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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Social interaction, special education.
Learning kzrakteristik is important and should be noted for the sake of the child’s development mental retardation. In each child there is a unique ability or potential for him.
Jurnal Pendidikan Khusus
Download full text Bahasa Indonesia, 14 pages. Here, this research had appeared that Fk and VL had competing behavior.
A child with special needs is included children experiencing barriers in the development of behavior. Children always wanted to complete their task 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.
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The technique of data validation used was triangulation. 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.
The hostility and doubt to other people or the self unconfident made the children withdrew from their environment or vice versa.
Karakteriistik now the handling of child mental retardation is not understood in depth by parents and institutions or special schools for mental retardation child. 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.
Relasi Karakteristik Anak Tunagrahita dengan Pola Tata Ruang Belajar di Sekolah Luar Biasa – Neliti
In general, children with special needs is commonly referred to child mental retardation. The behavior of these children which is comprised of speech and occupational, did not develop as a normal child.
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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.
The technique tunagfahita data collection used interview, observation, and documentation. 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. 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.
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 karaakteristik not being able to concentrate, mood changes, aloof and tunagfahita, sensitive to light, etc.
The difficulty experienced by the teacher in doing social interaction to the mentally kxrakteristik children, FK and VL, was: 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.