bahan presentai CMU on19th Decemb'r 2014
Dr. Mumpuniart i, M Pd 1*
1. Special Educat ion Depart ment ,
Facult y of Educat ion; Yogyakart a St at e
Universit y: Colombo st reet 1
Yogyakart a.
Cor r espondi ng aut hor. E-mai l :
mumpuni @uny. ac. i d
1.
2.
3.
4.
int ellect ual disabilit y ref ers t o an individual
who needs lif e skills in order t o be
independent
The t raining specif icat ion should be in line
wit h t he individual’s pot ent ial barriers.
t he individual’s limit at ion, be it physical or
emot ional, of t en leads t o a negat ive
perspect ive f rom t he societ y.
The societ y is likely t o assume t he individual
as a person who cannot involve t ot ally in t he
social lif e.
NEXT
5.
6.
7.
The problem covers t he skills needed by
t he individual t o earn a living f or him or
herself and t he skills required t o live well
in t he midst of societ y.
The research f inding implicit ly emphasizes
on t he usef ul skill f or t he individual wit h
int ellect ual disabilit y is t o be t rained
wit hin a nat ural at mosphere.
To t hat end, int elligence disabilit y also
needs t o have coaching on self -direct ion
skills so as t o support independency, in
addit ion t o t he skills t hat made vocat ional
f ield.
NEXT
1.
2.
t his st udy is t o describe t he
t eacher's percept ion of t he
needs of t he t ransit ion
program int o adult hood f or
t he children wit h int ellect ual
disabilit y in Yogyakart a.
It also highlight s t he guidance
program needed by t he
children.
1. Self -det erminat ion
is a cent ral skill t o t he
disabilit y of int elligence, because t he
decision in choosing t he act ivit ies t hat need
t o be done everyday lies in t his abilit y.
2. These
skills f orm t he abilit y t o decide t he
act ivit ies on t he basis of t heir own accord
and as t he main act ors in t he lif e and
enhance t he qualit y of lif e.
3. To
t hat end, int elligence disabilit y also needs
t o have coaching on self -direct ion skills so as
t o support independency, in addit ion t o t he
skills t hat made vocat ional f ield.
4.
5.
6.
Int ellect ual disabilit y or ment al ret ardat ion,
is "charact erized by signif icant limit at ion
bot h in int elect ual f unct ioning and in
adapt ive behavior as expressed in
concept ual, social , and pract ical adapt ive
skills.
Concept ual barriers needed solut ion t o
learn about t he way of lif e in t he
communit ies direct ly wit h t he pract ice of
concret e set t ing
social barriers wit h solut ions f ocused on
behavior management according t o t he
manners in societ y and adapt ive
communicat ion skills.
7.
8.
Urgent milest ones of t he t ransit ion
program int o adult hood f or children
wit h int ellect ual disabilit ies is t he
compet ence t o carry out daily lif e
act ivit ies, including f or act ivit ies t hat
require vocat ional skills
To t hat end, a milest one t o be able t o
explore opport unit ies and overcome
challenges in communit y t ransit ion
programs t o adult hood, including t he
abilit y t o st eer t hemselves (self det erminat ion).
The st udy was conduct ed t hrough a survey in
f ive Special Schools in Yogyakart a.
The schools, which are cat egorized as having a
maj orit y of ment ally ret arded
st udent s/ int ellect ual disabilit y,
The dat a were collect ed t hrough an open
quest ionnaire and int erview conduct ed as t o t he
st rengt hening of t he open quest ionnaire result s.
The dat a were analyzed by using t he cat egories
on t he basis of t he aspect s t hat are used f or
program development -adult hood t ransit ion.
The results show the variety of the effectiveness
of the program-adult transition period.
B.
That program will be showed at five of schools,
they are:
1. Program ‘ Marsudhi Putra Bantul’s of special
school.
2. Program at ‘ Rela Bhakti Sleman’s of special
school.
3. Program at ‘ Bhakti Kencana Sleman’s of special
school
4. Program at ‘ Pembina’ of special school
5. Program at Dharma Renaring Putra II of special
shchool Yogyakarta.
A.
In
t his school t here are some skills t hat are
t aught t o children wit h int ellect ual
challenges such as making ml i nj o chips,
salt ed egg, mendoan, quail and cat t le
f arming.
t he
parent s already know and agree on t he
occupied skills t hat t he children choose,
because t he parent s had previously been
invit ed by t he school t o discuss about t heir
children’ s int erest s.
The
school has provided t he st udent s wit h
workshops, cooking skill, sewing skill, brick
making, carpent ry, and bat i k skill in order f or
t hem t o be successf ul and independent .
The
school t rain t he st udent s t hrough skill
subj ect s, 75% vocat ional every day, 17
hoursclas/ week course every child t hat has
dif f erent charact erist ics, so t hat adj ust ed
only wit h t he abilit y and int erest of t he child
himself .
The
t ypes of vocat ional skills provided by
SLB Bhakt i Kencana include wood craf t ,
bat ik, weaving, and sewing.
Basic
vocat ional educat ion st udent s
st art ing in element ary school. In j unior
high school, t he st udent s have t o learn all
kinds of vocat ional skills.
This is of program examples
Manufacture of batik
Equipment
t hat is
used in
vocat ional
t raining.
Preparat ion
t hrough educat ion skills since
high school. Here t here are culinary maj ors,
salon, IT, agricult ure (ornament al plant s),
clot hing, t imber, aut omot ive and ceramics.
Program
is select ed according t o t he
int erest s and abilit ies of children and parent s
decision. Parent s are given t wo opt ions f or
t heir children’ s maj ors, such as choosing IT
and cat ering, if a child is not t hat good in IT,
she or he will be direct ed t o t he cat ering.
Schools
prepare a program t hat suit s
t he st udent s’ t alent s and int erest
such as making salt ed eggs,
t ailoring, and f ood science.
Given program must be adj ust ed t o
t he st udent s’ abilit ies and t he
parent s’ agreement .
1. The research has a very f undament al level
surveys t o map t he needs of programs and
business schools and t o equip t he st udent s
t oward int ellect ual disabilit ies t ransit ion int o
t he adult world.
2. The program's t ransit ion t o adult hood is st ill
limit ed t o providing t he skills t o underst and,
but t here are also schools t hat have at t empt ed
t o send of f t heir st udent s f or a f ield work.
3. The limit at ions of t he dat a obt ained can
already be used as a map of t he init ial
requirement t hat t he program's t ransit ion t o
adult hood.
4. The research f rom Arnet t , 2007; Gut mann et
al. , 2002; St einberg 2007 (Kauf f man &
Hallahan, 2011: 624-625) suggest s t hat when
young children have f inished high school and
t hey did not achieve communit y living
out comes, t here needs t o be a milest one f or it
t o be able t o explore opport unit ies and
overcome challenges.
5. The result of t his survey is t o be a
st art ing point f or a more comprehensive
enhancement and ref inement of t he
t ransit ion program int o adult hood.
6. The curriculum changes will
encourage t he t eachers’ creat ivit y in
t hat t hey will be condit ioned t o design a
lif e skill program t hat covers bot h
f unct ional academic skill and self det erminat ion development .
1.
The t eachers have not yet seen t hat self det erminat ion skill is anot her part of t he
t ransit ion program int o adult hood.
2.
They have been t hinking t hat lif e skills are t he
only component of t he program.
3.
For most t eachers, t he ef f ect iveness of a
t ransit ion program int o adult hood is indicat ed
by t he lif e skills being achieved by t he st udent s
wit h int ellect ual disabilit y.
4.
The st udent s, however, need t o be equipped by
int egrat ed social compet encies, workplace
experience, leisure t ime ut ilizat ion, self est eem, societ y’s accept ance, and self det erminat ion.
Thank you f or t he
at t ent ion
1. Special Educat ion Depart ment ,
Facult y of Educat ion; Yogyakart a St at e
Universit y: Colombo st reet 1
Yogyakart a.
Cor r espondi ng aut hor. E-mai l :
mumpuni @uny. ac. i d
1.
2.
3.
4.
int ellect ual disabilit y ref ers t o an individual
who needs lif e skills in order t o be
independent
The t raining specif icat ion should be in line
wit h t he individual’s pot ent ial barriers.
t he individual’s limit at ion, be it physical or
emot ional, of t en leads t o a negat ive
perspect ive f rom t he societ y.
The societ y is likely t o assume t he individual
as a person who cannot involve t ot ally in t he
social lif e.
NEXT
5.
6.
7.
The problem covers t he skills needed by
t he individual t o earn a living f or him or
herself and t he skills required t o live well
in t he midst of societ y.
The research f inding implicit ly emphasizes
on t he usef ul skill f or t he individual wit h
int ellect ual disabilit y is t o be t rained
wit hin a nat ural at mosphere.
To t hat end, int elligence disabilit y also
needs t o have coaching on self -direct ion
skills so as t o support independency, in
addit ion t o t he skills t hat made vocat ional
f ield.
NEXT
1.
2.
t his st udy is t o describe t he
t eacher's percept ion of t he
needs of t he t ransit ion
program int o adult hood f or
t he children wit h int ellect ual
disabilit y in Yogyakart a.
It also highlight s t he guidance
program needed by t he
children.
1. Self -det erminat ion
is a cent ral skill t o t he
disabilit y of int elligence, because t he
decision in choosing t he act ivit ies t hat need
t o be done everyday lies in t his abilit y.
2. These
skills f orm t he abilit y t o decide t he
act ivit ies on t he basis of t heir own accord
and as t he main act ors in t he lif e and
enhance t he qualit y of lif e.
3. To
t hat end, int elligence disabilit y also needs
t o have coaching on self -direct ion skills so as
t o support independency, in addit ion t o t he
skills t hat made vocat ional f ield.
4.
5.
6.
Int ellect ual disabilit y or ment al ret ardat ion,
is "charact erized by signif icant limit at ion
bot h in int elect ual f unct ioning and in
adapt ive behavior as expressed in
concept ual, social , and pract ical adapt ive
skills.
Concept ual barriers needed solut ion t o
learn about t he way of lif e in t he
communit ies direct ly wit h t he pract ice of
concret e set t ing
social barriers wit h solut ions f ocused on
behavior management according t o t he
manners in societ y and adapt ive
communicat ion skills.
7.
8.
Urgent milest ones of t he t ransit ion
program int o adult hood f or children
wit h int ellect ual disabilit ies is t he
compet ence t o carry out daily lif e
act ivit ies, including f or act ivit ies t hat
require vocat ional skills
To t hat end, a milest one t o be able t o
explore opport unit ies and overcome
challenges in communit y t ransit ion
programs t o adult hood, including t he
abilit y t o st eer t hemselves (self det erminat ion).
The st udy was conduct ed t hrough a survey in
f ive Special Schools in Yogyakart a.
The schools, which are cat egorized as having a
maj orit y of ment ally ret arded
st udent s/ int ellect ual disabilit y,
The dat a were collect ed t hrough an open
quest ionnaire and int erview conduct ed as t o t he
st rengt hening of t he open quest ionnaire result s.
The dat a were analyzed by using t he cat egories
on t he basis of t he aspect s t hat are used f or
program development -adult hood t ransit ion.
The results show the variety of the effectiveness
of the program-adult transition period.
B.
That program will be showed at five of schools,
they are:
1. Program ‘ Marsudhi Putra Bantul’s of special
school.
2. Program at ‘ Rela Bhakti Sleman’s of special
school.
3. Program at ‘ Bhakti Kencana Sleman’s of special
school
4. Program at ‘ Pembina’ of special school
5. Program at Dharma Renaring Putra II of special
shchool Yogyakarta.
A.
In
t his school t here are some skills t hat are
t aught t o children wit h int ellect ual
challenges such as making ml i nj o chips,
salt ed egg, mendoan, quail and cat t le
f arming.
t he
parent s already know and agree on t he
occupied skills t hat t he children choose,
because t he parent s had previously been
invit ed by t he school t o discuss about t heir
children’ s int erest s.
The
school has provided t he st udent s wit h
workshops, cooking skill, sewing skill, brick
making, carpent ry, and bat i k skill in order f or
t hem t o be successf ul and independent .
The
school t rain t he st udent s t hrough skill
subj ect s, 75% vocat ional every day, 17
hoursclas/ week course every child t hat has
dif f erent charact erist ics, so t hat adj ust ed
only wit h t he abilit y and int erest of t he child
himself .
The
t ypes of vocat ional skills provided by
SLB Bhakt i Kencana include wood craf t ,
bat ik, weaving, and sewing.
Basic
vocat ional educat ion st udent s
st art ing in element ary school. In j unior
high school, t he st udent s have t o learn all
kinds of vocat ional skills.
This is of program examples
Manufacture of batik
Equipment
t hat is
used in
vocat ional
t raining.
Preparat ion
t hrough educat ion skills since
high school. Here t here are culinary maj ors,
salon, IT, agricult ure (ornament al plant s),
clot hing, t imber, aut omot ive and ceramics.
Program
is select ed according t o t he
int erest s and abilit ies of children and parent s
decision. Parent s are given t wo opt ions f or
t heir children’ s maj ors, such as choosing IT
and cat ering, if a child is not t hat good in IT,
she or he will be direct ed t o t he cat ering.
Schools
prepare a program t hat suit s
t he st udent s’ t alent s and int erest
such as making salt ed eggs,
t ailoring, and f ood science.
Given program must be adj ust ed t o
t he st udent s’ abilit ies and t he
parent s’ agreement .
1. The research has a very f undament al level
surveys t o map t he needs of programs and
business schools and t o equip t he st udent s
t oward int ellect ual disabilit ies t ransit ion int o
t he adult world.
2. The program's t ransit ion t o adult hood is st ill
limit ed t o providing t he skills t o underst and,
but t here are also schools t hat have at t empt ed
t o send of f t heir st udent s f or a f ield work.
3. The limit at ions of t he dat a obt ained can
already be used as a map of t he init ial
requirement t hat t he program's t ransit ion t o
adult hood.
4. The research f rom Arnet t , 2007; Gut mann et
al. , 2002; St einberg 2007 (Kauf f man &
Hallahan, 2011: 624-625) suggest s t hat when
young children have f inished high school and
t hey did not achieve communit y living
out comes, t here needs t o be a milest one f or it
t o be able t o explore opport unit ies and
overcome challenges.
5. The result of t his survey is t o be a
st art ing point f or a more comprehensive
enhancement and ref inement of t he
t ransit ion program int o adult hood.
6. The curriculum changes will
encourage t he t eachers’ creat ivit y in
t hat t hey will be condit ioned t o design a
lif e skill program t hat covers bot h
f unct ional academic skill and self det erminat ion development .
1.
The t eachers have not yet seen t hat self det erminat ion skill is anot her part of t he
t ransit ion program int o adult hood.
2.
They have been t hinking t hat lif e skills are t he
only component of t he program.
3.
For most t eachers, t he ef f ect iveness of a
t ransit ion program int o adult hood is indicat ed
by t he lif e skills being achieved by t he st udent s
wit h int ellect ual disabilit y.
4.
The st udent s, however, need t o be equipped by
int egrat ed social compet encies, workplace
experience, leisure t ime ut ilizat ion, self est eem, societ y’s accept ance, and self det erminat ion.
Thank you f or t he
at t ent ion