Keadaan fisik sangat menentukan tingkat kepercayaan diri , proses mental, dan pergaulan anak. Anak-anak yang memiliki cacat fisik biasanya akan mengalami hambatan dalam membentuk konsep dirinya. Konsep diri ini sangat penting dalam kehidupan setiap anak, karena dengan mengenal identias diri, maka anak akan lebih mudah berinteraksi dan menyesuaikan diri dengan lingkungannya.

A. Macam-macam cacat fisik

1. Dilihat dari penyebabnya, cacat fisik bisa dibagi menjadi dua, yaitu:a. Cacat Bawaan atau keturunanCacat fisik bawaan adalah cacat fisik yang disebabkan oleh faktor genetika. Penyakit tersebut disebabkan oleh warisan genetika dan bukan oleh bakteri atau infeksi kuman penyakit. Cacat dan penyakit bawaan lainnya tidak menular. Cara berpikir anak seperti ini membutuhkan waktu yang lebih lama untuk mencapai kedewasaan. Anak-anak ini juga mengalami kesulitan berintertaksi dengan orang lain di luar lingkungan keluarga karena keterbatasan fisik yang membatasi ruang geraknya. Walaupun anak-anak ini mungkin memiliki daya pikir yang terhambat , tetapi mereka masih memiliki kapasitas emosional yang dapat membantu mereka dalam berkomunikasi dan memahami perasaan orang lain.

b. Cacat Karena KecelakaanCacat fisik ini dialami anak yang sebenarnya terlahir normal, namun menjadi cacat karena kecelakaan. Anak yang mengalami gangguan ini sering kali merasa tertekan karena merasa bahwa ia berbeda dari teman-temannya. Ia akan kesulitan menangkap informasi yang ada, kesulitan untuk mentrasformasikan informasi atau pengetahuan baru untuk masuk kedalam system saraf otaknya, serta seringkali membutuhkan bantuan untuk berkomunikasi dengan orang lain. Sehingga lebih sulit baginya untuk menyesuaikan diri dengan lingkungan sekitar. Semua kesulitan ini pada akhirnya akan membuatnya merasa terasing dan menghambat perkembangan sosialnya.

c. Dilihat dari macamnya, cacat fisik bisa dbedakan menjadi 4 macam, yaitu:1). Tuna Netra adalah Penyandang cacat fisik yang memilki keterbatasan pada penglihatan 2). Tuna Rungu adalah Penyandang cacat fisik yang memilki keterbatasan pada pendengaran3). Tuna Wicara adalah gangguan bicara,ketidakmampuan seseorang untuk bicara.4). Tuna Daksa adalah suatu kerusakan atau ternganggu sebagai akibat gangguan bentuk hambatan pada tulang,otot dan sendi dalam fungsinya yang normal (cacat tubuh)

B. Metode Pembelajaran Anak-anak cacat fisik

1. Tuna NetraMacam-Macam Metode Pengajaran yang Dapat diikuti oleh Tunanetra Metode-metode pengajaran yang diterapkan dalam proses belajar mengajar mengalami perkembangan dari waktu ke waktu, sehingga variasi metode pengajaran bertambah.Di bawah ini, ada beberapa metode yang dapat di laksanakan dengan menggunakan fungsi pendengaran dan perabaan, tanpa harus menggunakan penglihatan. Adapun metode-metode tersebut ialah:

a. Metode CeramahYang dimaksud dengan metode ceramah ialah cara penyampaian sebuah materi pelajaran dengan cara penuturan lisan kepada siswa atau khalayak ramai melalui penuturan secara lisan. Untuk penjelasan uraiannya, guru dapat mempergunakan alat-alat bantu mengajar yang lain, misalnya gambar, peta, denah dan alat peraga lainnya.

b. Metode Tanya jawabMetode tanya jawab ialah penyampaian pelajaran dengan cara guru mengajukan pertanyaan dan murid menjawab atau suatu metode di dalam pendidikan di mana guru bertanya sedangkan murid menjawab tentang materi yang ingin diperolehnya.Metode tanya jawab adalah salah satu teknik mengajar yang dapat membantu kekurangan-kekurangan yang terdapat pada metode ceramah

c. Metode DiskusiMetode diskusi adalah salah satu alternatif metode yang dapat dipakai oleh seorang guru di kelas dengan tujuan dapat memecahkan suatu masalah berdasarkan pendapat para siswa.

d. Metode SoroganMetode sorogan adalah metode individual di mana murid mendatangi guru. Inti dari metode ini adalah adanya bimbingan langsung dari guru kepada anak didik dan seorang guru dapat mengetahui langsung sejauh mana kemampuan anak didiknya dalam memahami suatu materi pelajaran.

e. Metode DrillMetode Drill atau latihan adalah suatu metode dalam menyampaikan pelajaran dengan menggunakan latihan secara terus menerus sampai anak didik memiliki ketangkasan yang diharapkan.

2. Tuna Rungu dan Tuna Wicara

Proses Pembelajaran bagi anak tuna rungu dan tuna wicara adalah:a. Memasukkan anak di sekolah akan meningkatkan kemampuan mereka dalam berkomunikasi, khususnya dengan belajar membaca dan menulis, hal ini sering dapat menjadi satu cara mereka berkomunikasi dengan orang lain yang tidak mengetahui bahasa isyarat atau mengerti bicara mereka.

b. Membaca dapat membantu anak mengerti ide, emosi dan pengalaman orang lain. Menulis membantu untuk berkomunikasi, berbagi pikiran dan emosi mereka.

c. Penting juga menyediakan pendidikan untuk anak perempuan. Sering kali anak perempuan tunarungu ditahan di rumah untuk melakukan pekerjaan rumah. Tetapi semua anak perempuan - juga yang berkebutuhan khusus- perlu belajar ketrampilan supaya mereka aman dan dapat mengambil bagian di masyarakat

d. Tidak ada kesepakatan umum mengenai apa yang terbaik untuk anak: belajar di sekolah umum, belajar di sekolah luar biasa belajar di sekolah asrama atau bahkan kesepakatan apakah mereka harus belajar berbicara atau melalui bahasa isyarat, atau berbicara dan menggunakan ejaan huruf tangan. Mereka dapat menggunakan bahasa isyarat, gerak-gerik, gambar, bahasa bibir, bicara dan membaca serta menulis. Sangatlah penting mempertimbangkan individu anak dan kebutuhan mereka serta apa yang diperlukan dalam konteks di masyarakat atau sekolah.

e. Mengajar anak dengan dan tanpa tunarungu di kelas yang sama sering kali menjadi satu cara masyarakat dalam mendidik anak tunarungu. Penting juga mempersiapkan yang lainnya di sekolah seperti para guru dan murid lainnya tentang tunarungu dan tunawicara; serta tentang bagaimana cara anak ini belajar adalah dengan melihat sebaik-baiknya. Dengan cara ini semua orang di sekolah dapat bersiap menyambut anak-anak tunarungu. Beberapa sekolah lokal mengajarkan bahasa isyarat kepada semua orang dengan demikian anak tersebut tidak ada yang tertinggal.

3. Tuna DaksaProses Pembelajaran bagi Anak Tuna Daksa:

a. Penderita cacat fisik memiliki lebih banyak keterbatasan dibandingkan dengan teman-teman sebayanya, sehingga membutuhkan bimbingan atau cara pembelajaran khusus. Mereka dapat dilatih untuk bergaul dan menangkap informasi dilingkungan sekitar dengan tetap menyadari keterbatasan-keterbatasan yang dimilikinya. Misalnya belajar memahami kode-kode tangan atau bahasa yang bisa dilakukan anak-anak yang mengalami cacat fisik.

b. Dengan alat medis, seperti alat bantu dengar, kaki palsu, atau bantuan untuk mendengarkan informasi yang ada di lingkungan sekitar anak-anak dalam keadaan cacat seperti ini akan sangat sensitif perasaannya, ia akan merasa terasing bahkan akan selalu diejek oleh teman-teman bermainnya, sehingga perlu adanya motivasi semangat dan perhatian lebih agar dapat bersaing dengan anak-anak normal lainnya.

C. Penutup

Setiap anak, termasuk anak berkebutuhan khusus, berhak mendapatkan pendidikan yang berkualitas baik di sekolah inklusif maupun sekolah regular. Prinsip-prinsip pengajaran pendidikan inklusif perlu dilatihkan kepada praktisi (Kepala sekolah, guru dan pengawas) agar kebutuhan anak didik yang berkebutuhan khusus dapat terpenuhi dan mereka dapat belajar secara maksimal. Tentu saja guru harus mengikuti pelatihan pendidikan inklusif yang praktis dan komprehensif agar dapat memahami dan menerapkan lebih baik strategi-strategi yang digunakan dalam pendidikan inklusif. Berikut ini adalah saran-saran dalam mengajar anak berkebutuhan khusus:

a. Bersikap baik, positif, bahagiakan dia, dan limpahi cinta, kasih sayang, serta perhatian dari guru, kedua orang tua, dan keluarga. Perlu adanya komunikasi yang intensif dan efektif antara guru dan orang tua (keluarga).b. Gunakan seting kelas yang sesuai,c. Bicaralah dengan jelas dengan posisi wajah menghadap siswa, bersikap sabar dan ikhlas menerima keberadaannya. Rawat dan didiklah anak cacat seperti anak yang sempurna, agar anak semakin percaya diri.d. Menfaatkan semua metode komunikasi,e. Gunakan strategi pengajaran yang efisienf. Utamakan dukungan teman sebaya. Berikan kesempatan untuk berkembang, berinteraksi, dan bersosialisasi.g. Manfaatkan materi pengajaran yang ada sebaik mungkinh. Beri penjelasan pada semua anak mengenai diabilitasi. Buatlah kelas anda seaksesibel mungkin danj. Berbagilah pengalamank. Sekecil apapun kemajuan yang dia capai, pujilah dia.l. Gali potensi yang dimilikinya untuk dikembangkan baik di sekolah maupun di luar sekolah.

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Effective Teaching Methods for People With Intellectual DisabilitiesTammy Reynolds, B.A., C.E. Zupanick, Psy.D. & Mark Dombeck, Ph.D. Updated: May 21st 2013Individuals with intellectual disabilities (ID, formerly mental retardation) benefit from the same teaching strategies used to teach people with other learning challenges. This includes learning disabilities, attention deficit/hyperactivity disorder, and autism.One such strategy is to break down learning tasks into small steps. Each learning task is introduced, one step at a time. This avoids overwhelming the student. Once the student has mastered one step, the next step is introduced. This is a progressive, step-wise, learning approach. It is characteristic of many learning models. The only difference is the number and size of the sequential steps.A second strategy is to modify the teaching approach. Lengthy verbal directions and abstract lectures are ineffective teaching methods for most audiences. Most people are kinesthetic learners. This means they learn best by performing a task "hands-on." This is in contrast to thinking about performing it in the abstract. A hands-on approach is particularly helpful for students with ID. They learn best when information is concrete and observed. For example, there are several ways to teach the concept of gravity. Teachers can talks about gravity in the abstract. They can describe the force of gravitational pull. Second, teachers could demonstrate how gravity works by dropping something. Third, teachers can ask students directly experience gravity by performing an exercise. The students might be asked to jump up (and subsequently down), or to drop a pen. Most students retain more information from experiencing gravity firsthand. This concrete experience of gravity is easier to understand than abstract explanations.Third, people with ID do best in learning environments where visual aids are used. This might include charts, pictures, and graphs. These visual tools are also useful for helping students to understand what behaviors are expected of them. For instance, using charts to map students' progress is very effective. Charts can also be used as a means of providing positive reinforcement for appropriate, on-task behavior.A fourth teaching strategy is to provide direct and immediate feedback. Individuals with ID require immediate feedback. This enables them to make a connection between their behavior and the teacher's response. A delay in providing feedback makes it difficult to form connection between cause and effect. As a result, the learning point may be missed.

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Applied Behavioral Analysis (ABA) and Intellectual DisabilitiesTammy Reynolds, B.A., C.E. Zupanick, Psy.D. & Mark Dombeck, Ph.D. Updated: May 21st 2013So far, we have discussed four effective teaching strategies for people with intellectual disabilities (ID, formerly mental retardation). However, these effective teaching strategies did not develop by happenstance. Instead, these teaching strategies emerged from an educational method known as Applied Behavioral Analysis (ABA). Applied Behavioral Analysis rests on a solid foundation of research. This research has investigated how humans (and animals) learn. It comprises a large body of literature known as behavioral psychology.The ABA approach utilizes two, well-researched learning theories. These are: 1) classical conditioning and 2) operant conditioning. The ABA does not require great intellectual ability in order for learning to be successful. Thus, ABA is ideally suited for people with mental challenges. This includes people with intellectual disabilities.In its most basic form, ABA is very simple and common sense. It rewards a person for making a correct choice. Incorrect choices are ignored, or not rewarded. Therefore, students learn by making simple associations between cause and effect. With repetition, a student learns to associate a correct action with a reward. As such, this correct choice will be repeated. An incorrect action does not earn a reward. When not rewarded, behaviors begin to slowly fade away. This process is known as extinction. Here is the basic approach for ABA: First, complex tasks or behaviors are broken down into smaller steps. For instance, suppose a student needs to learn to raise his hand before speaking in a classroom. This might be broken down into five steps: 1) Raise the hand. 2) Raise the hand while remaining silent. 3) Keep the hand raised, remaining silent, until the teacher acknowledges you. 4) Once the teacher acknowledges you, put the hand down. 5) After the hand is down, speak. Skills are systematically introduced in small steps. As one small skill is mastered, the next step is introduced. Students learn by making simple associations between cause and effect. If they respond correctly for that step, they are immediately rewarded. If they respond incorrectly, nothing happens. Once a step is consistently mastered, the next step is rewarded, not the previously mastered step. This process is known as chaining.Let's illustrate these concepts. Suppose Billy has learned the first step. The first step is simply to raise his hand. He talks while his hand is raised because he hasn't learned step two yet. Now step two is introduced. Billy will not receive a reward when he raises his hand and is talking. At first, he will be puzzled by this. He previously earned a reward for raising his hand. He may be instructed to stop talking and will receive a reward when he does. Alternatively, he might raise his hand without talking by sheer coincidence. He would immediately receive a reward. Step two is learned because once Billy discontinues speaking and chattering while his hand is raised, he will immediately receive a reward. This step is repeated until Billy can consistently raise his hand while remaining silent. Then he will begin practicing the next step and so on. This continues until the entire behavioral chain is mastered.Top of Form(USA/CANonly)Use our Advanced Search to locate a therapist outside of North America.Bottom of Form

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Applied Behavioral Analysis (ABA) and Intellectual DisabilitiesTammy Reynolds, B.A., C.E. Zupanick, Psy.D. & Mark Dombeck, Ph.D. Updated: May 21st 2013So far, we have discussed four effective teaching strategies for people with intellectual disabilities (ID, formerly mental retardation). However, these effective teaching strategies did not develop by happenstance. Instead, these teaching strategies emerged from an educational method known as Applied Behavioral Analysis (ABA). Applied Behavioral Analysis rests on a solid foundation of research. This research has investigated how humans (and animals) learn. It comprises a large body of literature known as behavioral psychology.The ABA approach utilizes two, well-researched learning theories. These are: 1) classical conditioning and 2) operant conditioning. The ABA does not require great intellectual ability in order for learning to be successful. Thus, ABA is ideally suited for people with mental challenges. This includes people with intellectual disabilities.In its most basic form, ABA is very simple and common sense. It rewards a person for making a correct choice. Incorrect choices are ignored, or not rewarded. Therefore, students learn by making simple associations between cause and effect. With repetition, a student learns to associate a correct action with a reward. As such, this correct choice will be repeated. An incorrect action does not earn a reward. When not rewarded, behaviors begin to slowly fade away. This process is known as extinction. Here is the basic approach for ABA: First, complex tasks or behaviors are broken down into smaller steps. For instance, suppose a student needs to learn to raise his hand before speaking in a classroom. This might be broken down into five steps: 1) Raise the hand. 2) Raise the hand while remaining silent. 3) Keep the hand raised, remaining silent, until the teacher acknowledges you. 4) Once the teacher acknowledges you, put the hand down. 5) After the hand is down, speak. Skills are systematically introduced in small steps. As one small skill is mastered, the next step is introduced. Students learn by making simple associations between cause and effect. If they respond correctly for that step, they are immediately rewarded. If they respond incorrectly, nothing happens. Once a step is consistently mastered, the next step is rewarded, not the previously mastered step. This process is known as chaining.Let's illustrate these concepts. Suppose Billy has learned the first step. The first step is simply to raise his hand. He talks while his hand is raised because he hasn't learned step two yet. Now step two is introduced. Billy will not receive a reward when he raises his hand and is talking. At first, he will be puzzled by this. He previously earned a reward for raising his hand. He may be instructed to stop talking and will receive a reward when he does. Alternatively, he might raise his hand without talking by sheer coincidence. He would immediately receive a reward. Step two is learned because once Billy discontinues speaking and chattering while his hand is raised, he will immediately receive a reward. This step is repeated until Billy can consistently raise his hand while remaining silent. Then he will begin practicing the next step and so on. This continues until the entire behavioral chain is mastered.advertisement

ABA's emphasis on providing immediate rewards for correct behavior is crucial to motivation. However, the reward must be valuable or desired. Each student will find different things rewarding. Only rewards that are intrinsically rewarding have a motivational effect. Rewards that are not gratifying will not reward or motivate someone. For instance, if you dislike chocolate candy, Hershey kisses would not be rewarding. Therefore, they would not serve to motivate and teach a new behavior.When the ABA is initially introduced, rewards must be immediate and concrete. Snacks and food rewards work well for this purpose. For behaviors that require more sustained effort, such as remaining on task for 30 minutes, a more sustained reward may be appropriate. This might be permission to watch a favorite TV show, or to play an exciting game.As students become familiar with the instruction and reward process, a more abstract "token" reward system can be introduced. Token reward systems use visual representations. Common examples are stickers placed on a chart, or beads placed on a bracelet. These represent a student's progress towards an ultimate, concrete reward. For example, once the child earns five stickers he can play a game or watch a program. The token reward system is a little more complex and abstract than immediate and concrete rewards. However, it is very effective for increasing on-task behavior. Furthermore, it teaches students to delay their gratification.ABA's modern emphasis provides rewards for correct behavior and ignoring incorrect behavior. However, this was not always so. In the early days of ABA, incorrect choices were not merely ignored. Rewards were balanced with punishments for undesired behavior. Today, negative or undesired behaviors are usually ignored or redirected, rather than punished. The only exceptions are "non-negotiable" circumstances.Dangerous behaviors are considered "non-negotiable." These types of behavior may require immediate negative consequences. For obvious reasons, dangerous behavior cannot be ignored. Ignoring someone who is starting a fire is a bad idea! Dangerous behaviors include any behaviors that threaten, or cause significant harm to anyone. Some examples are banging one's head against the wall, or biting other children. The other non-negotiable behaviors are ones that cause significant damage to property. This might include setting fires or throwing computer equipment off a desk. Common consequences include time-outs, or loss of preferred play items and activities. In the case of self-harm, the least restrictive rule prevails. Physical restraints or protective devices (such as a helmet) may be used. These behaviors and consequences are outlined in the safety crisis management plan. An individualized safety crisis management plan is routinely developed for at-risk children. It spells out what the negative consequences are for dangerous behaviors.Top of Form(USA/CANonly)Use our Advanced Search to locate a therapist outside of North America.Bottom of Form

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Physical Therapy and Sensory Skills Training Tammy Reynolds, B.A., C.E. Zupanick, Psy.D. & Mark Dombeck, Ph.D. Updated: May 21st 2013Sometimes the individualized education plan (IEP) specifies certain therapies. Physical therapy is one such therapy. Intellectual capacity is highly influenced by the ability to receive and correctly interpret sensory data. We receive this data from our five senses: sight, sound, touch, taste, smell. Sensory integration is a natural process used by the body to interpret sensory information. Normally, the various senses work together in unison. This helps people navigate their surroundings. However, some children with intellectual disabilities have difficulty interpreting, integrating, and coordinating sensory input. Sensory integration activities help these children strengthen these abilities.There are two different sorts of sensory problems. Some children have hyperactive (overactive) systems. These children have difficulty blocking out signals that should be ignored. In response to this overactive system, they avoid motion activities like climbing stairs. They may also be very prone to motion sickness. They may seek support from others while walking.Other children have hypoactive (underactive) systems. These children have difficulty attending to signals that should be heeded. Children with hypoactive sensory systems may actively seek out motion. They may enjoy swinging and climbing activities, and do not become dizzy after spinning.Sensory integration activities address children's sensory needs by either lessening or amplifying the intensity of the sensory stimulation they receive. Most sensory integration activities work with children's vestibular, proprioceptive, and tactile sensory systems. These are described below.

Intellectual Disabilities

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Basic InformationIntroduction to Intellectual DisabilitiesCauses of Intellectual DisabilitiesDiagnosis of Intellectual DisabilitiesHistorical & Contemporary Perspectives of Intellectual DisabilitiesIntellectual Disabilities & Supportive RehabilitationIntellectual Disabilities and Supportive Rehabilitation: Developing an Individualized Support Plan (ISP)Educational Supports and Individual Educational Plans (IEPs)The Choice of Educational Settings: The Pros and Cons of Mainstreaming Children With Intellectual DisabilitiesEffective Teaching Methods for People With Intellectual DisabilitiesApplied Behavioral Analysis (ABA) and Intellectual DisabilitiesPhysical Therapy and Sensory Skills Training Individualized Support Plans: Adaptive Functioning & Life SkillsSocial Skills TrainingSupported Employment and Integrated Work SitesSupported Housing and Community IntegrationTherapies for Intellectual Disabilities and Outdated/Unproven TreatmentsSupport for Families of People with Intellectual DisabilitiesIntellectual Disabilities Summary & ConclusionIntellectual Disabilities Resources & ReferencesMore InformationLatest NewsBlog EntriesLinksBook Reviews

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Physical Therapy and Sensory Skills Training Tammy Reynolds, B.A., C.E. Zupanick, Psy.D. & Mark Dombeck, Ph.D. Updated: May 21st 2013Sometimes the individualized education plan (IEP) specifies certain therapies. Physical therapy is one such therapy. Intellectual capacity is highly influenced by the ability to receive and correctly interpret sensory data. We receive this data from our five senses: sight, sound, touch, taste, smell. Sensory integration is a natural process used by the body to interpret sensory information. Normally, the various senses work together in unison. This helps people navigate their surroundings. However, some children with intellectual disabilities have difficulty interpreting, integrating, and coordinating sensory input. Sensory integration activities help these children strengthen these abilities.There are two different sorts of sensory problems. Some children have hyperactive (overactive) systems. These children have difficulty blocking out signals that should be ignored. In response to this overactive system, they avoid motion activities like climbing stairs. They may also be very prone to motion sickness. They may seek support from others while walking.Other children have hypoactive (underactive) systems. These children have difficulty attending to signals that should be heeded. Children with hypoactive sensory systems may actively seek out motion. They may enjoy swinging and climbing activities, and do not become dizzy after spinning.Sensory integration activities address children's sensory needs by either lessening or amplifying the intensity of the sensory stimulation they receive. Most sensory integration activities work with children's vestibular, proprioceptive, and tactile sensory systems. These are described below.advertisement

The vestibular sensory system enables us to stand and coordinate movement. It involves sensory input from vision and from sensory organs in the inner ear. Activities that stimulate the vestibular system involve movement. Swinging, jumping, and spinning are good examples. A physical therapist working with hypoactive children might engage them in structured movement exercises. This meets their sensory needs within socially acceptable boundaries.The proprioceptive sensory system provides information about the body's positioning. Proprioceptive feedback helps people coordinate fine motor activities. Examples include coloring within lines or buttoning a shirt. It also helps with motor planning. This refers to the ability to coordinate different motor tasks to complete an activity. Activities that stimulate the proprioceptive system include deep pressure, hugging, and climbing.Not all children with intellectual disabilities require physical therapy. Physical therapy may be conducted in schools, homes, or institutions. Sometimes children go to specialized physical therapy facilities. Physical therapy promotes the development of gross motor skills required for everyday activities. It also increases flexibility and stimulates learning abilities through sensory integration activities.The underlying condition that caused the intellectual disability determines whether physical therapy is needed. For example, the Fragile X syndrome is often accompanied by sensory challenges. People with Fragile X are easily distracted by noises or smells. People with Cockayne syndrome may need physical therapy to limit joint contractions that interfere with walking. People with Prader-Willie syndrome have poor muscle tone. Physical therapy helps to correct this.In addition to physical therapy, an IEP may also include speech therapy and occupational therapy. These types of therapies are discussed in the next section.Top of Form(USA/CANonly)Use our Advanced Search to locate a therapist outside of North America.Bottom of Form

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Individualized Support Plans: Adaptive Functioning & Life SkillsTammy Reynolds, B.A., C.E. Zupanick, Psy.D. & Mark Dombeck, Ph.D. Updated: May 21st 2013Previously we discussed that intellectual disabilities have two defining features. These are limitations in: 1) intellectual functioning and 2) adaptive functioning. In the previous section, we discussed how Individualized Educational Plans (IEP) are developed to improve intellectual functioning. This is accomplished by providing educational supports. Specifically, we discussed the individual educational plans (IEPs) created for school-age children with intellectual disabilities (ID, formerly mental retardation).Although similar, the IEPs and individualized support plans (ISPs) are not the same. An ISP is much broader than an IEP. This is because an ISP covers both intellectual functioning (e.g. education) and adaptive functioning. For school age children, the IEPs will usually address both intellectual and adaptive functioning. Adaptive functioning refers to a set of skills needed for daily living. Three broad sets of skills make up adaptive functioning. These are conceptual skills, social skills, and practical life skills. These skills were previously reviewed. In this section, we turn our attention to the ISP and adaptive functioning.For many adults with intellectual disabilities, the adaptive functioning component of their ISP is primary. ISPs are developed as part of the public and private services available to people with intellectual disabilities. Therefore, these ISPs emphasize the supports needed to improve adaptive functioning. As we have mentioned, the availability of services varies by state and county. We review services that are commonly available. You can get information about the specific services available in your community by contacting your county or state office of human services.Individual support plans (ISPs) and supportive services are typically provided through community-based, social service programs. Supportive services may continue throughout a person's lifetime. Alternatively, they may be delivered on an intermittent "as needed" basis. The ISP will describe what services and supports are needed to ensure each individual's ongoing success. These plans promote independence and self-determination of people with intellectual disabilities.Standardized tests are frequently used to assess adaptive abilities and limitations. One such test is the Supports Intensity Scale (Thompson, et. al, 2004). The first section of this commonly used assessment tool rates a person's abilities and limitations in six areas. These are: 1) home living; 2) community living; 3) life-long learning; 4) employment; 5) health and safety; and 6) social activities. Once support needs are identified, the ISP proposes support strategies to meet those needs. More information about the Support Intensity Scale can be found at www.aaidd.org. For adults with intellectual disabilities, the ISP typically targets the skills and supports needed for independent living. These include social skills training, supported employment, and supported housing.Top of Form(USA/CANonly)Use our Advanced Search to locate a therapist outside of North America.Bottom of Form

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Social Skills TrainingTammy Reynolds, B.A., C.E. Zupanick, Psy.D. & Mark Dombeck, Ph.D. Updated: May 21st 2013Our success in life is greatly determined by our social skills. We often take these skills for granted. Sometimes we are not even aware of these skills. It is easier to spot the absence of these skills, than to detect the presence of them. These skills are usually learned by observation. Many people with intellectual disabilities (ID, formerly mental retardation), have underdeveloped social skills. This is because the development of social skills relies heavily on certain intellectual abilities.Social skills enable people to function well in any social situation. This includes work, school, and interpersonal relationships. Some examples of good social skills include: Understanding and honoring the standards of dress and decorum at different social occasions; The acceptable forms of social interaction for different social occasions; Knowing when to make eye contact and when to avert the eyes; Determining when physical contact is acceptable and what type (e.g. a handshake versus a hug); Being able to politely start and stop conversations; Being able to make small talk; Understanding how to notice and respond to non-verbal body language; Appreciating social nuance such as sarcasm and humor; Understanding the differences between literal and figurative speech; Being able to express feelings and respond to the feelings of others.Social skills are closely linked with language and communications skills. Effective communication involves the accurate use and interpretation of both verbal and nonverbal communication. It includes the ability to understand non-literal, figurative speech. For example, the weather is a popular way to make small talk. Suppose someone steps into an elevator and says, "It's raining cats and dogs out there." People might begin to nod or laugh with amusement. However, someone with an ID might become horrified. They might begin crying imagining cats and dogs dropping from the sky. They do not understand this non-literal figure of speech.Good social skills also require behavioral management skills. For example, impulses must be kept under control across a wide variety of social situations. Self-care and grooming skills must be demonstrated. People with IDs often need to be explicitly taught behavioral management skills. For instance, they must learn to refrain from talking out of turn. They also need to speak at the appropriate volume when conversing. When provided direction, they learn to follow rules and social conventions. For example, with proper coaching, they know it is correct to wait in line to purchase a ticket.advertisement

Social skills are taught in a kinesthetic manner. This means that individuals learn by doing. They repeatedly practice proper social interactions in a step-by-step manner. The process of repetition helps solidify social skills. Examples of this stepwise learning are provided in the Applied Behavioral Analysis section.Social skills must be learned in a social environment. Therefore, social skills training is usually conducted in a social skills training group. These groups usually include two or more professional instructors and peer support specialists. Peer support specialists are people with ID who have mastered these skills. They serve in the role of coach.First, instructors and coaches introduce a social skill. Then, they demonstrate the skill through a role-play activity. Students are provided familiar examples. This helps students connect the learning to their own everyday experiences. It provides a reference point.When skills are first introduced, they are practiced in a classroom. The classroom provides a safe learning environment. Here, they can make mistakes and receive corrective feedback. They are rewarded for correct responses. Role-played interactions are similar to real-life. Usually the learning experience is generalized to real-life situations.Students are given homework assignments. They are asked to note and record real-life experiences that required the skills they learned. They may be asked to demonstrate how they handled the situation. Students are also encouraged to discuss real-life experiences that challenged them. The instructors use these experiences as teaching points. They guide the class to practice solutions to these problematic social interactions.After students demonstrate some mastery of the skill, they begin to practice the skill in the real world. For example, the instructors may demonstrate getting into an elevator with a stranger. The stranger is standing near the buttons that select the floors. The stranger turns and asks, "Where ya going?" Obviously, this does not literally mean, "What is your ultimate destination?" It means, "What floor do you want?" However, many people with IDs interpret questions literally. They might blurt out, "I'm going to the doctor because I have diarrhea." With training, they learn the stranger isn't interested in those details.After mastering the basic elevator scenario, the instructors increase the complexity. They may demonstrate the same scenario with a twist. What if someone asks the same question but isn't standing by the floor selection buttons? Students learn environmental cues serve to determine the meaning of a communication.The role-playing and rehearsal process is usually the most difficult part. It requires students to demonstrate the skills that the instructors have modeled. The instructors guide the students during rehearsal. Students are provided immediate feedback. This helps students gain confidence in their abilities.Instructor feedback is typically positive in nature. They praise and reward the students' efforts. The instructors do not criticize students who have difficulty with a skill. Instead, they correctly model the desired skill again. With repetition, practice, and support the students' gain mastery and confidence.

Teaching mentally ill children: A delicate balance for children and teachersKatie Osgood made her way down Lawrence Avenue; she was on her way to work. An ambulance passed and she wondered if it was one of her students. Hers is not a typical classroom: There are no desks, the kids wear scrubs and shes careful about what supplies she uses."Count out my pencils, you know. And then other things, I just cant useyou know, staples, paper clips. I mean markers arent dangerous, but you do have to kind of watch them," Osgood said.Osgoods the only teacher at Chicago Lakeshore Hospital, a psychiatric facility that treats mentally ill patients, including kids. There are 40 beds for youth at Lakeshore but her average class size ranges between eight and 20 kids. Shes a certified teacher, so kids get credit for a half-day of class each day she teaches them. But because of privacy issues, she may not always privy to what theyre learning at their regular schools."I do always tell them, 'You know what? Make sure youre OK first; if this is going to stress you out, were not going to work on it today. You gotta get well with you.' A lot of kids will actually respond with, 'No, I want to do this. I feel like I can.' Whereas if youre in a regular school,you kind of have to keep pushing them. I mean, today a teachers job is on the line if your kids dont get the grade, Osgood explained.The kids, between the ages of four and 17, come from all over the city. But share one thing in common: They are disoriented and away from their parents or guardians. Theyre admitted at all hourseven at 4:00 a.m.

Out of the Shadows will explore the fractures in mental health care for children in Illinois and illuminate how it affects our youth.Osgood explained, "Some of them are going through the hardest point in their lives. Like it probably wont get worse than whatever it was that brought them here--whether its a suicide attempt, whether it was a moment of rage where they got out of control, whatever it was that brought them here."You wont hear Osgood in action during this story. Heikenen-Weiss wasnt able to record her with students present because of privacy concerns. And it might not have represented an average day for Katie; there is no such thing. Things are always in fluxher patients, their needs, their interests, their health and capacity to learn. One thing is constant: Every morning, the kids participate in a group therapy session called community. The kids state why theyre hospitalized. One kid says he kicked his sisters door down. Next to his name on a white board up front, the counselor notes that anger is an issue hes struggling with. Under his goals, she writes: Build up anger management skills."A kid starts acting up or something, you can always point to the board'Oh, youre supposed to be following directions today, remember?'," said Osgood.Osgood looks for signs that might help her teach the kids."Its almost like cracking a code for all these kids. You know, figuring out what exactly is driving these behaviors? What is going on behind the scenes thats causing them,cause you might just look on and see, oh, the kid threw a chair. There could be a thousand thingssomeone could have called him a name in the morning, or maybe he didnt eat anything that day or maybe, you, know, hes going through being put into the foster care system and he just found out. You know, you dont know whats happening," Osgood explained.All of the employees that work with Osgood were trained to catch these clues. But Lakeshore was not without its problems. A study out earlier this year, commissioned by the Illinois Department of Children and Family Services,claimed that children had been sexually abused because employees werent keeping an eye on them. Hospital officials refuted those claimsand Osgood said she felt supported."One of my biggest things that I love about working at a place like Lakeshore is that I have a team of people with me. I always have a mental health counselor there in the room with me," Osgood said.Every member on staff was also trained to deescalate situations, even the small ones cause those can escalate with these kids. Sometimes, that can mean shutting down the entire ward if kids get too agitated. Osgood said that maybe once or twice a week, a kid has to be restrained by staff. But she looked at every act of discipline as a learning experience."After you give a time out to a child, you need to process and say, 'Well, why did you get this timeout? What can you do differently next time?'" Osgood said.With a patients doctor nearby, Osgood could input on how medications were working out."Some of these mental health issues are brain-related. You know what? Its a chemical imbalance, and if you regulate that, then guess what? You see amazing results. We always remind the kids that medication alone is not going toyou have to do your part, you have to use your coping skills," Osgood remarked.Osgood gets to know some of the kidssome have a hard time leaving, even after theyve been medically cleared. Those are usually wards of the state who have no place to go. They often stay up to six months other students plunge back into the outside world.Osgood explained, "A lot of times, were discharging these kids straight back into school, like the very next day. And half the time, the teacher wont even know that the child has been hospitalized for psychiatric issues. You know, its protected health information, you know, and if the family chooses not to share that, the teacher has no idea."Osgood said that she sees a lot of kids return to the hospital."My objective is kind of to show these kids that they can do it. I want the kids to experience some kind of success, especially the ones who have experienced a lot of school failure. You can rope them in a lot easier in terms of getting them engaged," she said.Osgood knows shes not teaching her kids to test, or to pass a grade, or to build on the lessons of a previous teacher. Shes hoping to plant a kernelsomething that might pop up later in life.Pendidikan Islam Anak Cacat (1)Pendidikan Islam untuk Anak Cacat atau berkebutuhan khusus lain adalah anak difabel. Anak cacat terbagi dua cacat fisik dan cacat mental. Yang paling berat adalah mendidik anak yang cacat mental seperti autis, dll. Cacat fisik seperti buta, tuli, gagu (tuna wicara), pincang, dan kekurangan fisik lain. Bagaimana memperlakukan anak yang berkebutuhan khusus tersebut secara wajar dan istimewa sekaligus bukanlah hal yang mudah. Orang tua harus mengerahkan tenaga dan pemikiran ekstra agar supaya anak kesayangan mereka dapat berkembang dan tumbuh maksimal sesuai potensinya.Oleh A. Fatih SyuhudDitulis untuk Buletin Siswa MTs dan MA Al-KhoirotPonpes Al-Khoirot MalangDaftar Isi1. Pendidikan Islam Anak Cacat (1) 2. Pendidikan Islam Anak Cacat (2)

Pendidikan Islam Anak Cacat (1)Saat menjelang kelahiran seorang anak, harapan utama dari calon ayah dan ibu terhadap anak adalah: semoga si buah hati dapat lahir dengan selamat dan tidak cacat. Anak yang menderita cacat fisik atau non-fisik sejak bayi, bagi orang tua, adalah sebuah mimpi buruk. Namun, saat musibah itu datang, orang tua tentunya harus tetap menyambut kedatangannya dengan kedua tangan terbuka. Yang terpenting adalah bagaimana memperlakukan anak yang berkebutuhan khusus tersebut secara wajar dan istimewa sekaligus.Wajar dalam artian, ia harus diperlakukan layaknya anak yang normal. Hal ini bertujuan agar anak cacat memiliki kepercayaan diri sama dengan mereka yang tumbuh normal. Pada saat yang sama, mereka juga harus diperlakukan secara istimewa. Karena, kekurangan fisik yang mereka derita memang menuntut orang tua untuk memberi perhatian lebih khusus dibanding anak yang lain. Namun demikian, perhatian yang terlalu berlebihan juga akan berakibat kurang sehat bagi independensi anak dan juga potensi kecemburuan saudara-saudaranya. Dalam konteks ini sangat diperlukan kebijaksanaan lebih dari orang tua untuk menjaga keseimbangan perlakuan. Hal-hal berikut dapat dijadikan pertimbangan dalam bersikap sebagai orang tua selama mengarungi kehidupan bersama anak yang berkebutuhan khusus.Pertama, setiap orang berhak mendapat kesempatan untuk mencapai kemandirian. Orang tua harus membantu anak yang cacat atau berkebutuhan khusus untuk mendapat kesempatan dalam hidupnya sesuatu yang sesuai dengan kebutuhannya. Setiap anak yang lahir dengan kekurangnormalan fisik akan selalu memiliki ketergantungan pada oranglain selama hidupnya. Namun, dalam era sekarang kita dapat membantu anak-anak ini mendapatkan tempat dalam hidup dan memberi mereka peluang seperti yang kita miliki. Kita tidak berhak untuk menahan mereka mencapai tujuan atau menjadi produktif dalam bidang tertentu hanya karena mereka berbeda cara berjalan, cara berbicara atau cara berperilaku.Kedua, saat ini banyak fasilitas yang tersedia untuk melatih, mengajar dan mencoba membantu anak-anak ini mengatasi kehidupan mereka. Akan tetapi pada saat yang sama masih banyak orang, anak-anak atau orang dewasa, yang memperlakukan anak cacat seakan-akan mereka penyakit menular.Orang tua tentu tidak dapat mengontrol perlakuan orang lain pada anaknya. Tapi, setidaknya ia dapat mengontrol perilakunya sendiri agar bersikap wajar dan selalu siap membantu. Dan yang tak kalah penting selalu memberi dukungan dan dorongan pada mereka agar memiliki self-esteem (percaya diri), rasa memiliki dan perasaan penting dan dihargai.Ketiga, persiapkan mental anak menghadapi berbagai kemungkinan. Persiapkan mental anak agar memiliki cara berfikir positif dalam menghadapi berbagai situasi negatif yang ada di hadapannya. Baik terkait dengan perilaku lingkungan atau berhubungan dengan kekurangan fisiknya. Yakinkan pada anak bahwa semua orang memiliki kelebihan dan kekurangan. Dan bahwa kekurangan yang ada hendaknya menjadi pemicu semangat untuk terus maju mencapai apapun yang dicita-citakan. Bukan malah menjadi penghalang dari cita-cita itu. Intinya, orang tua dari anak yang cacat harus betul-betul menjadi orang tua yang bijaksana dan selalu menjadi motivator bagi anaknya.Keempat, tanamkan keimanan. Sebagai seorang muslim, cara terbaik untuk membuat anak berkebutuhan khusus memiliki semangat yang tinggi adalah dengan memperkenalkan konsep keimanan sejak dini agar anak tak mudah terjerumus ke dalam jurang keputusasaan.[]

Pendidikan Anak Cacat (2)Oleh A. Fatih SyuhudDitulis untuk Buletin Siswa MTs dan MA Al-KhoirotPonpes Al-Khoirot MalangBayi perempuan yang lucu itu bernama Hellen Keller. Ia tumbuh normal sampai usia 19 bulan. Saat itulah malapetaka itu terjadi. Ia terserang penyakit aneh yang berakibat fatal: ia menderita buta dan tuli total. Betapa menderitanya Hellen Keller. Dan lebih menderita lagi adalah orang tuanya. Terutama ibunya.Akan tetapi sang ibu sadar betul bahwa penderitaan tidak boleh dihadapi dengan keputusasaan. Bagaimanapun sakitnya penderitaan itu. Waktu yang terus berjalan harus dimanfaatkan sepenuhnya untuk berusaha memaksimalkan potensi anaknya yang tuna netra dan tuna rungu.Usaha sang bunda yang tiada henti tidaklah sia-sia. Hellen mulai dapat berbicara. Dan pada usia 8 tahun dia mulai sekolah untuk tuna netra. Pada usia 14 tahun, ia melanjutkan sekolah khusus tuna rungu. Pada usia 20 tahun, dia diterima kuliah di Radcliffe College dan lulus pada usia 24 dan menjadi wanita tuna rungu pertama di Amerika dan dunia yang menggondol gelar sarjana S1. Sejak saat itu, tiada halangan berarti lagi baginya untuk mengekpresikan kemampuan ilmu dan talenta terpendamnya.Dari segi karya intelektual, ia dikenal sebagai penulis produktif. Tak kurang dari 12 buku yang telah ditulisnya. Juga, sejumlah artikel di berbagai jurnal dan media konvensional lain. Yang sangat mengagumkan adalah ia mulai menulis buku sejak berusia 11 tahun dengan buku perdananya berjudul The Frost King (Raja Dingin) . Pada usia 22 tahun, yakni saat dia masih kuliah S1, ia menulis buku otobiografi berjudul The Story of My Life (Kisah Hidupku).Ia juga dikenal sebagai aktifis politik, pembicara ulung yang sering diundang ke berbagai belahan dunia dan penulis terkenal. Pada usia 84 tahun, ia mendapat penghargaan Presidential Medal of Freedom dari Presiden Amerika Lyndon B. Johnson. Sebuah penghargaan tertinggi di Amerika. Penghargaan ini antara lain karena jasa dan dedikasinya pada yayasan American Foundation for the Blind yang diabdikan untuk membantu mereka yang menderita tuna netra. Pada 1968 Hellen meninggal dunia dalam usia 87 tahun. Namun pada tahun 1999, 31 tahun setelah meninggal, Hellen Keller masuk dalam daftar Gallups Most Widely Admired People of the 20th Century (Orang yang paling dikagumi pada abad ke-20).Kesuksesan hidup Hellen Keller yang mencengangkan tak luput dari dua hal yang patut menjadi inspirasi kita. Yakni, peran besar dari orang tua terutama ibu dan tentu saja kemauan tinggi dari Hellen Keller sendiri.Kemauan yang besar dari Hellen Keller untuk maju di tengah kendala fisik yang menimpanya tentu tak luput dari pendidikan dalam keluarga yang memainkan peran sangat signfikan. Dan dalam kasus Hellen Keller ini, tampak sekali peran ibu sangat dominan.Dapat dipastikan, ibu Hellen Keller adalah adalah sosok ibu yang sangat ahli dalam memberi motivasi pada putrinya yang serba kekurangan, baik motivasi lisan maupun dalam bentuk bahasa tubuh (body language). Dan memotivasi seorang yang menderita kekurangan fisik tentu tidak mudah. Sang ibu membutuhkan banyak belajar ilmu-ilmu yang terkait dengan pendidikan anak cacat. Tidak hanya sekadar mengandalkan insting keibuannya semata. Sejumlah dokter dan pakar kejiwaan yang ahli di bidang penanganan anak cacat ditemuinya. Dan hasilnya tidak sia-sia.Bagi saya, peran ibu Hellen Keller yang berhasil menjadikan putrinya from zero to hero patut mendapat apresiasi mendalam. Ibu Hellen Keller adalah sosok ibu yang patut menjadi teladan para ibu di seluruh dunia karena dua hal: pertama, menjaga sikap optimisme di tengah kondisi yang tidak mendukung untuk optimis. Kedua, terus belajar dan berusaha maksimal tanpa mengenal lelah demi masa depan anak.Inspirasi apa yang dapat diambil dari Hellen Keller? Optimisme, percaya diri, keberanian untuk bermimpi, rajin belajar, kerja keras dan pendidikan tinggi.[]Bottom of Form