifelong uptake of physical exercise
Fundamental Movement Skills (Gerakan Dasar)
Considderations for
inclusive sport classesInclusion is not mealy mainstreaming the student.
proving an opportunity to have them actively
Its
participate in the learning process. Morley et.al (2005)
Environment and area
Teachers skills and background
Support staff?
Students’ needs
Student’s, parent’s and practicioner ’s
recomendations
33
ISA
Modified
activities
Too hard
Challenging
No
challenge
Too easy
Inclusive Sport Education
Active Equal
active
active
equall
Win
participants
learners
All
All
All
students
students
students
are
are
are
Win – Win situation
Differenciating the curriculum
Active Equal Win
Same
activitiesModifications
Same activities
Performed as whole class
Easy to set up Dificult to have each
in their ZPD
Example throwing a
ball
What do you see?
student working
Variations
Differentiating the curriculum
1 activity with lots of
variations
Usually in small groups Ability Vs. Mixedability
Why?
Promotes workingtogether
Social benefits
34
Hula Hoops
1. Right arm to left arm
2. Spin the hoop and jump through. How many times can you jump through before the hoop stops?
3. Hula Hooping on hip, neck, knees... How long can you do it on each position? Can you change positionswithout stopping?
4. How many hoops can you roll to a partner? how about throw to a partner?
5. Two people throwing at the same time?
Modifications
Game sense
Small groups and full class
Promotes working together
Competative and non
competative
Creates equal playing ground
Equallity for players
Modified games
• •
• •
• Hand and eye
coordination
Throwing
catching
Arm strength
Core strength
1. Try it first!
2. What could we add?
IndoGym specific
How about Blindfolds?
Rope, tying things together
Crawling not running?
Freeze games?
(ikat)?
Your own class
What
What
is the special need? Learn about it.
can they do?
(google)
What are they capable of doing?
What activities would you like to teach?
Ask Pak Google about modifications!!!!!
35
Referansi
• Australian Sports Commission. (n.d.). Pacific ability: Activity card. Retrieved from http://www.ausport.gov.au/__data/assets/pdf_file/0006/448611/30233_1_0_Sports_Ability_Activity_Cards_-_FULL_RESOURCE.pdf
• Robertson, J., Emerson, E., Gregory, N., Hatton, C., Turner, S., Kessissoglou, S., & Hallam, A. (2000). Lifestyle related risk factors for poor health in residential settings for people with intellectual disabilities. Research in developmental disabilities, 21(6), 469-486.
• Fotiadou, E. G., Neofotistou, K. H., Sidiropoulou, M. P., Tsimaras, V. K., Mandroukas, A. K., & Angelopoulou, N. A. (2009). The effect of a rhythmic gymnastics program on the dynamic balance ability of individuals with intellectual disability. The Journal of Strength & Conditioning Research, 23(7), 2102-2106.
• Giagazoglou, P., Kokaridas, D., Sidiropoulou, M., Patsiaouras, A., Karra, C., & Neofotistou, K. (2013). Effects of a trampoline exercise intervention on motor performance and balance ability of children with intellectual disabilities.Research in developmental disabilities, 34(9), 2701-2707.
• Morley, D., Bailey, R., Tan, J., & Cooke, B. (2005). Inclusive physical education: Teachers’ views of including pupils with special educational needs and/or disabilities in physical education. European Physical Education Review,11(1), 84-107.
Resume
In this workshop the main idea was to create several versions of the same game, with different
levels of difficulty so that all students could participate in the same game although they had
different abilities.
For example throwing a ball in the air and then catching it. A student who learns faster can throw
the ball and while the ball is still in the air he claps his hands then catches the ball. Another
student maybe only throws and catches the ball; others can throw-clap-rotate-catch.
In this workshop all the participants improvised, playing with the ball and then sharing their
ideas with other students.
36
The Strategies to Cope With Autism Children
Dra. Lilik Sriyanti, M.Si.
Abstract
Autism is a neurological disorder that disrupts development and normal functioning. There is
currently no cure and the exact cause is not yet known. The autism symptoms will appear clearly
after the child has reached the age of 3. The symptoms vary from one child to another. There are
many different symptoms such as disorder of verbal or non verbal communication, social
interaction, behaviour, and feelings or emotions. Early intervention therapies and techniques are
available, but because autism is a spectrum disorder, each case is different and what works in one
instance may have no effect in another. This workshop will explore strategies to cope with
autistic children and resources needed.
Introduction
Currently, autism disorders were become the public concern especialy in education. But, in fact
there are still many people , including teachers who do not know exactly what is autism, what the
symptoms are and how to handle it .
Autism is a complex developmental disorder of children, that occurs because of the brain
nerves damage which interfere the other aspects of development. Autistic disorder can impede
the physiological , social and emotional development of intelligence (Pusponegoro, 2006).
Lately, the great explosion of autism cases happened both nationally and internationally.
The evident found from the many cases of autism in clinics , hospitals , private practice
pediatrician / neurologist schools and institutions as well as the rise of autism therapy
(Rustamadji & Sudaryati, 2008). The symptoms prevalence of autism also increased from year to
year . In early 2000 were found only 2-4 person with autism in every 10,000 births then it
increasing to 7 per 10,000 births , and in 2004 the prevalence of person with autism become
1:150 births (Rustamadji & Sudaryati, 2008).
The symptoms of autism can occur before the child reaches 3 years old. For some
children , the symptoms had been occur since their birth. A mother who closely monitor the
development of their children could see some irregularities before her son reached the age of one
year. The conspicuous symptom is the absence or the lack of eye contact. The children would
avoid eye contact towards the mother actively. He did not respond when his name was called by
37
his mother or did not response a joke . On the other hand, the children would chortling when they
saw the spinning toy that hung above his bed.
Early detection of autism disorders is very important so that appropriate steps can be
taken to overcome the existing problems and develop their potential . By knowing the symptoms
of autism, early intervention is possible and opens opportunities for improvement over the
existing deficiencies.
The Autism Symptoms
Early symptoms of children with autism is thecabsence of eye contact , or tend to avoid eye
contact with other people , including the father and mother . This phenomenon has been seen
before one year old child ( Monks , 1992). There are autistic children who are not happy to be
hugged , not happy playing with objects but fixate on one object permanently , or enjoy playing a
fixed object especially rotating objects.
If the object is not rotating , the child will twirling the objects continuously. Other
symptoms , is the difficulty of social behavior interaction that often goes into a loop, lack of
response to the caresses of affection, hyperactive or have no activities at all, speech disturbances,
and difficulty receiving lessons. Furthermore, the symptoms will appear clearly after the child
reaches the age of 3 years old . Typical symptoms of autistic disorder which summarized from
various sources, are :
1. Disruptions in the field of communication verbal and non – verbal
a. Too late to talk
b. Babbling in a language that other people can not understand
c. Talk is not used for communication – just sounded without meaning
d. Many mimic or parrot (echolalia)
e. Some children are very good at imitating the singing , the tone and the words without
understanding their meaning
f. The majority ( 20 %) of these children can not speak until adulthood
g. When they want something, they pulled other people hands and want them to do
something.
2. Disruption in the areas of social interaction
a. Reject or avoid face-to- face with others
b. Do not look when invoked , such as deafness
38
c. Refuse to be embraced
d. There was no effort to interact with people, even fun to play alone
e. When approached to play with, he even away
3. Disruption in behavioral disorders
a. Excessive , which showed excessive behavior : hiperaktive motor , can not be silent ,
run here and there , circling, hitting banging the table , repeating certain movements .
b. Deficient , there is a shortage in certain behaviors : such as sitting still staring with a
blank stare , play less varied monotonously and repetitively , transfixed by something ,
such as a shadow or an object that rotates , sometimes no attachment to a particular
object , like a piece of rope , cards , paper , drawing , rubber bands or anything that
keeps his hand and carry everywhere .
4. Disruptions in the field of feelings or emotions
a. There is no sense of empathy or lack of , for example, saw the child crying but he did
not feel sorry for being disturbed and approached the crying child and struck
b. Laughing , crying or angry for no apparent reason
c. Often raging out of control ( temper tantrums ) , especially if they do not get what you
want , it can even become aggressive and destructive
5. Disruption in sensory perception
a. Sniffing , biting or licking toys or any object .
b. Less sensitive to the taste , as not able to distinguish the taste bitter, sour , sweet .
c. Children can still eat the food even if it tasted bitter .
d. Overly sensitive to certain sounds or tones, when they hear a loud noise instantly
closed the ears .
e. Does not like a hug .
f. Feel very uncomfortable when wearing clothes of coarse material .
g. Overly sensitive to textures, such objects are not happy with the smooth or rough
objects - can not step on a rock or stepping on the carpet .
The symptoms which described above does not always exist in every child with autism. Only
some children with severe autism would show all the symptoms.
39
The Strategies to Cope with Autism Children
Autistic disorder treatment strategy begins with an early detection to locate the interference can
be determined so that appropriate intervention models. Next, set the method that is used, the
material being taught and learning programs for children . Here are some detailed descriptions of
them.
Learning Method
Methods of learning for children with autism can use a blend of several methods as follows.
a. ABA ( Applied Behavioral Analysis)
ABA was create by O. Ivar Lovaas, PhD from the University of California Los Angeles
( UCLA ) is a method by which behavioral approach reinforcemen done by applying a
systematic, structured and measurable any progress made . This method is used to reduce
excessive behavior / unnatural behaviors and teach more environmentally acceptable.
b. Visual methods
Children with autism are visual learners / visual thinkers, they will learn easily by
observing objects or pictures. Using visual displays, such as pictures, and videos will
make the communication with the children more effective, such as using the Picture
Exchange Communication System.
c. Sensory Integration
Useful improve the maturity of the central nervous system , making it more able to
improve its structure and function . These activities stimulate a more complex synaptic
connections , there by increasing the capacity for learning.
d. Music Therapy
Music therapy in general is therapeutic techniques to take advantage of a wide range of
sounds to the child as a therapeutic medium. Music therapy can help improve the
sensitivity of cognitive function , affective and psychomotor.
e. Speech therapy
Children with autism generally experience slowness, difficulty speaking or difficulty
communicating. Speech therapy useful repair verbal skills to communicate with children
appropriate and functional.
f. Play therapy
40
Therapy to change problematic behavior, with activities to have fun and develop a child's
imagination. Play therapy is one way that children can develop both of the physical,
intellectual , and social development through play optimally.
g. Biomedicine
Handling the biomedical approach is intended to overcome the metabolic disturbances
that will have an impact on brain function disorders is done through a medical approach.
Patients examined intensively, examination, blood, urine, feces, and hair. All things
found abnormal cleared , so that the brain becomes free from interference.
h. Development Approach
Floortime, Son -rise and RDI ( Relationship Developmental Intervention ) is considered a
model of therapy with a developmental approach . Children learn their interests, strengths
and developmental level, and improved social skills , emotional and Intellectual.
Learning Programming
Learning programs for children with autism using a model of individual learning. The learning
program including the following aspects.
a. Consultation program between schools and parents by using the results of observation
as the foundation.
b. 5 Aspects owned subsidiary, Self Development, Cognitive, Language, Psychomotor,
Socialization and Emotion.
c. Curriculum of kindergarten , elementary , SDLB - B , C and C1
d. Catherine Mourice curriculum (ABA Curriculum)
Learning Materials
a. Basic Capabilities Self Development
Capabilities which related to your own personal needs. For example eat, drink, wear
clothes, shoes, toilet training. Learning is intended that the child does not always depend
on the people around him, particularly parents. For the autistic child 's education should
be given from the beginning of therapy. Because children with autism require constant
repetition until they are able to do it independently.
b. Basic Cognitive Ability
For autistic children basic cognitive abilities should be given since the beginning of the
continuous and consistent manner. Introduce them about the objects around him. Then
41
learn to generalize objects , recognize abstract concepts and to train children to be able to
think logically.
c. Basic Psychomotor Ability
Autistic children likely to experience problems in gross motor and fine motor . There are
three systems that are considered most important in the development of complex skills ,
such as vestibular , proprioceptive , and tactile . In addition there is also a system of
visual ( sight ) , auditory ( hearing ) , olfactory ( smell ) , and gustatori ( taster ) . Sensory
processing disorder is divided into three main categories: Sensory Modulation Disorder
( Sensory Modulation Disorder ) , Sensory Discrimination Disorder ( Sensory
Discrimination Disorder ) based Sensory Impaired motor skills ( Sensory - Based Motor
Disorder ) So the improvement in psikomotoriknya be key in providing therapy to
children with autism .
d. Basic Language Ability
Children with autism have impairments in theuse of language . They are still not able to
speak comfortably to communicate reciprocity . Intonation flat , rigid and repetitive .
Therefore, when talking with them , then the other person must arrange for the
construction of a sentence as one that can be understood better. Sometimes they just
mention the word essentially without any addition of the conjunction , let it alone show a
complete sentence appropriate subject and predicate .
e. Socialization
Another problem is the social skills of children with autism are low , they really do not
even understand the meaning of the interaction . Children with autism have difficulty in
socializing so they tend to withdraw from the environment . Preoccupied with itself
regardless of the people around him . Learning absolute socialization given to children
with autism to deliver them be a part of society that are not excluded . The form of
outreach programs is to invite them to get to know someone other than his parents , his
family . Introduce social rules and manners are part of the learning socialization for
children with autism .
f. Emotion
Characteristic of an autistic child is raised emotional state uncontrol , emotions appear
unreasonable for his age . Emotion or anger that sometimes uncontrollably until self-
42
mutilation, head banging , biting the hand until it bled . These conditions sometimes
trigger only a very trivial issue , sure to read the prayer , the structure changed , swapped
his shirt ( red and black ) . Sometimes they also have not been able to recognize
emotional expressions , smile , happy , sad , cry .
Sources
Danuatmaja, B. 2005. Terapi Anak Autis di Rumah, Puspa Swara, Jakarta
Djohan, 2003. Psikologi Musik, Buku Baik, Yogyakarta
Greenspan, S dan Serena W. 2008. Engaging Autisme. Jakarta : Yayasan Ayo Main.
Herini, E.S. 2007. Susunan Saraf Anak Autisme, makalah Short Course, Sub bagian Saraf Anak
FK UGM- Yayasan Fajar Nugraha, Yogyakarta.
Maurice, Chaterine. 1996. Behavioral Intervention for Young Children. PRO-ED. Inc.
Monks, F.J et. 1992. Psikologi Perkembangan, pengantar dalam berbagai bagian. Gadjah Mada
University Press, Yogyakarta.
Pusponegoro, HD. 2006. Apa yang Terjadi pada Otak dengan Gangguan Autistic, dalam :
PDSKJI, IDAI, PERDOSRI. LPT-UI. Kesulitan Belajar dari Masa ke Masa Deteksi Dini
dan Intervensi Terkini.Jakarta.
Rustamadji, Bugi dan Sri Sudaryati. 2008. Suka Duka Orangtua Penyandang Autis. BPFTE dan
KOSUDGAMA Press, Yogyakarta
Serroussi,K. 2000. Unraveling The Mistery of Autism and Persuasive Developmental Disorder,
Simon & Schuster, New York.
Discussion :
Clara
Question: How to attract the attention of a student who is hyperactive?
Answer: Make rules or make agreements, with special emphasis on self control
Retno
Question: How many percentages are successful in therapy?
Answer: It cannot be predicted. It depends on parents and teachers; nutrition and instruction also
contribute.
Anis
Question: Can a 17 year old student with autism be cured?
Answer: We can make an evaluation by observing how they communicate. If s/he easily can
interact with others, it will be easier to cure them.
Badriah
Question: What causes autism?
Answer: Based on a literature survey, most children with autism are born to mothers who been
living in an area with high pollution during pregnancy or shortly after.
43
Literacy and the Inclusive Classroom
Demitria Budiningrum, S.Pd.
Sensational Video Sex among Students
The case is believed to be, one of which is caused by exposure of the media. Data
obtained from providing counseling to children since 1553 from January to October of 2013,
95% of them claimed to have been exposed to pornography. Further Elly states of the survey, "...
18% of the children saw it on the Internet is accessed via smartpone, and 15% of the games both
online and offline, which is available in the gadget. Then 14% of the DVD or VCD, 14% of the
movie theaters and the rest of the comics, soap operas, print media, video clips and commercials.
Whether we realize it or not, every day we get exposure to hundreds or even thousands of
information and messages from various media. Rianto (2009) mentions in his paper, 'In
Indonesia, there are 983 print media; 1,013, including 58 radio stations and a radio station RRI
over 90% of the population can access the radio; 10 commercial and private television stations
not less than 30s local television. 'That does not include all the various services provided via the
Internet and other wireless networks. Media was accessible to all ages, from infants to parents.
The question is, 'Is exposure of so much information had implications for us?' Answer of
course is: Yes. One example is a snippet of coverage reported by one of the magazine in 2013
above. Potter (2001) mentions five levels of impact or influence of the media: cognitive
(cognitive effects), attitude (attitudinal effects), emotions (emotional effects), physiological
(physiological effects), and behavior (behavioral effects). At the cognitive level, the media can
cultivate ideas and information immediately. At the level of attitudes, the media will create and
shape opinions, beliefs, and values of our lives. Influence on the level of emotion to make us
have a certain sense of something. Achieving a physiological level, the media affects body
systems work automatically. The highest level that affect behavior, media trigger our actions in
the face of something.
See the influence of the media is so large, we are faced with two choices: let the media
affect us or take control over our lives from the influence of the media, especially adverse effects.
If we want to have a better life, it would be wise if we choose to take control of our lives from
the influence of the media. About this is that media literacy.
44
‘Media literacy is a perspective that we actively use when exposing ourselves to the
media in order to intepret the meaning of the message we encounter (Potter, 2001: 4). Media
literacy is a perspective that we actively use when receiving media exposure in order to interpret
the meaning of messages or media content. Activities we do include accessing, analyzing,
evaluating, to create media.
We need to understand the meaning of the message or the content of the media because
the media content has significance in our lives. Marta, Vishnu (2009) in his paper stated the
importance of the media contents which are provide information, a means of comparison with
the social reality, a reflection of values and social beliefs and cultural force in the community.
To understand the meaning of the message or the content of the media and become one
who can take control of the media or a media-literate, required certain skills. Potter (2001)
explained that media literacy skills includes 2 levels: initial skills / basic (rudimentary skills) and
advanced skills (advanced skills).
Early skills / basic skills that we have developed an early age. These skills include
listening skills, reading, observing, and operate a computer to obtain information and
entertainment. The initial skills to help us find the simple purpose of a media message. Example:
means no smoking in this area
Further skills include the skills to analyze, compare, evaluate, perform abstraction, to
produce a message in a new form. Simply put, we ask critical questions to explore media
messages. example:
- Store advertising media:
Is it true that all items sold in the store is discounted by 50% as stated in the ad?
What is the real intention signs: * specially marked only?
We get answers that only the items that have special marks course that is discounted 50%,
instead of all the items will receive a 50% discount as indicated by a larger printed paper.
- The scene in a soap opera:
CLOTHES SHOP 'SAE sanget'
DISC. 50% ALL ITEM *
* only specially marked
45
Some mothers went to Mrs. RT and get angry use rude words and hands on her hips, and
stood around Mrs. RT. When it happens, Mrs. RT were relaxing on the porch with her husband
and children are still in elementary school.
Judging from the social norm, it worth the mother's actions do? Why?
The mother's actions should not be done. Prevailing social norms: a way of expression
should be polite and not hurt the feelings of others; problem solving is done by
consensus; respect each other opinions. The mother's actions were clearly contrary to the
prevailing social norms.
The media in its various forms is undoubtedly accessible to a variety of people with
different backgrounds. Background diversity include age, cultural and language, gender, lifestyle,
social and economic ability, family structure, ability (physical, social, creative, intellectual), the
values and beliefs (including religion), race, citizenship status, etc. (The Department of Health
and Ageing. 2010). With advances in technology, a person residing in different continents can
even be connected in seconds.
Seeing the diversity of the audience, the content of the media should be able to meet the
needs of all communities. For example, media content provide a balanced exposure related to the
roles of men and women, giving a television show for children, adolescents, adults, and families,
as well as the role of people with special needs, etc.. Media content that can meet the needs of all
these people is the inclusion of media content.
UNESCO (2009) states that inclusion is a process and respond to the diverse needs of
children, adolescents, and adults to increase participation in learning, cultures, and communities,
and reducing and removing the exclusivity of and in education. The Department of Health and
Ageing (2010) describes the practice of inclusion refers to the principle that an action service
must be willing to listen to everyone's needs and diversity are recognized and respected. The
practice of inclusion means a service action does not discriminate against a group of people treat
them unfairly because of differences, and stereotypes negative opinion of it will be challenged.
Media content that inclusion must support and disseminate the values of inclusivity in
society. The values are referred to the inclusion which are develop a positive self-identity,
understanding awareness of the place and the relationship with the community and the
environment, respect and understanding of the discovery of cultural values and diversity, treating
others with fairness and respect not only tolerance (Saffigna, Franklin, Church and Tayler. 2011).
46
We (children to parents) need media literacy skills to understand the message of inclusive
or exclusive of a medium. Media can bring the message of discrimination on gender, ethnicity,
religion, or race. The media can also encourage us to ignore the culture and the environment.
Media can also be explained behaviors that do not respect one another.
Below are some examples of actions find media messages in inclusion perspective:
1. Ads car
- What is the true role of women in car ads on the side?
- Is there a direct correlation of the presence of the
women with the car being advertised?
- The impression is that can arise for women as a whole
from this ad?
- Inclusion value brought by these ads? Where's the
value?
2. Advertise body lotion
- What are the three manufacturers of the body lotion to attract buyers?
- Women as if to say 'interesting' in the ad?
- Are these ads bring value inclusive or exclusive? Where's the value?
Since childhood , even infancy, children are able to access the media . From morning till
night , the child can access television , Internet , and mobile phones with various features .
Unfortunately , children are often not provided with the ability to understand the message . The
child does not realize that he was actually exposed to the message of violence , pornography ,
negative self-concept development , culture does not respect others, do not care about other
people , and messages that do not support more inclusive value . Media literacy becomes
important and must be developed child .
Developing media literacy skills in children can be done in various ways and adapted to
the abilities or child development . The simplest way is to ask the critical questions that help
children discover or understand the message of accessible media . Especially for children who
have teenagers , awareness is important given that the information presented is a medium or may
47
not match reality or a fiction information . Here are some examples of the development of media
literacy in the classroom.
1. Cartoon
Tom & Jerry
Tom is binding Jerry on the bed pingpong and Jerry bouncing into bed as if
a ping-pong ball
a. Have you ever seen a cat around the house treated mice as did Tom?
b. Does it mean that we are witnessing this impression, true or just artificial?
c. How would you feel if you were treated like is binding Jerry?
d. If so, well do if we treat friends as did Tom?
2. Picture
a. What do adults and the dogs to the children on the side?
b. The dog in the picture next to the man who is not willing to help like. Why
do you think they would do that?
c. Do you also do that to my friends in class?
d. Is such a habit in your class as well or vice versa?
3. Photo
a. The characteristics peculiarities of what you can find photos of
children from above?
b. Did you find these characteristics in your class?
c. Are there any other characteristics of a classmate who is not in
the photo above? What are they?
Accompany the child to be a media literacy perspective, the inclusion would be realized.
Media literacy skills can continue to be developed along with associated deepening
understanding of inclusion. Thus, we, especially children, to further improve the quality of life of
control over the media and more friendly to the real diversity there.
48
Sources:
Ministry of Education and Culture, Finland. 2013. Good Media Literacy: National Policy
Guidelines 2013–2016. Publications of the Ministry of Education and Culture: Finland.
http://www.minedu.fi/OPM/Publications
Potter, W.James. 2001. Media Literacy (second ed.). Sage Publications Inc: USA.
Saffigna, Madeleine; Franklin, Dale; Church, Amelia and Tayler, Collette. 2011. Victorian Early
Years Learning and Development Framework Evidence Paper, Practice Principle 4:Equity
and Diversity. Melbourne Graduate School of Education: Victoria.
www.education.vic.gov.au/.../childhood/.../practiceguide4.PDF
The Department of Health and Ageing. 2010. Diversity and Inclusive Practice. Commonwealth
of Australia. www.responseability.org/__data/.../Diversity-and-Inclusive-Practice.pdf
UNESCO 2009. Policy Guidelines on Inclusion in Education, Paris: UNESCO
http://www.un.org/disabilities
Discussion:
Arnaldo
Question: Does culture affect the inclusive classroom?
Answer: Yes, definitely, culture influences how people view the inclusive classroom and the
learning media that are used.
Indra
Question: How do we as teachers or older people teach children about the effects of
inappropriate media messages today?
Answer: We have to analyze and criticize the media in order for them to broadcast good
messages, realistic messages. We have to always remind, and give advice to children, about how
to talk about children with special needs.
Rebika
Question: Are inclusive media important to children?
Answer: Yes, we know that inclusive media influence the identity of children, their social
awareness, their respect for others, and their sense of justice.
Benyamin
Question: When children act out what they see on television or what they face in their
environment (e.g. fighting), how can we as teachers handle it?
Answer: You must stop them, and find the cause.
49
Respecting The Differences & Abilities in Inclusive Classrooms
Sri Rahayu Widyastuti
RESPECTINGDIFFERENCES IN AN
INCLUSIVE CLASSROOMUKSW Salatiga, April 5, 2014
Sri Rahayu Widyastuti, S.PsiSekolah Tumbuh Yogyakarta
To share teaching approaches andstrategies on how to respectdifferences in an inclusive
classroom
Today’s objective
What is inclusive classroom?
Inclusive classroom is …classroom in which instructors and students work
together to create and sustain an environment in
which everyone feels safe,encouraged to express her concerns. (Shari Saunders
supported, andor his views andand Diana Kardia)
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What are the differences?
Every child is uniqueand has different:
Abilities
Aptitude(natural Motivation
Religion
Culture
Values
talent)
Familybackground
So, what should we do to createa
classroom that respects
those differences?
PhysicalEnvironment
LearningMethods
BehaviorManagement
MANAGING INCLUSIVECLASSROOM
Physical
Environment
Edward J. Sabornie, Ph.D.
rouping Desks
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Why ?
So that all students have opportunities for
cooperative learning, collaboration and
discussion.
The students can see each other.
ng SpotMeeti
Why ?
The students can come together to have
discussions, develop social skills
The students can participate in large group
activities.
lassroom DecoraC tion
How ?
Make sure that the classroom is well-decorated
and suitable for the kids
Make sure that most of the decoration are made
by the students
Learning
Methods
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Team teaching methods :
Interactive TeachingTeachers alternate roles of presenting, reviewing,
and monitoring instruction.
Alternative TeachingOne person teaches, reteaches, or enriches a concept
for a small group, while the other monitors or teaches
the remaining students.
Team teaching methods :
Parallel TeachingStudents are divided into mixed-ability groups, and each co-teaching partner teaches the same material to one of the groups.
Station TeachingSmall groups of students rotate to various stations for instruction, review, and/or practice.
(Walther-Thomas et al., 2000)
Special buddy Students buddies
Peer Tutoring
‘differentiation' is between studentsstudents have the
the process by which differences are accommodated so that allbest possible chance of learning.
3 types of differentiation:
differentiation by task, which involves setting different tasks for pupils of different abilitiesdifferentiation by support, which means giving more
help to certain pupils within the group
differentiation by outcome, which involves setting open-ended tasks and allowing pupil response at different levels.
Task Differentiation
Things to be considered:
Try to use all three types of differentiationto
accommodate the different learning styles.
Try not to rely on outcome as a
differentiator.
Be creative with resources and support to ensure you are not spending excess hours planning.
Think about liaising with colleagues to assess which pupils are in need of differentiation.
Task Differentiation
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Behavior
Management
The students arehaving some activities
with students of Sekolah Gajahwong
Building empathy
The students have tobe an Event Organizer
for a birthday party
Cooperation
A student is helping afriend with special
needs
Nurturance – helping others
The students have atraditional games
festival
Respecting others
Classroom Agreement
Discusswith the students
Make it simple, fewer - better
Use pictures and signs
Special context, special rules
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Types Of Reinforcers
Edible Exchangeable Social
Tangible Activity Sensory
Other rewards - kindness
End of Semester Reward
Educator as arole model
School systemand community
4 Roles ofInclusive
A SuccessfulClassroom
ParentsInvolvement
Society
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Teaching Religious Tolerance in the Classroom
Enie Rusmalina
Teaching Religious Tolerance in the
classroom
By Enie Rusmalina S.Pd
UKSW
Why people needs religion?
• it helps people cope with
life’s difficulties
• it gives people peace
• it helps them have goals
and a standard of right and
wrong by which to live.
Why we should teach religious
tolerance in the class?
• diversity is everywhere
• we live in a world of religious pluralism
• we are too different and have too many differencesof opinions on God and religious, but the only onetruth is religious teaches us to live in love andharmony
• being tolerance is a necessity to get along
We are very different and have too many differences of opinions on God and religion but the only one truth is religious teaches us to live in love and harmony.
Being tolerance in religious is..
not hate and persecute someone
because of his or her faith
Make it happens in the classroom
Religious diversity is addressed straight on in the
classroom because teacher believes it as a need:
• teacher as role model
• arrange the lesson plan
• provide the real context:
- media
- environment: mosque, church,vihara, temple
- daily problems & conflics
• do active learning:
- visiting
- solving problems/ conflicts
- celebrating holy days involve
• involve parents and communities around the school
• positive reinforcements
• different concerns for different ages/ grades
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Take some advantages from
being there and doing
something...
at temple
at vihara
at mosquestudents of grade 1 cleaned a mosque next to the
school
celebrating holy days
Parent as resource person
sharing about family traditional culture in celebrating
Imlek
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parents in classroom
blessing and forgiveness in
Syawalan
what students learn:
• cognitif: knowing, understanding ...
• afective: feeling ...
• psycomotor: doing, making ...
being tolerance
School is more than teaching subject,
School brings experiences to grow positive attitude that last a
life time
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Educational Toys for Inclusive Classroom
Ajeng Ayu Widiastuti, S.S.,M.A
Abstract
When students with disabilities or special needs receive special education services in the general
education classroom, it is called inclusive education. Within educational literature, inclusion is
described in many different ways. Moreover, inclusion is a lifelong process with the goal of
providing full participation for all children and adults in education, community activities and
work. On the other hand, inclusion is about a set of best practice strategies coupled with the
moral view that all students bring value to the general education classroom.
What does a successful inclusive classroom look like? 1. In inclusive classrooms students
have a variety of ways to access information and demonstrate what they know. 2. Inclusive
classrooms focus on utilizing strengths. 3. Inclusive classrooms create a sense of belonging.
Moreover, the teacher must have a good strategy in order to create a successful inclusive
classroom. For it can help all students to get same knowledge and experiences. The strategy
behind inclusion is to design supports for every student in the classroom. One of the strategies
that can be used in the inclusive classroom is to make educational toys, as a learning media. It
will help all students to understand the lesson, including the students with special need.
One of the strategies that can be used in the inclusive classroom is to make educational
toys, as a learning media. It will help all students to understand the lesson, including the students
with special need. The students with disabilities need to learn and play just like other students.
They more easily understand the lesson by using the toys rather than just listening to the teacher.
So, educational toys become an important thing and become an innovative approach during the
learning process in the inclusive classroom.
Keywords : educational toys, special needs student, inclusive classroom
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Backgroud
Education for all is one of Indonesian government regulation. It hints for teachers, education
practitioners and observers to fix the education program which has been going on. One of these
programs is about inclusive education. It is written in the national education minister rule
number 70 of 2009. This regulation contains of sign for inclusive education which ranging from
planning to technical implementation. This regulation also requires local government to
designate one or several schools to implement the program. So, hopefully the many regions in
Indonesian have implemented the inclusive education.
Within educational literature, inclusion is described in many different ways. When
students with disabilities or special needs receive special education services in the general
education classroom, it is called inclusive education (Kasa & Theoharis, 2013). More, Kliewer
(1999) says, inclusion is a lifelong process with the goal of providing full participation for all
children and adults in education, community activities and work. On the other hand, inclusion is
about a set of best practice strategies coupled with the moral view that all students bring value to
the general education classroom (Causton-Theoharis & Theoharis (2008). Iinclusion also talked
about education model that does not discriminate against students who have disabilities, such as
impairment, learning disability, autistic children and developmentally disable children. (Buklet
Tulkit LIRP). In other words, inclusive education is a program that provides the opportunity for
students with special needs to learn together with other students in general education.
Now, the question is, what does a successful inclusive classroom look like? Kasa and
Theoharis (2013) stated that: 1. In inclusive classrooms students have a variety of ways to access
information and demonstrate what they know. It means that each student is given the freedom to
obtain information and explain what he knew based on his capabilities. For example, the student
with William Syndrome is very good at explaining key concepts verbally and also demonstrating
knowledge through hands on material. So, the teacher can assign the test orally or demonstrate
by making something. 2. Inclusive classrooms focus on utilizing strengths. The teacher should
focus on the skills and strengths which the students have, so it can help them to learn and
develop the social relationship. And, 3. Inclusive classrooms create a sense of belonging.
Teachers must ensure that every student gets the same rights. For example, the students with
disabilities get the same supplies and materials as all of the others and they get same respect and
support from the teacher and others.
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Through that explanation, the teacher must have a good strategy in order to create a
successful inclusive classroom. For it can help all students to get same knowledge and
experiences. Schwarz (in Kasa & Theoharis, 2013) states the strategy behind inclusion is to
design supports for every student in the classroom. One of the strategies that can be used in the
inclusive classroom is to make educational toys, as a learning media. It will help all students to
understand the lesson, including the students with special need. Moreover, Anderson (2005)
stated that the students with disabilities need to learn and play just like other students. They more
easily understand the lesson by using the toys rather than just listening to the teacher. They can
explain or demonstrate what they know through the toys, such as the William Syndrome student.
So, educational toys become an important thing and become an innovative approach during the
learning process in the inclusive classroom.
Discussion
1. Understanding of Educational Toys
Toys are tool which the people, especially the children can play. Toys are used either to
build the children specific skills or as distracters (Anderson, 2005). The toys which help the
children to build their skills called educational toys. Elaine (2011) stated that educational toys
are tools that help the children to learn something and develop their skills. So, it must educate the
children and should instruct, promote intellectually, and develop the children motor, emotional,
social, cognitive and physical skills. Moreover, the function of the educational toys is as a
creative stimulus for the child, so it does not need expensive toys, as long as it is appropriate for
the child can learn creativity through these toys.
2. Characteristic of Educational Toys :
The key concepts for the best choice of educational toys are fun, age appropriate,
intuitive, accessible, flexible, expandable use, novel, safe and affordable. Also, the educational
toys cannot use by children themselves; parents, teacher and peers as a partner to play together
(U.S. Department of Education).
There are several characteristic of educational toys, such as:
• Specially made to stimulate the basic skills for child,
• It has many functions and benefits,
• There are several variations (so the stimulation obtained by the child),
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• Encourage problem-solving abilities (apart pairs of toys or puzzles are very helpful for
this process),
• Train the accuracy, patience and perseverance child. (so do not just simply enjoy, but the
child also demanded thoroughness, patience and perseverance when to play it)
• Train the basic concepts (the child is taught to recognize and develop basic skills such as
shape, color, texture, scale)
• Educational toys can also be used to train the fine motor nerves apart from the
above function,
• Child’s creativity is stimulated (so that the children will be more creative in its
development through a variety of toys that are made)
3. Educational toys model for inclusive classroom
Educational toys which appropriate to the student, including the special needs students
should not purchased by teacher. For the educational toys in the market place are usually
expensive. The teacher can make the educational toys by herself. However, the teacher should be
able to develop a model of educational toys by taking the key concepts and the characters of the
toys are already discussed earlier. There are some examples of toys that could be made by
teacher, such as:
Play dough
This toy can be used to develop fine motor skills. Moreover, this toy
can be used as a medium to teach Language, Science or the other
lessons. This game is particularly useful for students with special
needs, because they helped in understanding the lessons through the
color media.
The teacher can create their own play dough from ingredients that are
safe to use for students. Safe play dough made form flour, salt, water, cooking oil and food color.
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Geometric Shapes
This toy is usually used by teachers
as a medium in learning
Mathematics. Students can learn
shapes and counting numbers
through this toy. Teachers can
create their own toy is made from
cardboard or color flannel.
However, teacher can use this toy to teach Science or other
lessons.
Flashcards
This card is typically used in Language lessons. However, this
kind of card can also be used for Math or other lesson. It
depends on the topic being taught by teacher. Teachers can
create this card from heavier paper that is cut into pieces and
teacher draws animal, vegetable, fruit, alphabet or number.
However, the teacher must be alert to the needs of
students before using or creating educational toys. Not at all
toys can be used for students with special needs. Therefore, teachers must have the students’ data
such as their strength, talents, weaknesses and interests. It can help teacher to create the best
strategy and innovative toys that right on target and in developing students' potential. For
example, students with Asperger Syndrome, they like to direct communication, visual processing
(thinking pictures and video), and attention to detail, but they have
difficulty in developing motivation to study areas not of interest,
perceiving emotional states of other, and expressing empathy in ways
that others expect or understand. So, the teacher can use emotion card,
as a toy, to help them to understand the emotions of another friend, and
may appear a sense of empathy towards friends. It can be used in
Social Studies, Religion or Civics.
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Conclusion
Based on that description, it can be concluded that the teacher should have the best
strategy in managing the inclusive class. So, that all students, including students with special
needs can learn and get the same material. They gain the same knowledge and experiences.
Moreover, the students can develop any potential that they have. One of the strategies that can be
used to support the learning process is by using educational toys. Such toys can help students
more easily to understand the material than just listening to the teacher's explanation. In addition,
educational toys can be used as a classroom management tool. Therefore, the teacher must be
careful in using and designing educational toys. The type of toys that used to be in appropriate
with the students needs. Thus, the toys are able to educate and build students' potential, including
the special needs students.
Bibliography
Anderson, K. (2005). Edpaly Magazine. Fahy-Williams Publishing, Inc.
Buklet, Tulkit LIRP Merangkul Perbedaan: Perangkat untuk Mengembangkan Lingkungan
Inklusi, Ramah terhadap Pembelajaran, Edisi Keempat, Tahun 2007.
Causton-Theoharis, J. & Theoharis, G. (2008). Creating Inclusive Schools for ALL Students. The
School Administrator. September, 24-30.
Elaine (2011). What is an Educational Toy? http://www.littlesheep-
learning.co.uk/blog/2011/what-is-an-educational-toy/
Kasa, C. & Causton-Theoharis, J. (2013). Strategies for Success: Creating Inclusive Classrooms
that Work. Produced with funds from the PA Developmental Disabilities Council (PA
DDC) Educational Rights Grant.
Kliewer,S. (1999). Seeking the functional. Mental Retardation 37: 151-54
Disscusion
Ellysa
Question: What toys can be used in class?
Answer: Toys in general can be used to teach children by playing.
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The Best Way to Implement CIBI
Lanny Wijayaningsih, S.Pd, M.Pd.
Abstract
Inclusive education is related to the concept of ethnicity and identity, intended to be cultivated
through education. As education is considered a process of socialization, schools serve as the
place for fostering young human beings and developing cultural assets. Therefore teachers
should teach the students the orientation from nature to culture in communal life. It is hoped that
students will learn that we are all different and that these differences should be not only
understood and tolerated, but actually given appreciation. Thus, inclusive education strongly
needs to be taught already from early childhood.
Each school is responsible for and shall provide for the special instructional needs of gifted and
talented student gifted and talented students mean those students who are identified as possesing
demonstrated or potential abilities that give evidence of high performing capabilities in
intellectual, creative, specific academic, or leadership areas or activities not ordinarily provided
by the school in order to fully develop such capabilities .
Program development should include deciding how students are to be served, personnel
responsible for providing services, the different types of programming to be offered and how to
defferentiate curriculum . the previously develop goals and objective should dictate
programming for the gifted and talented students. A successfull gifted and talented programme
often relies upon the facilitators ability to meet diverse student needs and interests.
Research has indicated that gifted student suffer from boredom in the regular classroom
environment when their educational needs are not being met through diffferentiation,
furthermore they often recieve a level of instructions that is too low for them .
The needs of student who are gifted can be met in the inclusive classroom under prerequisite
conditions: Students are appropriately grouped in cluster or other homogeneous arrangement ,
and the teacher should match their instruction strategies to the specific learning need”s of the
student and also the students recieve an appropriately differentiated curriculum.
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The strategies for teaching gifted learners , teacher should familiarize with the
characteristics of intellectually gifted students that are rich and they need accelation, they need
learning experiencies so that teacher should present a high challange tasks for them.
Some characteristics of gifted students are : academic superiority, enjoy learning, high energy
and enthusiasm advanced interests , high intellectual Independent, self directed, insightfull, High
concentration, long attention span, Prefer company of older students or adult.
Based on those some characteristics , teacher can decide the best way to teach gifted and talented
students in the inclusive classroom .
Teacher should plan for differentiation for gifted and talented student as much as student with
special educational needs, differentietion need not necessary be extention or enrichment , they
may need something quite different to their peers, ensure resoursers meet the needs and
challenge the studentadequately, use creative questions techniques , ask open ended rather than
closed question such as those that invite discussion and opportunities for several interpretation.
Some activities that can be challange for gifted and talented students are : discussing problem
solving, debating issue, project participate, investigation,and brainstorming.
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Nutrition for Children with Special Needs
R.L.N.K. Retno Triandhini
Departement of Nutrition, Faculty of Health Sciences,
Satya Wacana Christian University
Abstract
Nutrition is a fundamental pillar of human life, health and development across the entire life span
(WHO, 2002), but needed vary in every stage of life. Nutritional status at one stage influences
health status in the next ones. Before a child is even born, the nutrition they receive, through the
mother, determines the child health and development. The years from conception to birth and to
eight years of old are critical for proper organ formation and function, strong immune system,
and for neurological and cognitive development. Inadequate nutrition before birth and/or in the
first year of life can seriously interfere with brain development and behavioral disorders as
learning disabilities and mental retardation. Several studies have documented the relationship
between poor health, nutrition and school achievement; and poor anthropometric performances
of height-for-age, weight-for-height and head circumference have been frequently associated
with poor school outcomes. Children with special needs are frequently having nutrition problems.
Such problems are nutritional deficiencies, feeding problems, food allergies, chemical
sensitivities, gastrointestinal and metabolic disorders. Screening is first important step to identify
infants and children who appear to have such problems or who are at risk for developing a
nutrition problem. Appropriate nutritional interventions can help children with special needs to
avoid worsening their conditions and even helping them to live better.
Key words: nutrition, health, development, children with special needs
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Human Nutrition
Human nutrition describes the processes whereby cellular organelles, cells, tissues, organs,
systems, and the body as a whole obtain and use necessary substances obtained from foods
(nutrients) to maintain structural and functional integrity (Gibney et.al., 2009). Nutrients are
chemical substances obtained from food and provide three functions in the body. Some nutrients
provide energy, some help forming body structures, some help regulating the processes that keep
us alive. Each nutrient performs one or more of these functions. The nutrients we need come
from six different classes:
1. Carbohydrates: Chemical substances in foods that consist of a single sugar molecule or
multiples sugar molecules in various forms. Sugar and fruit, starchy vegetables, and whole
grain products are good dietary sources.
2. Proteins: Chemical substances in foods that are made up of chains of amino acids. Animal
products and dried beans are examples of protein sources.
3. Fats (Lipids): Components of food that are soluble in fat but not in water. They are more
properly referred to as “lipids.” Most fats are composed of glycerol attached to three fatty
acids. Oil, butter, sausage, and avocado are examples of rich sources of dietary fats.
4. Vitamins: Fourteen specific chemical substances that perform specific functions in the body.
Vitamin are present in many foods and are essential components of the diet. Vegetables, fruits,
and grains are good sources of vitamins.
5. Minerals: In the context of nutrition, minerals consist of 15 elements found in foods that
perform particular functions in the body. Milk, dark, leafy vegetables, and meat are good
sources of minerals.
6. Water: An essential component of the diet provided by food and fluid. (Brown et.al., 2011)
We do not eat nutrients but we eat food which contains nutrients. When a person chooses the
right amounts and combinations of food, the resulting diet provides all of the nutrients and other
substances needed, to stay healthy. If a person chooses a poor combination of foods, he or she
may miss some of the nutrients.
The structures in the human body are formed from nutrients consumed in the diet. By
weight, a person’s body is about 60% water, 16% protein, 16% fat, and 6% minerals. The
minerals like calcium and phosphorus make bones and teeth strong. Protein forms the structure
of tendons, ligaments, and muscles. Lipids are the major structural component of the membranes
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that surround body cells. Water is a structural nutrient because it plumps up cells, giving them
shape (Smolin and Grosvenor, 2010) .
The Role of Nutrition in Child Development
Nutrition is a fundamental pillar of human life, health and development across the entire life span
(WHO, 2002). Nutritional needs should be met at every stage of the life cycle because nutritional
status at one stage influences health status in the next ones. Lack of adequate nutrition in
maternal and child stage, can affect human capital and risk of adult diseases (Victora et.al.,
2008) Iron deficiency experienced by young children can decrease intellectual capacity later in
life (Walter, 2013) Healthy individuals require the same nutrients throughout life, but amounts
of nutrients needed vary based on age, growth, and development. Nutrition is important
throughout life but young children’s development is particularly sensitive to the effects of an
inadequate nutrition. Even mild malnutrition can seriously affect young children and leads to
consequences that may be harming both future growth and future development.
Nutrition plays a crucial role in the health and development of children. The years from
conception to birth and to eight years old are critical for proper organ formation and function,
strong immune system, and for neurological and cognitive development. Vitamin D deficiency
may cause musculoskeletal disorders, such as nonspecific muscle pain and poor muscle strength
(Arabi et.al., 2010). In his research, Keusch (2003) explain about interaction between nutrition,
infection and immunity. Essential nutrients during the first three years has profound effects on
nervous system development. During this period, brain is most plastic, grows fastest and is most
responsive to the outside world. Most of the brain’s neural pathways supporting communication,
understanding, social development and emotional well-being grow rapidly in these first three
years.
Cognition represents a complex set of higher mental functions subserved by the brain,
and includes attention, memory, thinking, learning, and perception (Bhatnagar and Taneja, 2001).
Children who receive inadequate nutrition are at risk for failing to reach their developmental
potential in cognitive, motor, and socio-emotional abilities. The development of these abilities is
linked to academic achievement. Numerous studies demonstrate that malnutrition affects
intelligence and academic performance (Glewwe et.al., 1999; Averett and Stifel, 2007; Kar et.al.,
2008 ). Children with nutritional deficiencies like iron deficiency, demonstrated delay of the
development of the central nervous system (Beard, 2008). The other research show the positive
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impact on nutrition intervention. A research conducted by Jukes (2005) shows that improving the
health and nutrition of young children can improve their subsequent chances of attending school,
and performance of children once at school. Beside that, reducing early malnutrition may help
reduce later antisocial and aggressive behavior (Liu et.al 2004)
Nutrition for Children With Special Needs
Who are Children with Special Needs ?
It is not easy to defined children with special needs. The Americans with Disabilities Act (ADA)
defines a child with a disability (children with special needs) more specifically as one who has a
physical or mental impairment that substantially limits the child’s ability to care for herself or
himself, perform manual tasks, or engage in any other “major life activities,” such as walking,
seeing, hearing, speaking, breathing, or learning, in an age-appropriate manner. Children with
special needs include those who have: mental retardation, which causes them to develop more
slowly than other children; speech and language impairment, such as a problem expressing
themselves or understanding others; physical disability, such as vision problem, cerebral palsy,
or other conditions; learning disabilities, which distort messages from their senses; emotional
disabilities, such as antisocial or other behavioral problems.
Nutrition Problems in Children With Special Needs
Children with special needs are frequently having nutrition problems. These problems could be
vary depends on their disabilities. Children with Down syndrom, a condition in which
developmental delayed, have feeding difficulties related to weak muscles in the face, and overall,
high risk of overweight, and constipation. A large percentage of children with autism,
Asperger’s, PDD-NOS, ADD, and ADHD struggle with one or more of nutritional problems
such as poor diet, nutritional deficiencies, feeding problems, food allergies and intolerances,
chemical sensitivities, gastrointestinal disorders and frequent illnesses and infections
(Strickland, et.al., 2009).
Children with special needs may have variety of conditions that vary in severity and
prognosis. These children need assessments of nutritional status as a first step in determining
whether more intensive levels of nutrition services are needed. Screening is a preliminary survey
of factors associated with nutritional status that is undertaken to identify infants and children
who appear to have nutrition problems or who are at risk in developing a nutrition problem.
Once a nutritional risk indicator is identified through screening, a nutrition assessment is served
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to obtain all information needed to rule out or confirm a nutrition related problem. Nutrition
assessment consists of an in-depth and detailed collection and evaluation of data in the following
areas: anthropometrics, clinical/medical history, diet, developmental feeding skills, behavior
related to feeding, and biochemical laboratory data. During the assessment, risk factors identified
during nutrition screening are further evaluated and a nutrition diagnosis can be made (Latif et,al.,
2010)
Nutrition Intervention
The sooner special educational, nutritional, and health care interventions are started, the better
for the overall development of the children with special needs. Nutrition intervention are
essential to meeting the health needs of children with special needs. Based on nutritional status
assessment, the nutrition professional can identify any nutrition diagnoses and design a nutrition
intervention plan.
Numerous studies show that appropriate nutritional intevention will give positive impact
for children with special needs. This impact including reduce academic problems or difficulties
with relationships at school. Study conducted by Friye et. al (2011) demonstrated that a three
month treatment with methylcobalamin and folinic acid is associated with significant
improvements in behavioral symptoms associated with autism spectrum disorder (ASD). Similar
research shows that supplementation with bio-active vitamins and trace minerals is an effective,
low risk, low cost approach to behavior problems in young children with attention deficit
hyperactivity disorder (ADHD) (Schenker, 2000). A research conducted by Gilliam and Yang
(2006) show that nutrition intervention effectiveness varied by condition. Children with complex
medical conditions and multiple diagnoses often have static neurological conditions and medical
complications that may not resolve with nutrition therapy. In these children, the goal may be to
stabilize the problem and to improve quality of life.
The goal of nutrition assessment and intervention is healthy, alert and interactive children
who can participate in activities at home and in the community. A child who is well‐nourished
has increased alertness and attention span and the energy to participate in educational activities
and social interactions (Giliam and Yang, 2006). Appropriate nutritional interventions can help
children with special needs to avoid worsening their conditions and even helping them to live
better.
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Washington State Departement of printing fullfilmen Center.
Liu J., A. Raine, P.H. Venables, adn S.A. Mednick. 2004. Malnutrition at Age 3 years and
externalizing behavior problems. Am J Psychiatry. 161(11): 2005–2013.
Smolin, L.A. and M.G. Grosvenor. 2010. Nutrition for sports and exercise , Second Edition
Infobase Publishing
Strickland, E., S. McCloskey and R. Ryberg. 2009. Eating for Autism: the 10-step nutrition plan
to help treat your child’s autism, Asperger’s, or ADHD. Da Capo Press
Victora,C.G. L. Adair, C. Fall, P.C Hallal, R. Martorell, L. Richter, and H.S. Sachdev.2008.
Maternal and child undernutrition: consequences for adult health and human capital Lancet.
371: 340–57
Walter, T. 2003. Effect of iron-deficiency anemia on cognitive skills and neuromaturation in
infancy and childhood. Food and Nutrition Bulletin, vol. 24, no. 4
Whitney, E and S. R. Rolfes. 2008. Understanding Nutrition, Eleventh Edition. Thomson Higher
Education. USA
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Discussion:
Retno
Question: Is it only nutrition that affects children so they develop special needs?
Answer: Nutrition is not the only factor causing disabilities. The environment can also be a
factor causing special needs.
Shendi
Question: Can nutrition affect children emotionally?
Answer: Yes it can, because food contains many substances. For example chocolate can make
you feel relaxed.
Anis
Question: What if a mother has taken in good nutrition for her baby, but when it is delivered her
baby’s weight is only 1 kg. Why does it happen?
Answer: Maybe her baby has a specific disorder and cannot absorb the nutrition from the mother
while in the womb.
Anisa Indrianingrum
Question: How to treat obese children?
Answer: They have to diet and do sports or have many physical activities.
Vessa
Question: Can malnourished babies develop normally later in life?
Answer : Yes, because the brain will continue to develop.
Putri
Question: What if a baby refuses to drink his/ her mother’s milk?
Answer: Visit a doctor for consultation and force the baby to accept its mom’s milk as long as
the baby doesn’t have any kind of adverse reaction to its mother’s milk.
Irene
Question: If the mother has a genetic illness, does nutritious food make the baby forming in her
womb immune to the same illness?
Answer: Genes are not the main thing affecting someone’s health; it is also affected by life style.
Reno
Question: What is actually happening when a mother delivers a baby with a disability even
though she ate nutritious food during her pregnancy?
Answer: During pregnancy, a mother should avoid some foods. If she drinks alcohol it also can
affect her baby.
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Identifying Gifted and Talented Students
Kristien Wedhar Hapsari, S.Pd., M. Psi.
Abstract
This workshop presents the three ring concept of giftedness. A detailed process is presented
illustrating how students can be effectively screened for programs for gifted and talented
students, through the three ring approach. The method for identifying gifted and talented students
described in this workshop is based on a broad range of research that has accumulated over the
years on the characteristics of creative and productive individuals (Renzulli, 1986).
Renzulli considers three factors important for the development of gifted behavior; above
average ability, creativity and task commitment. Within the above average abilities Renzulli
makes a difference between general abilities (like processing information, integrating
experiences and abstract thinking) and specific abilities (like the capacity to acquire knowledge,
perform an activity). By creativity Renzulli understands the fluency, flexibility and originality of
thought, openness to experience, sensitivity to stimulations and willingness to take risks. By task
commitment is meant motivation turned into action (like perseverance, endurance, hard work,
but also self confidence, perceptiveness and a special fascination with a special subject). Renzulli
argues that without task commitment high achievement is simply not possible. Only if
characteristics from all three rings work together can high achievement or gifted behavior be
witnessed.
Key words: giftedness, the three ring concept
Definition
Although interpretations of the word "gifted" seem limitless, there are a handful of foundational
definitions that may be categorized from conservative (related to demonstrated high IQ) to
liberal (a broadened conception that includes multiple criteria that might not be measured
through an IQ test).
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National Association for Gifted Children (NAGC)
Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an
exceptional ability to reason and learn) or competence (documented performance or
achievement in top 10% or rarer) in one or more domains. Domains include any structured area
of activity with its own symbol system (e.g., mathematics, music, language) and/or set of
sensorimotor skills (e.g., painting, dance, sports).
The development of ability or talent is a lifelong process. It can be evident in young
children as exceptional performance on tests and/or other measures of ability or as a rapid rate of
learning, compared to other students of the same age, or in actual achievement in a domain. As
individuals mature through childhood to adolescence, however, achievement and high levels of
motivation in the domain become the primary characteristics of their giftedness. Various factors
can either enhance or inhibit the development and expression of abilities.
A person's giftedness should not be confused with the means by which giftedness is
observed or assessed. Parent, teacher, or student recommendations, a high mark on an
examination, or a high IQ score are not giftedness; they may be a signal that giftedness exists.
Some of these indices of giftedness are more sensitive than others to differences in the person's
environment.
Purpose and Criteria for a Definition of Giftedness
One of the first and most important issues that should be dealt with in a search for the meaning
of giftedness is that there must be a purpose for defining this concept. The goals of science tell us
that a primary purpose is to add new knowledge to our understanding about human conditions,
but in an applied field of knowledge there is also a practical purpose for defining concept.
Definition are open to both scholary and practical scrutiny, and for these reasons it is important
that a definition meet the following criteria ;
1. It must be based on the best available research about the characteristics of gifted
individuals rather than romanticized notions or unsupported opinions.
2. It must provide guidance in the selection and/or development of instruments and
procedures that can be used to design defendsible identification systems.
3. It must give direction and be logically related to programming practices such as the
selection of materials and instructional methods, the selection and training of teacher and
the determination of procedures where by programs can be evaluated.
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4. It must be capable of generating research studies that will verify or fail to verify the
validity of the definition.
The Three Ring Concept
Renzulli considers three factors important for the development of gifted behavior ; above
average ability, creativity and task commitment. Within the above average abilities Renzulli
makes a difference between general abilities (like processing information, integrating
experiences and abstrack thinking) and specific abilities (like the capacity to acquire knowledge,
perform in an activity). By creativity Renzulli understands the fluency, flexibility and originality
of thought, an openness to experience, sensitivity to stimulations and a willingness to take
risks.Under task commitment, understand motivation turned into action (like perseverance,
endurance, hard work, but also self confidence, perceptiveness and a special fascination with a
special subject). Renzulli argues that without task commitment high achievement is simply not
possible. Only if characteristic from all three rings work together can high achievement or gifted
behavior be witnessed.
1. Well above average ability
a. General ability
High levels of abstract thinking, verbal and numerical reasoning, spatial relations,
memory and word fluency.
Adaptation to and the shaping of novel situations encountered in the external
environment.
The automatization of information processing; rapid, accurate and selective retrieval
information.
b. Specific ability
The application of various combinations of the above general abilities to one or more
specialized areas of knowledge or areas of human performance (e.g. the arts,
leadership, administration).
The capacity for acquiring and making appropriate use of advanced amounts of
formal knowledge, tacit knowledge, technique, logistics, and strategy in the pursuit of
particular problems or the manifestation of specialized areas of performance.
The capacity to sort out relevant and irrelevant information associated with a
particular problem or area of study or performance.
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2. Creativity
a. Fluency, flexibility and originality of thought.
b. Openness to experience; receptive to that which is new and different (event irrational) in
the thought, actions and product of oneself and others.
c. Curious, speculative, adventurous and ‘mentally playful’; willing to take a risk in thought
and action, even to the point of being uninhibited.
d. Sensitive to detail, aesthetic characteristics of ideas and things ; willing to act on and
react to external stimulation and one’s own ideas and feelings.
3. Task Commitment
a. The capacity for high levels of interest, enthusiasm, fascination and involvement in a
particular problem, area of study or form of human expression.
b. The capacity for perseverance, endurance, determination, hard work and dedicated
practice. Self confidence, a strong ego and a belief in one’s ability to carry out important
work, freedom from inferiority feelings, drive to achieve.
c. The ability to identify significant problem within specialized areas; the ability to tune in
major channels of communication and new developments within given fields.
As is always the case with lists of traits such as the above, there is an overlap among
individual items, and an interaction between and among the general categories and the specific
traits. It is also important to point out that all of the traits need not be present in any given
individual or situation to produce a display of gifted behaviors. It is for this reason that the three
ring conception of giftedness emphasized the interaction among the clusters rather than any
single cluster.
Reference
Albert, R.S. (1975). Toward a behavioral definition of genius. American Psychologist.
Alvino, J. (1981). National survey of identification practices in gifted and talented education.
Exceptional Children.
Renzulli, J.S. (1977). The enrichment triad model: A guide for developing defensible programs
for the gifted and talented. Mansfield Center, CT : Creative Learning Press.
Renzulli, J.S. (1983). Guiding the gifted in the pursuit of real problems : The transformed role of
the teacher. The Journal of Creativity Behavior.
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Appendix
Photos
Seminar Registration Workshop Registration
Opening speech by the chairperson of the
Seminar and Workshops organising
committee
Opening prayer by Mr. Steve
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Opening address by FKIP’s vice dean Seminar Grand Opening by Mr.
Wahyudi
Opening address by Dr Anna Dall, the
lecturer of the course Seminar on
Elementary Education
The 1st plenary session is conducted by
the government representative,
Ms. Niken
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Question and Answer session 1 Question and Answer Session 1
Plenary session 2 with Dr. Bob Grandin Video confrence with Dr. Bob Grandin
Poster Discussion Plenary Session 3 with Dr. Margaret
Shore
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Question and Answer session 3 Workshop
Workshop Workshop
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Workshop Workshop
Workshop Workshop
Workshop Workshop
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Posters Contest Award Presentation
BIPE 2010
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