Journal articles on the topic 'Students with disabilities'
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Eid, Yossef Mohamed Yossef. "Emotional Intelligence of Students with Learning Disabilities and Students with Intellectual Disabilities." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 152–60. http://dx.doi.org/10.9756/int-jecse/v14i1.221020.
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Many recent studies across the world present a dire lack of research on Emotional Intelligence (EI) in the field of individuals with disabilities. This study could be an academic call to conduct more research on the (EI) of students with disabilities. The purpose of the study is to examine the differences in (EI) between students with learning disabilities (LDs) and students with intellectual disabilities (IDs) in the kingdom of Saudi Arabia. One hundred students participated in the study: fifty students with learning disabilities aged six to twelve years and fifty students with intellectual disabilities aged eight to fifteen years. The Emotional Intelligence Picture Scale for Disabled Children (prepared by the researcher) was the standardized scale used to collect data. The results showed that there were differences between students with LDs and students with IDs in the total score and components of Emotional Intelligence. There is a relationship between age and Emotional Intelligence for both students with LDs and students with IDs. The study concluded that there is a need to introduce EI counseling programs to improve the components of EI. It can help students with IDs gain better control over their emotions and teach necessary skills for daily living. The study recommended that it is important to deal with EI over the lifespan of the disabled students to try to introduce counseling programs for the students who have problems in EI. It is useful for inclusion schools in the kingdom of Saudi Arabia, to implement the EI pictogram scale to identify the level of EI of students with disabilities.
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Ardiani, Rahma, and Pramesti Pradna Paramita. "Optimizing Stimulation of Students with Disabilities." Psikostudia : Jurnal Psikologi 13, no. 2 (May 28, 2024): 265. http://dx.doi.org/10.30872/psikostudia.v13i2.15030.
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Problems often experienced by people with disabilities are the inability to respond quickly, difficulty controlling emotions, concentrating attention problems, difficulty applying language fluently for daily communication. The goal of this research is to describe stimulation for people with disabilities to fulfil their daily needs. The method used narrative review by taking from google scholars and JSTOR, so that found 13 journals are obtained from 2014-2024.Based on the reviews are people with disabilities have different limitations according to the types. The stimulation can provide independence, overcome the stigma, make things easier in academic and work contexts. Stimulations that ca be applied is communication and language practice, so they can interact with non-disabled people, then the stigma can be minimized. Activities of daily living should be available for all types, so they can regulate themselves independently. Motoric stimulation to support children’s mobilization as well as stimulation to increase attention and concentration. It can be concluded that stimulation can help people with disabilities achieve their potential, overcome obstacles, and manage themselves.Masalah yang sering dialami penyandang disabilitas yaitu ketidakmampuan merespon secara cepat, kesulitan mengontrol emosi, masalah pemusatan perhatian, kesulitan menerapkan bahasa yang baik sebagai komunikasi sehari-hari. Tujuan penelitian ini adalah untuk mendeskripsikan stimulasi bagi penyandang disabilitas dalam rangka pemenuhan kebutuhan hidup sehari-hari. Metode penelitia yang digunakan yaitu narrative review dengan mengambil data dari google scholar dan JSTOR, sehingga diperoleh 13 jurnal mulai tahun 2014 hingga 2024. Berdasarkan hasil review penyandang disabilitas memiliki keterbatasan yang berbeda sesuai jenis kebutuhan. stimulasi yang diberikan dengan tujuan mampu meningkatkan kemandirian, mengatasi stigma, memudahkan dalam konteks akademis dan pekerjaan. Stimulasi yang dapat diterapkan penyandang disabilitas, misalnya stimulasi komunikasi dan bahasa. Dimana dalam hidup bersosial tidak lepas dari berinteraksi baik sesama disabilitas maupun non disabilitas, sehingga dapat meminimalisasi stigma yang ada. Stimulasi activities of daily learning (ADL) menjadi stimulasi yang seharusnya ada di seluruh jenis disabilitas, supaya dapat mengatur dirinya secara mandiri. Stimulasi motorik sebagai penunjang mobilisasi anak, serta stimulasi peningkatan atensi sehingga siswa dapat konsentrasi menyelesaikan tugas-tugasnya dengan optimal. Dengan demikian stimulasi dapat membantu penyandang disabilitas mencapai potensi, menangani hambatan, dan mengelola diri secara mandiri.
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Colclasure, Blake C., Andrew C. Thoron, and Sarah E. LaRose. "Teaching Students with Disabilities: Intellectual Disabilities." EDIS 2016, no. 6 (August 8, 2016): 3. http://dx.doi.org/10.32473/edis-wc261-2016.
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This publication is one of the seven new articles that have been published in the Teaching Students with Disabilities series. This series provides useful information to ag-ed based instructors about different disabilities and how to teach those students in the unique environments posed by ag-ed, including classroom, laboratory, and non-formal environments. Written by Blake C. Colclasure, Andrew C. Thoron, and Sarah E. LaRose, and published by the Department of Agricultural Education and Communication, August 2016. AEC599/WC261: Teaching Students with Disabilities: Intellectual Disabilities (ufl.edu)
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Williams Shealey, Monika, and Wanda J. Blanchett. "Students With Disabilities." Urban Education 44, no. 4 (July 2009): 367–69. http://dx.doi.org/10.1177/0042085909337599.
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Ochs, Lisa A., and Richard T. Roessler. "Students with Disabilities." Rehabilitation Counseling Bulletin 44, no. 3 (April 2001): 170–76. http://dx.doi.org/10.1177/003435520104400307.
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Kleinert, Harold L., Elizabeth Cloyd, Molly Rego, and Jina Gibson. "Students with Disabilities." TEACHING Exceptional Children 39, no. 3 (January 2007): 24–29. http://dx.doi.org/10.1177/004005990703900304.
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Darrow, Alice-Ann, and Lorna Segall. "Students With Disabilities." General Music Today 29, no. 1 (June 16, 2015): 34–37. http://dx.doi.org/10.1177/1048371315591054.
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Ragosta, Marjorie. "STUDENTS WITH DISABILITIES." ETS Research Report Series 1987, no. 1 (June 1987): i—70. http://dx.doi.org/10.1002/j.2330-8516.1987.tb00206.x.
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Barreto, Ricardo, António Rosado, and Raul Martins. "Attitudes of university students without disabilities towards students with disabilities." Journal of Sport Pedagogy & Research 7, no. 6 (2021): 13–21. http://dx.doi.org/10.47863/lxiw1059.
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The study aims to describe the attitudes of university students towards people with disability and to verify whether attitudes are influenced by variables such as sex, previous contact with people with disabilities, or sports practice. Participants were 298 students (160 men and 138 women). The Scale of Attitudes Towards People with Disabilities, Form G (Verdugo et al., 1995) was used. The data were analyzed using MANOVA and Wilks λ statistics and the effect size represented as eta2 (η2). The attitudes of university students without disabilities are unequivocally positive vis-à-vis their colleagues with disabilities, ranging from 3.88 (0.85) in the AT subscale to 5.64 (0.45) in the IP subscale. Men and women have similar attitudes (P > 0.05). Regardless of previous contact with people with disabilities, attitudes are also similar in all subscales. University students have positive attitudes towards their colleagues with disabilities, regardless of gender, prior contact with people with disabilities, the quantity and variety of such contacts, and the participation in sports activities with people with disabilities.
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Khalid, Saiju. "Students with Learning Disabilities and Inclusion." International Journal of Trend in Scientific Research and Development Volume-2, Issue-4 (June 30, 2018): 897–901. http://dx.doi.org/10.31142/ijtsrd13102.
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Seo, Bosoon, Jakoung Kim, and Heajeong Shin. "Metaphors Analysis of College Students concerning ‘College Students with Disabilities’ and ‘College for Students with Disabilities and Students without Disabilities’." Special Education Research 13, no. 3 (October 31, 2014): 317. http://dx.doi.org/10.18541/ser.2014.10.13.3.317.
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Fitria, Ika, Dian Putri Permatasari, and Melina Purnomo. "DISABILITY AWARENESS PADA SISWA SEKOLAH INKLUSI." SELAPARANG Jurnal Pengabdian Masyarakat Berkemajuan 4, no. 3 (October 27, 2021): 791. http://dx.doi.org/10.31764/jpmb.v4i3.5382.
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ABSTRAKKeberadaan pendidikan inklusi menyediakan akses yang lebih besar pada kurikulum umum, meningkatkan interaksi sosial dan memiliki harapan yang lebih tinggi bagi siswa penyandang disabilitas. Namun, siswa penyandang disabilitas juga seringkali mendapatkan stigma dari teman-teman sebayanya yang dapat menimbulkan dampak kesehatan fatal, seperti meningkatkan rasa kesepian dan kecemasan dari korban, serta dapat mengurangi harga diri mereka. Peluang munculnya diskriminasi, lingkungan kelas yang negatif, atau sikap negatif dari teman sebaya bisa disebabkan karena banyak siswa yang belum mendapatkan edukasi sehingga mereka tidak mengetahui, memahami, tidak menerima, dan berempati dengan siswa penyandang disabilitas. Untuk itu, edukasi mengenai kesadaran tentang disabilitas (disability awareness) amat penting bagi sekolah karena mampu mengedukasi siswa sehingga mereka menjadi warga yang lebih baik. Berdasarkan hasil pengamatan di lapangan, ternyata masih ada siswa-siswa di SMA Muhammaddiyah 1 Malang yang belum memahami bagaimana bersikap terhadap teman disabilitas. Maka, kegiatan pengabdian kepada masyarakat dengan metode psikoedukasi ini diberikan dengan tujuan untuk meningkatkan sikap penerimaan, pemahaman, dan pengetahuan tentang disabilitas pada siswa reguler, sehingga dapat menurunkan sikap negatif terhadap siswa penyandang disabilitas. Hasil kegiatan ini menunjukkan bahwa para siswa meningkat pemahamannya mengenai konsep-konsep disabilitas. Selain itu para peserta juga memberikan tanggapan positif atas berlangsungnya kegiatan ini. Kata kunci: kesadaran disabilitas; siswa SMA ABSTRACTInclusion education provides greater access to the general curriculum, improves social interaction and has higher expectations for students with disabilities. However, students with disabilities often got stigma from their peers which can have fatal health impacts, such as increasing loneliness and anxiety from victims, and reduce their self-esteem. The chances of discrimination, a negative classroom environment, or negative attitudes from peers can be due to many students who have not received education so they do not know, understand, accept, and empathize with students with disabilities. Therefore, education about disability awareness is very important for schools because it is able to educate students so that they become better citizens. Based on early observations in school, there are some students at SMA Muhammadiyah 1 Malang who do not understand how to behave towards friends with disabilities. Then community-oriented activity with psychoeducational method aims to improve acceptance, understanding, and knowledge of disabilities in regular students, so as to reduce negative attitudes towards students with disabilities. The results showed that students improved their understanding of the concepts of disability. In addition, the participants also gave positive responses to the activities. Keywords: disability awareness; high school students.
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Rahma, Ulifa, Ziadatul Hikmiah, and Tommy Hari Firmanda. "Pemetaan Kebutuhan Pendampingan Konseling: Study of Psychological Wellbeing on Students with Disabilities." INKLUSI 9, no. 1 (August 5, 2022): 21–44. http://dx.doi.org/10.14421/ijds.090102.
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The most prominent discrimination against persons with disabilities (PwD) is exclusion in education opportunity, even though the rights of persons with disabilities to pursue education have been guaranteed by the Convention on the Rights of Persons with Disabilities (CRPD). The research is the first step for an effective model of counseling services for students with disabilities. Rule Mapping for counseling with qualitative research carries out with three methods under the online survey, the Nominal Group Technique (NGT), and Focus Group Discussion (FGD. With 33 Respondents for the study are the students with intellectual and mental disabilities, Deaf, blind, and physically disabled. Data use interactive and thematic analysis. The result shows an overview with map counselling for students with disabilities on services. Diskriminasi yang paling menonjol terhadap penyandang disabilitas (PD) adalah pengecualian mereka dalam kesempatan pendidikan yang setara, padahal hak PD untuk mengenyam pendidikan sudah dijamin oleh Konvensi Hak-Hak Penyandang Disabilitas (CRPD). Penelitian ini merupakan langkah awal untuk model layanan konseling yang efektif bagi siswa PD. Rule Mapping digunakan untuk melakukan konseling pada penelitian ini. Penelitian ini merupakan penelitian kualitatif yang dilakukan dengan tiga metode di antaranya survei online, Nominal Group Technique (NGT), dan Focus Group Discussion (FGD). Terdapat 33 siswa dengan disabilitas mental-intelektual, Tuli, Buta, dan fisik) yang dilibatkan dalam penelitian ini. Analisis data menggunakan teknik interaktif dan tematik. Hasil penelitian menunjukkan gambaran dengan peta konseling untuk siswa PD dalam menerima layanan.
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Wahyudi, Syifa' Salsabila, and Muya Barida. "Hubungan Penerimaan Diri dengan Kemandirian Psikososial Anak Berkebutuhan Khusus." Buletin Konseling Inovatif 3, no. 1 (January 23, 2023): 1–12. http://dx.doi.org/10.17977/um059v3i12023p1-12.
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Abstract: Students with a physical disability with high self-understanding will form an attitude of acceptance of themselves, but it will also foster an attitude of psychosocial independence. The existence of self-acceptance from students with disabilities will promote good psychosocial independence, so it is necessary to strengthen the student with disabilities to accept their current conditions. This study aimed to determine whether or not there is a correlation between self-acceptance and psychosocial independence of students with disabilities in special schools in Yogyakarta. This research used a correlational design. The subjects of this study were students with disabilities who attended several special schools in Yogyakarta, with a total sample of 30 students with disabilities. The research instrument is a psychological scale of self-acceptance and psychosocial independence. The data analysis method used a non-parametric statistical analysis technique, the Spearman Rank Test. This method is used because one data is not normally distributed. The results of this study can be concluded that there is a correlation between self-acceptance and psychosocial independence of special school students with disabilities in Yogyakarta. Abstrak: Siswa penyandang disabilitas fisik yang memiliki pemahaman diri tinggi akan membentuk sikap penerimaan diri, juga sikap kemandirian psikososial. Adanya penerimaan diri dari siswa penyandang disabilitas akan menumbuhkan kemandirian psikososial yang baik, sehingga perlu adanya penguatan pada siswa penyandang disabilitas untuk dapat menerima kondisinya saat ini. Tujuan dari penelitian ini adalah untuk mengetahui ada tidaknya hubungan antara penerimaan diri dengan kemandirian psikososial siswa penyandang disabilitas di SLB di Yogyakarta. Penelitian ini menggunakan desain korelasional. Subjek penelitian ini adalah siswa penyandang disabilitas yang bersekolah di beberapa SLB di Yogyakarta dengan jumlah sampel 30 siswa penyandang disabilitas yang dipilih dengan teknik purposive sampling. Instrumen penelitian berupa skala psikologis penerimaan diri dan kemandirian psikososial. Metode analisis data menggunakan teknik analisis statistik non parametrik yaitu Uji Rank Spearman. Metode ini digunakan karena ada satu data yang tidak berdistribusi normal. Hasil penelitian ini menunjukkab bahwa ada hubungan antara penerimaan diri dengan kemandirian psikososial siswa penyandang disabilitas di SLB di Yogyakarta.
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Prasetyo, Franciscus Adi, Stella Peppi Cita, Kris Hendrijanto, and Kusuma Wulandari. "Dukungan Sosial Teman Sebaya kepada Mahasiswa Disabilitas Selama Menempuh Pendidikan di Universitas Jember." E-SOSPOL 11, no. 1 (February 29, 2024): 31. http://dx.doi.org/10.19184/e-sospol.v11i1.47455.
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Problems regarding unmet accessibility needs and discriminatory behavior often faced by disabilities students so that they experience several physical and social obstacles. Therefore, students with disabilities need social support from their social environment, namely fellow students as peers. The purpose of this study was to describe the forms of peer social support to disabilitie students during their education at the Jember University. The research method used is qualitative with phenomenological type. Selection of research informants using purposive sampling technique and obtained 3 main informants and 3 additional informants. Research data were collected using in-depth interview techniques, non-participant observation, and documentation studies. The data analysis process uses the stages of data condensation, data display, verification and conclusions. The results showed that there are forms of peer social support for students with disabilities, including attention, accessibility assistance, social interaction, positive expressions and self-actualization which provide benefits for students with disabilities to be able to function socially and social welfare.
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Wahsheh, Nayef Ali. "Language skills level among students with mental disabilities at Ajloun Governorate." Nurture 17, no. 3 (July 3, 2023): 368–77. http://dx.doi.org/10.55951/nurture.v17i3.354.
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Purpose: To define the level of language skills among students with mental disabilities.
Design/Methodology/Approach: The population and the sample (n = 106) included students with mild and moderate mental disabilities enrolled in special education centres at Ajloun Governorate. The descriptive analytical design was used using a questionnaire consisting of (32) items.
Findings: The level of language skills among students with mental disabilities was low. Statistically significant differences were found in light of the disability's degree in all domains and the total score in favour of moderate mental disabilities, while no statistically significant differences were found in light of gender.
Conclusion: The language skills topic for students with mental disabilities is one of the most important topics among specialists in special education. Thus, the primary issue with this research revolves around the level of language skills among students with mental disabilities at Ajloun governorate. The study found that the mean score for the level of language skills among students with mental disabilities was 0.37, with a low level. So, it is recommended to concentrate the efforts of educators, parents, and officials to increase the interest in this group of students, and to provide all material, moral, and training means to develop their social skills in order to become better.
Practical Implications: The importance of this study stems from the fact that it sheds light on the level of language skills among students with mental disabilities, which in turn will affect the process of providing different programs for students with mental disabilities, especially those related to developing their language skills. The study complements the previous researchers' work on the language skills of students with mental disabilities; it could be a starting point to address the topic from other aspects and with multiple variables.
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Mohammed, Abbas Mahdi, and Hussein Furat Bahar. "MOOD DISORDER IN STUDENTS WITH LEARNING DISABILITIES." American Journal of Social Science and Education Innovations 6, no. 2 (February 1, 2024): 31–49. http://dx.doi.org/10.37547/tajssei/volume06issue02-06.
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The current research aims to identify the level of mood disorder among students with learning difficulties in special education classes and the level of mood disorder among students with learning difficulties according to the variable of the school stage (third grade, fourth grade). The research sample was selected randomly, consisting of (101) students of the third and fourth grades (special education) in government primary schools affiliated with the General Directorate of Education in Babylon governorate. To achieve the two objectives of the study, the researcher prepared a mood disorder scale and applied it to the students of the research sample. After confirming the indications of honesty and consistency, the data were collected and analyzed using (SPSS) The results of the current research indicated that there are significant differences between the arithmetic mean and the hypothetical average and in favor of the arithmetic mean of the recent research sample; which shows a clear correlation between mood disorders and learning difficulties among special education students in the third and fourth grades of primary (special education).
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Jones, Sara K. "Teaching Students with Disabilities." Update: Applications of Research in Music Education 34, no. 1 (October 3, 2014): 13–23. http://dx.doi.org/10.1177/8755123314548039.
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Oermann, Marilyn H. "Supporting Students With Disabilities." Nurse Educator 41, no. 1 (2016): 28. http://dx.doi.org/10.1097/nne.0000000000000231.
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Oertle, Kathleen Marie, and Debra D. Bragg. "Transitioning Students With Disabilities." Journal of Disability Policy Studies 25, no. 1 (March 10, 2014): 59–67. http://dx.doi.org/10.1177/1044207314526435.
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Baer, Robert M., Alfred W. Daviso, Robert W. Flexer, Rachel McMahan Queen, and Richard S. Meindl. "Students With Intellectual Disabilities." Career Development for Exceptional Individuals 34, no. 3 (March 7, 2011): 132–41. http://dx.doi.org/10.1177/0885728811399090.
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Deck, Mary, Janna L. Scarborough, Margaret S. Sferrazza, and Dana M. Estill. "Serving Students with Disabilities." Intervention in School and Clinic 34, no. 3 (January 1999): 150–55. http://dx.doi.org/10.1177/105345129903400305.
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Abramo, Joseph Michael. "Gifted Students with Disabilities." Music Educators Journal 101, no. 4 (June 2015): 62–69. http://dx.doi.org/10.1177/0027432115571367.
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Hill, H. Hamner. "Teaching Students With Disabilities." Teaching Philosophy 18, no. 3 (1995): 211–17. http://dx.doi.org/10.5840/teachphil199518334.
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Hatzichristou, Chryse, and Diether Hopf. "Students with Learning Disabilities." School Psychology International 14, no. 1 (February 1993): 43–56. http://dx.doi.org/10.1177/0143034393141003.
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Rossitto, Jo-Ann L. "Nursing Students With Disabilities." Nurse Educator 29, no. 5 (September 2004): 184–85. http://dx.doi.org/10.1097/00006223-200409000-00006.
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Hawke, Constance S. "Accommodating students with disabilities." New Directions for Community Colleges 2004, no. 125 (2004): 17–27. http://dx.doi.org/10.1002/cc.141.
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Garland, John L. "Commuter Students With Disabilities." New Directions for Student Services 2015, no. 150 (June 2015): 57–67. http://dx.doi.org/10.1002/ss.20127.
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Block, Lydia S. "Students with learning disabilities." New Directions for Student Services 1993, no. 64 (1993): 69–78. http://dx.doi.org/10.1002/ss.37119936408.
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Eriksson, Lilly, and Mats Granlund. "Perceived participation. A comparison of students with disabilities and students without disabilities." Scandinavian Journal of Disability Research 6, no. 3 (January 2004): 206–24. http://dx.doi.org/10.1080/15017410409512653.
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Alia, Noor Anifatul. "Religious Coping in Students with Disabilities with Disabilities." Jurnal Ar Ro'is Mandalika (Armada) 2, no. 1 (March 13, 2024): 1–11. http://dx.doi.org/10.59613/armada.v2i1.2855.
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Education is a right that must be obtained by everyone without exception, as well as people with disabilities, they have the right to receive education according to their abilities, whether formal education or non-formal education, general knowledge or religious knowledge, and it is their choice to determine what path of education they take. what they take is like students with disabilities who study at Islamic boarding schools. This is an unusual phenomenon because students with disabilities have to struggle like normal students in general with their limitations. In this research, students with disabilities admitted that they were hampered by several things, namely adjustment, independence and bullying from friends. This research aims to explore religious coping in students with disabilities who are physically impaired. The research method used in this research is a qualitative research method with a phenomenological approach. Data collection used in this research was interviews and observations. The data validity technique uses triangulation techniques. The results of the research in this study were that students with disabilities were able to accept and be sincere about their situation, the subject decided to receive Islamic boarding school religious education on the basis of religion, he wanted to deepen his knowledge of religion, and this was done through the Islamic boarding school route. The religious coping strategy used by the subject is the deferring approach carried out by the subject by surrendering or believing that there will definitely be help from God, and the collaborative approach carried out by the subject by taking lessons from each problem and trying to solve it by asking God for help. Apart from that, the subjects also used a form of positive religious coping, where the researchers found that the subjects reflected with feelings of patience, gratitude and sincerity. Subjects also need support, the biggest support comes from parents, then from friends and the surrounding environment.
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Lock, Robin H., and Carol A. Layton. "Confirming the Need for Individual Accommodations for Students with Learning Disabilities." NACADA Journal 21, no. 1-2 (March 1, 2001): 59–69. http://dx.doi.org/10.12930/0271-9517-21.1-2.59.
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College and university officials are seeking efficient methods for determining and documenting the accommodation needs of students with disabilities. Unfortunately, without information about the student's underlying intrinsic processing deficits, many educators are providing ineffective accommodation plans. Using the Learning Disabilities Diagnostic Inventory, we examined the accommodation needs of students with learning disabilities being served in a fee-for-service learning disabilities program. We found that postsecondary students with learning disabilities have a variety of intrinsic processing deficits. We document the necessity for student-specific accommodations based on processing deficits, promote student self-advocacy, and discuss the role of advisors in assisting students.
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Famolu, Florence Bosede. "School Environment as Barrier to Effective Academic Performance among Students with Physical Disabilities In Ilorin Metropolis." Jurnal Kajian Bimbingan dan Konseling 8, no. 3 (May 12, 2023): 158–66. http://dx.doi.org/10.17977/um001v8i32023p158-166.
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Abstract: Insufficient infrastructural facilities make it difficult for a large number of students with visual and mobility impairment to walk around the campus and attend lectures. Also, fewer than ideal library facilities decrease the amount of study resources that are available to these students. This study investigated the school environment as barrier to effective academic performance among students with physical disabilities in the Ilorin metropolis, Kwara State. The descriptive survey of a correlational type was implemented using purposive sampling for this study. A purposive sampling technique was used to select 98 students in the Ilorin metropolis with physical disabilities, and the whole 98 students participated in this study. The population for the study comprised all secondary school students with physical disabilities in Ilorin metropolis, while 98 students with physical disabilities constituted a sample for the study. A research-designed questionnaire entitled: School Environment Scale was adapted for this study. For academic performance, the academic results of students with physical disabilities in the two core subjects were collected from the school authorities. The data collected were analyzed using percentage for demographic data and research questions, while the null hypothesis formulated were tested at 0.05 level of significance using regression. The findings revealed that most students with physical disabilities had difficulty accessing various areas in the school environment and, as a result, served as a barrier to their effective academic performance. Moreover, an F- value of 4.14 with a p-value of .045 is less than 0.05 significant level. Since the calculated p-value is less than the significant level, the null hypothesis one is rejected. Thus, the school environment significantly hinders effective academic performance among students with physical disabilities in the Ilorin metropolis. Finding also shows that academic performance has a Beta weight (β) of -0.208, t equal to 2.036, p greater than 0.05. Based on the result, it could be seen that poor academic performance among students with physical disabilities has a significant relationship with the school environment. Based on the findings, it was recommended that school owners should structure their school environment so that students with physical disabilities will have easy access to different facilities. There is a need for School Counsellors to organize group and individual counseling services for students with physical disabilities to expose them to good study habits in order to achieve success academically. Abstrak: Fasilitas infrastruktur yang kurang memadai mengakibatkan banyak siswa dengan gangguan penglihatan dan gangguan mobilitas mengalami kesulitan dalam berjalan di sekitar area kampus dan menghadiri perkuliahan. Selain itu, kurang idealnya fasilitas perpustakaan juga mengurangi sumber belajar bagi siswa-siswa tersebut. Penelitian ini menelusuri penghalang prestasi akademik untuk siswa dengan disabilitas dari faktor lingkungan sekolah di Kota Metropolis Ilorin, Kwara. Penelitian survei deskriptif ini menggunakan korelasi analisis dan teknik pengambilan sampel non-probabilitas. Teknik pengambilan sampel non-probabilitas digunakan untuk memilih 98 siswa dengan disabilitas fisik yang berasal dari Kota Metropolis Ilorin sebagai subjek pada penelitian ini. Sedangkan, populasi untuk penelitian ini adalah semua siswa sekolah menengah yang memiliki disabilitas fisik di Kota Metropolis Ilorin. Penelitian ini mengadaptasi kuesioner penelitian dari School Environment Scale. Sementara, prestasi akademik siswa dinilai dari data hasil belajar siswa pada dua mata pelajaran inti yang didapat dari pihak sekolah. Data demografi yang telah dikumpulkan selanjutnya dianalisis menggunakan analisis persentase bersama dengan data yang berhubungan dengan pertanyaan penelitian. Pengujian hipotesis nol dilakukan dengan tes regresi pada 0.05 signifikansi. Dari proses data analisis, kami mengetahui bahwa mayoritas dari siswa yang memiliki disabilitas menghadapi kesulitan dalam mengakses beberapa area sekolah, sehingga hal tersebut menjadi penghalang untuk menggapai prestasi akademik bagi mereka. Lebih lanjut, hasil analisa kami juga menunjukkan nilai F 4.14 dan nilai p .045 yang lebih rendah dadi 0.05 signifikansi. Sehingga, hipotesis nol ditolak karena hasil nilai p yang lebih rendah dari tingkat signifikansi. Oleh karena itu, lingkungan sekolah secara signifikan menghambat pencapaian prestasi akademik para siswa dengan disabilitas fisik di Kota Metropolis Ilorin. Hasil analisa kami juga menunjukkan bahwa prestasi akademik memiliki Beta (β) 0.208, t setara dengan 2.036, dan p lebih besar dari 0.05. Hasil tersebut mengindikasi bahwa lemahnya prestasi akademik dari siswa dengan disabilitas fisik mempunyai hubungan yang signifikan dengan lingkungan sekolah. Berdasarkan hasil yang telah diperoleh, pihak sekolah disarankan untuk mengubah struktur lingkungan sekolah mereka agar para siswa dengan disabilitas fisik dapat memiliki akses yang mudah di lingkungan sekolah. Selain itu, konselor sekolah juga disarankan untuk mengadakan konseling grup dan individu untuk para siswa dengan disabilitas fisik. Program konseling tersebut diharapkan dapat membantu pada siswa dengan disabilitas membangun kebiasaan belajar untuk menggapai kesuksesan akademik.
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Pramesti Noer Aliffah and Stephani Raihana Hamdan. "Studi Ableism pada Mahasiswa Muslim." Bandung Conference Series: Psychology Science 4, no. 1 (February 1, 2024): 538–44. http://dx.doi.org/10.29313/bcsps.v4i1.10129.
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Abstract. Indonesia has implemented inclusive education that respects diversity and is non-discriminatory. On the other hand, people with disabilities in Indonesia still face obstacles in their social life such as discrimination against people with disabilities (ableism), especially in higher education. In Islam, Allah has created humans in the most perfect form. Islam emphasizes the value of deeds and good deeds rather than physical perfection, so Islam views people with disabilities and other humans equally, and also condemns all forms of discriminatory actions against people with disabilities. Everyone has the potential to be ableist to varying degrees, which can be high and low. In addition, ableism can be overt or covert (unconscious). Ableism in education will only create invisible barriers between people with disabilities and non-disabled people so that a climate of inclusivity is not created. This study aims to determine the level of ableism in Muslim students. This study used an online survey method involving 298 students of Bandung Islamic University. The measuring instrument used was the Symbolic Ableism Scale (Friedman & Awsumb, 2019) which was adapted into Indonesian by the researcher. The results of this study indicate that the level of ableism in non-disabled UNISBA students is low. The low level of ableism is owned by students who are female and have had direct interaction with people with disabilities, especially with physical disabilities.
Abstrak. Indonesia telah menerapkan pendidikan inklusif yang menghargai keanekaragaman dan tidak diskriminatif. Disisi lain, penyandang disabilitas di Indonesia masih menghadapi hambatan dalam kehidupan sosialnya seperti diskriminasi terhadap penyandang disabilitas (ableism), khususnya dalam mengenyam pendidikan tinggi. Dalam Islam, Allah telah menciptakan manusia dengan bentuk yang paling sempurna. Islam menekankan nilai amal perbuatan dan perbuatan baik daripada kesempurnaan fisik, sehingga Islam memandang sama antara penyandang disabilitas dan manusia lainnya, juga mengecam segala bentuk tindakan diskriminatif terhadap penyandag disabilitas. Setiap orang memiliki potensi sebagai ableist dengan tingkatan yang bervariatif, dapat tinggi dan dapat pula rendah. Selain itu, ableist dapat bersifat secara terbuka atau secara tersembunyi (tidak disadari). Ableism di dalam pendidikan hanya akan membuat invisible barriers antara penyandang disabilitas dengan non-disabilitas sehingga iklim inklusivitas tidak tercipta. Penelitian ini bertujuan untuk mengetahui tingkat ableism pada mahasiswa muslim. Penelitian ini menggunakan metode survei daring yang melibatkan 298 mahasiswa Universitas Islam Bandung. Alat ukur yang digunakan adalah Symbolic Ableism Scale (Friedman & Awsumb, 2019) yang diadaptasi ke dalam Bahasa Indonesia oleh peneliti. Hasil penelitian ini menunjukkan bahwa tingkat ableism pada mahasiswa non-disabilitas UNISBA tergolong rendah. Tingkat ableism yang rendah dimiliki oleh mahasiswa berjenis kelamin perempuan dan pernah berinteraksi langsung dengan penyandang disabilitas, terutama dengan jenis disabilitas fisik.
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Nam, Suk. "Implications for special education support for Students with severe Disabilities in Korea through the German case: in the state of Baden-Württemberg." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 3 (February 15, 2023): 599–618. http://dx.doi.org/10.22251/jlcci.2023.23.3.599.
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Objectives This study tried to find out the implications of Korea through the components of the special education school support system for students with (most) severe disabilities in Germany, the arrangement and cooperation of manpower resources, and the perception and competence of special teachers who play key role.
Methods The purpose of the study is to systematically examine various literature studies, including a field survey report for education of students with (most) severe disabilites published in Baden-Württemberg, Germany since 2000, and compare and analyze them with the special education support system for students with (most) severe disabilities in Korea.
Results The results of the study are as follows. First, the German special education support system for students with (most) severe disabilities is operated in close connection with three areas of class, care, and treatment based on the direct participation of parents. Second, although the necessity of team cooperation is recognized and practiced in the process of educational support for students with (most) severe disabilities, limitations appear. Third, special teachers apply various educational intervention concepts and models in the course of teaching and educational support for students with (most) severe disabilities. Fourth, in the process of supporting the education and life of students with (most) severe disabilities, special teachers have positive thoughts and difficulties at the same time. Fifth, in the German special education support system, improvement of school space, recruitment of manpower, purchase of new educational media and auxiliary engineering equipment, expansion of various treatment support programs, improvement of awareness of related professionals, qualifications, and capacity were mentioned.
Conclusions Through these research results, it was suggested that the localization and development of an approach to practical education support for students with (most) severe disabilities and research on practical cooperation procedures and methods to promote team cooperation, including special teachers.
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Morgan, Paul L., George Farkas, Marianne M. Hillemeier, Yangyang Wang, Zoe Mandel, Christopher DeJarnett, and Steve Maczuga. "Are students with disabilities suspended more frequently than otherwise similar students without disabilities?" Journal of School Psychology 72 (February 2019): 1–13. http://dx.doi.org/10.1016/j.jsp.2018.11.001.
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Ulifa, Zohrah, Yuliezar Perwira Dara, and Faizah. "Resilience partially mediates the relationship of academic self-concept with self-adjustment among students with disabilities." Psikologia: Jurnal Pemikiran dan Penelitian Psikologi 17, no. 1 (August 1, 2022): 1–14. http://dx.doi.org/10.32734/psikologia.v17i1.7740.
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The present study examines the role of resilience as a mediator between the relationship of academic self-concept with self-adjustment among students with disabilities during the covid 19 pandemic. The results of this correlational study (N = 92 students with disabilities) showed that students with disabilities who possess a more positive academic self-concept tended to be more resilient than their peers with a lower positive academic self-concept. Highly resilient students, in turn, tended to be better self-adjusted than their lesser resilient counterparts. Mediation analysis suggested that resilience partially mediated the relationship between academic self-concept with self-adjustment. Keywords: academic self-concept, disabled students, adjustment, resilience Penelitian ini mengkaji tentang peran resiliensi sebagai mediator antara hubungan konsep diri akademik dengan penyesuaian diri pada mahasiswa difabel selama masa pandemi covid 19. Hasil penelitian korelasional ini (N = 92 siswa penyandang disabilitas) menunjukkan bahwa siswa penyandang disabilitas yang memiliki konsep diri akademik yang lebih positif cenderung lebih resilien dibandingkan mereka yang memiliki konsep diri akademik yang kurang positif. Siswa yang memiliki resiliensi tinggi, pada gilirannya, cenderung dapat menyesuaikan diri dengan lebih baik daripada mereka yang kurang resilien. Analisis mediasi menunjukkan bahwa resiliensi secara parsial memediasi hubungan antara konsep diri akademik dengan penyesuaian diri. Kata kunci: konsep diri akademik, mahasiswa disabilitas, penyesuaian diri, resiliensi
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Hikmiah, Ziadatul, and Ari Pratiwi. "Understanding Disabilities." IJDS Indonesian Journal of Disability Studies 10, no. 1 (July 10, 2023): 73–82. http://dx.doi.org/10.21776/ub.ijds.2023.010.01.06.
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It is crucial to understand the attitude of psychology students towards disability because psychology students are projected to be engaged in health services, especially mental health. The purpose of this study was to examine the attitudes of psychology students towards disability moderated by gender, class, frequency of contact with disabilities and experiences related to disability. The research method used is correlational quantitative through the distribution of an online self-report scale to 202 psychology students in Indonesia. The results of the analysis show that there is no correlation between attitudes towards persons with disabilities and the frequency of contact with persons with disabilities, especially among students majoring in psychology in Indonesia. The lack of social contact with people with disabilities in the Covid-19 pandemic situation is a major factor as well as opening opportunities for a more thorough study of the attitudes of psychology students towards people with disabilities in this Covid-19 pandemic situation.
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Nafisah, Syifaun. "Sistem Monitoring Akademik Mahasiswa Difabel dengan Black Box Testing." INKLUSI 8, no. 1 (September 29, 2021): 43. http://dx.doi.org/10.14421/ijds.080104.
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The web-based Academic Monitoring System for Students with Disabilities is a software development that aims to monitor the academic activities of students with disabilities. This development needs to be done because the average Grade Point Average (GPA) of students with disabilities is often below the average GPA of their class. This system was developed using the R&D method with a prototyping approach. Based on testing with black box techniques that have been carried out, this system shows the accuracy of success, with feature suitability and user acceptance of the system by 100%. In conclusion, this system can be used as a software tool to monitor the academic activities of students with disabilities.[Sistem Monitoring Akademik bagi Mahasiswa Difabel berbasis web merupakan sebuah pengembangan software yang bertujuan untuk melakukan monitoring kegiatan akademik para mahasiswa penyandang disabilitas. Pengembangan ini perlu dilakukan karena rerata Indeks Prestasi Kumulatif (IPK) mahasiswa penyandang disabilitas sering kali di bawah rerata IPK seangkatan. Sistem ini dikembangkan dengan metode R&D dengan pendekatan prototyping. Berdasar pengujian dengan teknik black box yang telah dilakukan, sistem ini menunjukkan tingkat akurasi keberhasilan, dengan kesesuaian fitur dan penerimaan user terhadap sistem sebesar 100%. Kesimpulannya, sistem ini dapat dimanfaatkan sebagai perangkat lunak bantu untuk melakukan monitoring terhadap proses kegiatan akademik para mahasiswa difabel.]
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Muallifah, Muallifah, Elok Faiz Fatma El-Fahmi, and Fuji Astutik. "Model pendampingan pada mahasiswa difabel untuk menunjang keberhasilan akademik." Psikoislamika : Jurnal Psikologi dan Psikologi Islam 19, no. 1 (June 30, 2022): 397. http://dx.doi.org/10.18860/psikoislamika.v19i1.16018.
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Abstract: Students with disabilities have the right to get a quality education up to university, students can plan their careers and achieve academic success based on their potential. However, the condition of students with disabilities who have difficulty carrying out activities independently, requires assistance from the surrounding environment, including in conducting the lecture process. This study aims to explain the importance of mentoring and find an effective mentoring model for students with disabilities in carrying out academic activities on campus and achieving academic success. The research method used is qualitative research with a phenomenological approach. The subjects of this study were 5 disabled students with various disability conditions, namely quadriplegic, deaf, and speech impaired as well as assisted by several accompanying students. The results of the study showed that assistance to students with disabilities is essential for supporting the achievement of student academic success. The mentoring model that is expected to support the academic success of students with disabilities are (a) have sign language competence, (b) assistants can act as motivators, (c) assistants act as counselors, and (d) can provide psychological support for students with disabilities. These various mentoring models are expected to support the effectiveness of lectures and the achievement of academic success for students with disabilities.Keywords: students with disabilities; mentoring models; academic successAbstrak: Mahasiswa difabel memiliki Hak untuk mendapatkan pendidikan berkualitas sampai tingkat universitas, mahasiswa dapat merencanakan karir mereka dan memperoleh kesuksesan akademik berdasarkan potensi mereka. Akan tetapi, kondisi mahasiswa difabel yang memiliki kesulitan melakukan aktivitas sehari-hari secara mandiri, membutuhkan bantuan dari lingkungan sekitarnya, termasuk dalam proses pembelajaran. Tujuan dari penelitian ini adalah untuk menjelaskan pentingnya mentoring dan menemukan model mentoring yang efektif untuk mahasiswa difabel dalam menunjang aktifitas akademis di kampus dan meraih kesuksesan akademik. Metode penelitian ini menggunakan pendekatan kualitatif dengan teknik fenomenologis. Subjek dalam penelitian ini adalah 5 mahasiswa difabel dengan berbagai macam kondisi disabilitas, seperti lumpuh, tuli, dan gangguan bicara yang diasisteni oleh sejumlah mahasiswa pendamping. Hasil dari penelitian ini menunjukkan bahwa asistensi kepada mahasiswa difabel sangatlah penting dalam mendukung perolehan kesuksesan mahasiswa. Kompetensi mentor yang diharapkan untuk mensupport kesuksesan akademik mahasiswa dengan disabilitas adalah: a) memiliki kompetensi bahasa isyarat, b) asisten dapat juga bertindak sebagai mentor, c) asisten dapat bertindak sebagai konselor, d) bisa menyediakan dukungan psikologis terhadap mahasiswa difabel. Berdasarkan berbagai macam kompetensi tersebut, diharapkan dapat mendukung efektifitas pembelajaran dan kesuksesan akademik bagi mahasiswa difabel.Kata Kunci: mahasiswa difabel; model pendampingan; keberhasilan akademik
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Costa, Lara-Jeane C., Crystal N. Edwards, and Stephen R. Hooper. "Writing Disabilities and Reading Disabilities in Elementary School Students." Learning Disability Quarterly 39, no. 1 (February 19, 2015): 17–30. http://dx.doi.org/10.1177/0731948714565461.
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This longitudinal study was conducted to determine (a) the rate of co-occurrence of reading disabilities (RDs) in a writing disability (WD) population of students followed from first grade to fourth grade and (b) the cognitive burden that is assumed by having a WD and a RD (WD + RD). The sample included 137 first-grade students from a single school district who initially were placed into three groups based on the Wechsler Individual Achievement Test–Second Edition (WIAT-II) Written Expression subtest: Typically Developing (TD; n = 83), WD-Only ( n = 38), and WD + RD ( n = 16). Results indicated that the rate of a WD + RD increased with advancing grades, ranging from 30% in first grade to 47% in fourth grade. This increase was secondary to the instability of group membership across all three groups. The number of students with a WD + RD remained relatively constant over the 4 years, with about 50% of first-grade students with a WD + RD continuing to manifest this co-occurrence through the fourth grade. There was increased cognitive burden for the students in the WD + RD group across the four grades in language and executive dysfunctions. Along with the use of progress monitoring strategies for both reading and writing in the early grades, these findings suggest the importance of assessing the cognitive underpinnings for students with a WD + RD.
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Sunesni, Sunesni, Dian Furwasyih, Ilham Akerda Edyyul, Juwanda Padma, Irma Isra Hayati, Laura Maisiska, Sri Rahmadhani, and Vivi Putri Analika. "Pelatihan tentang Kesehatan Reproduksi Remaja Disabilitas Intelektual pada Guru SLB Kota Padang." Jurnal Kreativitas Pengabdian Kepada Masyarakat (PKM) 6, no. 10 (October 1, 2023): 4203–17. http://dx.doi.org/10.33024/jkpm.v6i10.10497.
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ABSTRAK Anak dan remaja yang menyandang disabilitas intelektual memiliki keterbatasan dalam daya kemampuan, dimana dengan ketidakmampuannya ini, anak tunagrahita memiliki berbagai masalah. Menurut WHO, anak yang mengalami disabilitas intelektual di Indonesia sekitar 5-9% yaitu sekitar 7-11 juta dari jumlah penduduk Indonesia. Berdasarkan data dari Dinas Pendidikan Provinsi Sumatera Barat pada tahun 2020 di Kota Padang terdapat sebanyak 38 Sekolah Luar Biasa (SLB) dengan jumlah siswa lebih kurang 1585 orang dan jumlah guru lebih kurang 214 orang. Jumlah anak dengan disabilitas intelektual (tunagrahita) menduduki peringkat pertama terbanyak diantara anak-anak berkebutuhan khusus lainnya. Ketidakmampuan untuk bisa hidup mandiri dengan keterbatasan kecerdasan pada anak disabilitas intelektual membuat kelompok ini rentan terhadap masalah, termasuk masalah pendidikan seksual. Informasi mengenai pendidikan seksual sangat penting untuk diberikan kepada remaja, termasuk kepada remaja disabilitas intelektual. Pendidikan seksual bagi remaja disabilitas masih belum mendapatkan perhatian dikalangan pendidik. Media pendidikan dalam sistem mengajar bagi anak berkebutuhan khusus masih sangat terbatas, sehingga penyampaian informasi mengenai pendidikan seksual dilakukan secara interpersonal antara guru dengan murid. Meningkatkan pengetahuan guru tentang pendidikan seksual, untuk diberikan kepada siswa menghadapi permasalahan yang terkait pendidikan seksual, pelecehan dan kekerasan seksual yang pada akhirnya mampu meningkatkan kualitas hidup anak berkebutuhan khusus. Melaksanakan workshop guna merancang materi yang tepat tentang pendidikan seksual siswa disabilitas intelektual sesuai dengan karakteristiknya, memilih startegi/ metode/ teknik yang cocok untuk menyampaikannya materi pendidikan seksual kepada peserta didik remaja dengan disabilitas intelektual, mengintegrasikan materi Pendidikan seksual pada siswa disabilitas intelektual ke kurikulum SLB. Kegiatan ini dilaksanakan di auditorium STIKes MERCUBAKTIJAYA Padang pada hari pertama dan metode daring pada hari kedua pelatihan. Pelatihan pada guru SLB dapat meningkatkan rata – rata pengetahuan guru sebanyak 3,55 poin. Luaran dari kegiatan yang telah tercapai antara lain publikasi di media massa Harian Padang pada tanggal 12 September 2022, publikasi video youtube dengan link https://youtu.be/7XlBGnT6COQ. Diharapkan kegiatan pelatihan kesehatan reproduksi dan seksual pada guru SLB ini dapat menjadi agenda rutin pertemuan MKKS SLB (Musyawarah Kerja Kepala Sekolah) Kota Padang. Kata Kunci: Guru SLB, Pelatihan, Disabilitas Intelektual, Pendidikan SeksualABSTRACT Children and adolescents with intellectual disabilities have limitations in their abilities, where with this disability, children with intellectual disabilities have various problems. According to WHO, children with intellectual disabilities in Indonesia are around 5-9%, which is around 7-11 million of the total population of Indonesia. Based on data from the West Sumatra Provincial Education Office, in 2020 in Padang City there were 38 Special Schools (SLB) with approximately 1585 students and approximately 214 teachers. The number of children with intellectual disabilities (intellectual disabilities) ranked first among children with special needs. The inability to live independently with limited intelligence in children with intellectual disabilities makes this group vulnerable to problems, including sexual education problems. Information about sexual education is very important to be given to adolescents, including adolescents with intellectual disabilities. Sexual education for adolescents with disabilities is still not getting attention among educators. Educational media in the teaching system for children with special needs is still very limited, so the delivery of information about sexual education is carried out interpersonally between teachers and students. Increase teacher knowledge about sexual education, to be given to students facing problems related to sexual education, sexual harassment and violence which in turn can improve the quality of life of children with special needs. Conduct workshops to design appropriate material on sexual education of students with intellectual disabilities in accordance with their characteristics, choose suitable strategies / methods / techniques to deliver sexual education materials to adolescent students with intellectual disabilities, integrate sexual education materials for students with intellectual disabilities into the SLB curriculum. This activity was carried out at the auditorium of STIKes MERCUBAKTIJAYA Padang on the first day and the online method on the second day of training. Training in SLB teachers can increase the average teacher knowledge by 3.55 points. The outputs of the activities that have been achieved include publication in the mass media Padang Daily on September 12, 2022, the publication of a youtube video with a https://youtu.be/7XlBGnT6COQ link. It is hoped that this reproductive and sexual health training activity for SLB teachers can become a routine agenda for the MKKS SLB (School Principals' Work Meeting) meeting in Padang City. Keywords: Junior High School Teacher, Training, Intellectual Disability, Sexual Education
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Rehfuss, Mark C., and Amy B. Quillin. "Connecting Students with Hidden Disabilities to Resources." NACADA Journal 25, no. 1 (March 1, 2005): 47–50. http://dx.doi.org/10.12930/0271-9517-25.1.47.
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The number of students with learning or psychiatric disabilities entering college continues to increase. When advisors are unaware of a student's disability, they are unable to provide direction and appropriate referrals, leaving the student uninformed of the assistance available to him or her. As a result, the educational process may be compromised, jeopardizing the student's likelihood of success. To maximize student academic success, the academic advisor should be aware of the law and key legal phrases surrounding students with hidden disabilities. Concrete examples of referrals made to students and several case studies are offered for training and further reflection.
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Supena, Asep, and Lesti Kaslati Siregar. "Students' Learning Disability of Elementary School in Tangerang." Jurnal Inovasi Pendidikan Dasar 5, no. 2 (June 7, 2020): 81–86. http://dx.doi.org/10.22236/jipd.v5i2.125.
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This study aims to investigate student's learning disability, factors of learning disability and teacher efforts to deal with students who have learning difficulties in elementary school Tangerang Region, Indonesia, and the implications of this study is to get the data regarding student's disability in learning, the factor that caused it, and teacher's efforts in dealing with students who have learning difficulties. This study employed a descriptive qualitative research method. Data collection techniques by an in-depth interview. Interview guides in the form of a group of in-depth questions about learning disabilities. Results showed that there are 19 students who had learning disabilities. Students with learning disabilities in elementary schools found for slow learners, children with special need, and student with malnutrition. the factor that caused students learning disabilities were parents’ gadget influence the lack of parental attention lack of parental knowledge. Furthermore, the efforts made by the teacher so far have been giving more attention to students such as giving extra hours at school, positioning the child to sit in the front position, communicating intensely to the child's development to parents.
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Selekman, Janice. "Nursing Students With Learning Disabilities." Journal of Nursing Education 41, no. 8 (August 2002): 334–39. http://dx.doi.org/10.3928/0148-4834-20020801-05.
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Hord, Casey, Samantha Marita, Jennifer B. Walsh, Taylor-Marie Tomaro, and Kiyana Gordon. "Encouraging Students with Learning Disabilities." Mathematics Teacher 109, no. 8 (April 2016): 612–17. http://dx.doi.org/10.5951/mathteacher.109.8.0612.
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Belch, Holley A. "Retention and Students with Disabilities." Journal of College Student Retention: Research, Theory & Practice 6, no. 1 (May 2004): 3–22. http://dx.doi.org/10.2190/mc5a-dhrv-1ghm-n0cd.
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Busch, Todd W., Kari Pederson, Christine A. Espin, and Jacalyn W. Weissenburger. "Teaching Students with Learning Disabilities." Journal of Special Education 35, no. 2 (July 2001): 92–99. http://dx.doi.org/10.1177/002246690103500204.
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Neal-Boylan, Leslie, and Donna Smith. "Nursing Students With Physical Disabilities." Nurse Educator 41, no. 1 (2016): 13–18. http://dx.doi.org/10.1097/nne.0000000000000191.
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&NA;. "College Students with Learning Disabilities." Nurse Practitioner 13, no. 7 (July 1988): 65. http://dx.doi.org/10.1097/00006205-198807000-00014.
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