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首页> 外文会议>International Conference on Special and Inclusive Education >Workshop and Assistance in Developing Elementary Classroom Teachers' Competencies to Accommodate Learning in The Students with Autism in Inclusive Schools in Yogyakarta Special Region
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Workshop and Assistance in Developing Elementary Classroom Teachers' Competencies to Accommodate Learning in The Students with Autism in Inclusive Schools in Yogyakarta Special Region

机译：讲习班和协助发展小学课堂教师能力，以适应在日惹特殊地区的包容性学校的自闭症学习中的学习

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Autism is one of the complex developmental disorders that impairs the behavior, the ability to interact, and to communicate that can be detected before the age of 3 years, so that special treatments are needed. The increasing of autism's prevalence will affect the organizations that are able to accommodate their abilities with learning settings. The success of learning is influenced by many factors, one of them is classroom teacher's competency which may spend time more teaching students with autism. Competency improvement is one of the efforts to prepare classroom teachers in accommodating the learning of students with autism in inclusive schools. The study used descriptive study for the method. The program is designed in three stages including seminars and workshops on the development of inclusive services, simulations and practices as well as assistance to inclusive school classroom teachers in Yogyakarta Special Region. The study used the implementation method through lectures, discussions, question and answer section and mentoring section for classroom teachers about the concept of inclusive education, accommodative learning models in inclusive setting, need assessment of the process of preparing learning programs and serving gluten casein free diet menu for students with autism. The subjects in this study were 35 inclusive elementary school teachers consisting of five regions in Yogyakarta. The results showed that the active participation of participants reached 100%, the increase in the knowledge of the concept of inclusive education showed an increase of 37.78% based on the data of pretest 6.15 and the posttest 8.47. Aspects of the inclusive education concept are the understanding of basic concept of inclusive education, the willingness to deepen knowledge and understanding of inclusive education, the skill to accommodate learning process during the class, the skill in working with parents of students with autism, the skill in planning and implementing teaching learning activity, the involvement in planning and implementing special needs, the cooperation between parents and teachers, and the teacher's belief that the implementation of inclusive education will succeed and give hope for more positive student's development.
机译：自闭症是损害行为的复杂发育障碍之一，互动的能力，并在3年​​龄之前可以检测到的能力，从而需要特殊处理。自闭症的普遍性的增加将影响能够在学习环境中适应能力的组织。学习的成功受到许多因素的影响，其中一个是课堂教师的能力，可能会花时间更多地教授自闭症的学生。能力改善是准备课堂教师的努力，以容纳在包容性学校的自闭症学习的学习。该研究使用了对方法的描述性研究。该计划专为三个阶段设计，包括研讨会和讲习班关于包容性服务，模拟和实践的研讨会，以及在日惹特殊地区的包容性学校课堂教师的援助。该研究通过讲座，讨论，问答部分和课堂教师的课程教师课程和辅导部分使用了实施方法，包括包容性教育的概念，包容性环境中的住宿方式，需要评估准备学习计划的过程和服务酪蛋白免费饮食患有自闭症的学生的菜单。本研究中的主题是35名包装的小学教师，包括在日惹五个地区。结果表明，参与者的积极参与达到100％，所以包容性教育概念知识的增加表现出37.78％的增加37.78％，基于预测试6.15和后测试8.47。包容性教育概念的各个方面是对包容性教育的基本概念的理解，加深知识和理解的含有教育，可以在课堂上容纳学习过程的技巧，与学生父母合作的技巧，技能在规划和实施教学活动方面，参与规划和实施特殊需求，父母与教师的合作，以及教师相信实施包容性教育将取得成功，并为更积极的学生的发展提供希望。

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