ABSTRACT. This research had purpose to know and describe the social interaction of mild mentally retardation children in special school through social. Secara umum karakteristik anak tunagrahita ditinjau dari segi akademik, sosial/ emosional, fisik/kesehatan. Di samping perlu pula ditinjau berat dan ringannya. 3 hari yang lalu Yosiani, N. (). Relasi Karakteristik Anak Tunagrahita Dengan Pola Tata Ruang Belajar Di Sekolah Luar Biasa (Versi Elektronik) E-Journal.
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The research result indicated that mild mentally retardation children, FK and VL, could do social interaction, however, there were several obstacles experienced especially in social dissociation process involving competition, contravention, and quarreling. A child with special needs is included children experiencing barriers in the development of behavior. The behavior of these children which is comprised of speech and occupational, did not develop as a normal child.
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The technique of data collection used interview, observation, and documentation. The difficulty experienced by the teacher in doing social interaction to the mentally retardation children, FK and VL, was: Children always wanted to complete their tunwgrahita first and they always wanted to be noticed by the teacher so that it emerged the other behaviors such as self withdrawal, disturbing friends, asking repeatedly.
In general, children with special needs is commonly referred to child mental retardation. And children’s rights child rights which states that all children have the same rights and obligations to live and thrive in full compliance with its potential.
Relasi Karakteristik Anak Tunagrahita dengan Pola Tata Ruang Belajar di Sekolah Luar Biasa
The spatial pattern and forming elements such as whether a suitable space for classrooms to fit the needs of children and mental retardation can help the learning process and the independence of self to the fullest. In each child there is a unique ability or potential for him.
Mental retardation child is a child who experience barriers to mental and intellectual development that have an impact on cognitive development and adaptive behavior, such as not being able to concentrate, mood changes, aloof and reserved, sensitive to light, etc.
Social interaction, special education.
Here, this research had appeared that Fk and VL had competing behavior. View original from journal.
Relasi Karakteristik Anak Tunagrahita dengan Pola Tata Ruang Belajar di Sekolah Luar Biasa – Neliti
The hostility and doubt to other people or the self unconfident made the children withdrew from their environment or vice versa. The technique of data validation used was triangulation. User Username Password Remember me.
This research had purpose to know and describe the social interaction of mild mentally retardation children in special school through social dissociation process which happened to FK and VL in the form of competing behavior, contravention, and quarreling.
Learning space is important and should be noted for the sake of tknagrahita child’s development mental retardation. How far the pattern of arrangement of interior space and the physical embodiment of learning that meets the requirements presented by the need for mental retardation in Special Needs School, called it SLB.
One is the provision of facilities and infrastructure space learning as well as teaching and learning process of mental retardation therapy for children who are still not fit their needs. Until now the handling of child mental retardation is tunagrahiita understood in depth by parents and institutions or special schools for mental retardation child.