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MINGGU 17

Baca artikel 6 (santrock, 2007, m.s. 183-218) sebagai pengukuhan pembelajaran dan pelajar membuat rumusan artikel 6 dalam peta konsep dan simpan dalam portfolio

Dyslexia The most common problem that characterizes children with a learning disability involves reading. Dysgraphia A learning disability that involves a difficulty in expression thoughts in writing composition. Dyscalculia A leaning disability that involves difficulty in math computation. Strategies for working with children who have learning disabilities 1. Take the needs of the child with a learning disability into account during instructional time. 2. Provide accommodations for testing and assignments 3. Make modifications. 4. Improve organizational and study skills. 5. Work with reading and writing skills.

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Mental Retardation

A condition with an onset before age 18 that involves low intelligence and difficulty in adapting to everyday life. Mental retardation is caused by genetic factors and brain damage.

Strategies for working with children who are mentally retarded 1. Help children who are mentally retarded to practice making personal choices and to engage in self-determination when possible. 2. Always keep in mind the childs level of mental functioning. 3. Individualize your instruction to meet the childs needs. 4. As with other children with disability, make sure that you give concrete examples of concepts. 5. Give these children opportunities to practice what they have learned. 6. Be sensitive to the child esteem. 7. Have positive expectations for the child learning. 8. Recognize that many children with mental retardation not only have academic needs but also require help in improving their self-maintenance and social skills. 9. Look for resource support. 10. Consider using applied behavior analysis strategies. 11. Involves parents as equal partners in the childs education.

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MINGGU 17

Sensory Disorders

Include visual and hearing impairments.

Strategies for working with children who have a hearing impairment. 1. Be patient. 2. Speak normally. 3. Dont shout 4. Reduce distractions and background noises. 5. Face the student to whom you are speaking.

Receptive language

The reception and understanding of language

Oral expressive Language disorder

The ability to use language to express ones thoughts and communicate with others.

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Strategies for children with receptive or oral expressive language disorder Receptive disorder 1. Use a multisensory approach to learning rather than an oral approach alone. 2. Monitor the speed with which you present information. 3. Give the child some time to respond, as much as 10-15 seconds. 4. Provide concrete, specific examples of abstract concepts. Expressive language disorder 1. Give the child plenty of time to respond. 2.Recognize that the child has trouble responding orally, so consider asking the child to do written work rather than an oral report. 3. Provide choices or give the child the initial sound in word-finding problems. 4. Let the child know ahead of question might be asked so that the child can prepare an answer and thus appear more competent among peers.

Strategies for working with children with disabilities as a regular teacher

1. Carry out each childs individualized education plan(IEP) 2. Encourage your school to provide increased support and training in how to teach children with disabilities. 3. Use the support that is available and seek other support. 4. Become more knowledgeable about the types of children with disabilities in your classroom. 5. Be cautions about labeling children with disability. 6. Remember that children with disabilities benefit from many of the same teaching strategies that benefits children without disabilities. 7. Help children without a disability to understand and accept children with a disability. 8. Keep up to date on technology available for educating children with a disability.

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Children who are gifted

Children who above average intelligence and/or superior talent in some domain such as art, music or mathematics.

Strategies for working with children who are gifted 1. Recognize that the child is actually advanced 2. Guide the child to new challenges and ensure that school is a positive experience. 3. Monitor the accurate evaluation of the childs readiness to be accelerated. 4. Discuss with parents ways to appropriately challenge the child. 5. Learn about and use resources for children who are gifted.