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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Tuagrahita 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, karaoteristik, and quarreling.
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.
In each child there is a unique ability or potential for him. And tubagrahita rights child rights which states that all children have the same rights and obligations to live and thrive in full compliance with its potential.
The technique of data collection used interview, observation, and documentation. How far the pattern tunagrahiya 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.
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 behavior of these children which is comprised of speech and occupational, did not develop as a normal child.
Here, this research had appeared that Fk and VL had competing behavior. Social interaction, special education.
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The difficulty experienced by the teacher in doing social interaction to the mentally retardation children, FK and VL, was: Until now the handling of child mental retardation is not understood in depth by parents and institutions or special schools for mental retardation child. The research result indicated that mild mentally retardation children, FK and VL, could aak social interaction, however, there kqrakteristik several obstacles experienced especially in social dissociation process involving competition, contravention, and quarreling.
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. Children always wanted to complete their task first and ansk always wanted tunagrahitaa be noticed by the teacher so that it emerged the other behaviors such as self withdrawal, disturbing friends, asking repeatedly. In general, tknagrahita with special needs is commonly referred to child mental retardation.
A child with special needs is included children experiencing barriers in the development of behavior. 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. View original from journal. The technique of data validation used was triangulation.
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Learning space is important and should be noted for the sake of the child’s development mental retardation. Download full text Bahasa Indonesia, 14 tunagrahitw. User Username Password Remember me.