Family as An Educational Environment That Can Provide Science Education for Children with Special Needs

Rina Maryanti, M. Asjjari

Abstract


The purpose of this study was to determine the science education provided by families to students with special needs. We used qualitative research methods. The subjects in this study were families and students with special needs (students with visual impairment, hearing impairment, intellectual disabilities, physical impairment, and Down syndrome) in one of the special schools in Indonesia. The results showed that most families fully gave up the responsibility for providing science education to school teachers. In addition, they thought that learning science is very complicated because it relates to formulas and numbers, so they thought children with special needs unable to learn about science. Whereas science education is very broad because it deals with natural phenomenon that occurs in everyday life. Students with special needs learned easily through the habituation process.

Keywords


Environment education; Family; Science education; Students with special needs

Full Text:

PDF

References


Aldrich, D. P., and Meyer, M. A. (2015). Social capital and community resilience. American Behavioral Scientist, 59(2), 254-269.

Al-Rowaily, M. A., AlFayez, A. I., AlJomiey, M. S., AlBadr, A. M., and Abolfotouh, M. A. (2012). Hearing impairments among Saudi preschool children. International Journal of Pediatric Otorhinolaryngology, 76(11), 1674-1677.

Avramidis, E., Bayliss, P., and Burden, R. (2000). A survey into mainstream teachers' attitudes towards the inclusion of children with special educational needs in the ordinary school in one local education authority. Educational Psychology, 20(2), 191-211.

Barr, M., and Shields, N. (2011). Identifying the barriers and facilitators to participation in physical activity for children with Down syndrome. Journal of Intellectual Disability Research, 55(11), 1020-1033.

Giagazoglou, P., Kokaridas, D., Sidiropoulou, M., Patsiaouras, A., Karra, C., and Neofotistou, K. (2013). Effects of a trampoline exercise intervention on motor performance and balance ability of children with intellectual disabilities. Research in Developmental Disabilities, 34(9), 2701-2707.

Gutman, L. M., and McLoyd, V. C. (2000). Parents' management of their children's education within the home, at school, and in the community: An examination of African-American families living in poverty. The Urban Review, 32(1), 1-24.

Haverhals, B. (2007). The normative foundations of research-based education: Philosophical notes on the transformation of the modern university idea. Studies in Philosophy and Education, 26(5), 419-432.

Israel, G. D., Beaulieu, L. J., and Hartless, G. (2001). The influence of family and community social capital on educational achievement. Rural Sociology, 66(1), 43-68.

Lemke, J. L. (2001). Articulating communities: Sociocultural perspectives on science education. Journal of Research in Science Teaching, 38(3), 296-316.

Lie, A. (2007). Education policy and EFL curriculum in Indonesia: Between the commitment to competence and the quest for higher test scores. TEFLIN Journal, 18(1), 01-15.

Palla, G., Derényi, I., Farkas, I., and Vicsek, T. (2005). Uncovering the overlapping community structure of complex networks in nature and society. Nature, 435(7043), 814-818.

Pashler, H., McDaniel, M., Rohrer, D., and Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in The Public Interest, 9(3), 105-119.

Perkins, K., Columna, L., Lieberman, L., and Bailey, J. (2013). Parents’ perceptions of physical activity for their children with visual impairments. Journal of Visual Impairment and Blindness, 107(2), 131-142.

Reinehr, T., Dobe, M., Winkel, K., Schaefer, A., and Hoffmann, D. (2010). Obesity in disabled children and adolescents: An overlooked group of patients. Deutsches Ärzteblatt International, 107(15), 268.

Sari, E. (2014). The relation between Islamic education environment management and student emotional intelligence. International Journal of Nusantara Islam, 1(2), 206-222.

Schaal, S., Bogner, F. X., and Girwidz, R. (2010). Concept mapping assessment of media assisted learning in interdisciplinary science education. Research in Science Education, 40(3), 339-352.

Stevenson, R. B. (2007). Schooling and environmental education: Contradictions in purpose and practice. Environmental Education Research, 13(2), 139-153.

Story, M., Neumark-Sztainer, D., and French, S. (2002). Individual and environmental influences on adolescent eating behaviors. Journal of the American Dietetic association, 102(3), S40-S51.

Stuckey, M., Hofstein, A., Mamlok-Naaman, R., and Eilks, I. (2013). The meaning of ‘relevance’in science education and its implications for the science curriculum. Studies in Science Education, 49(1), 1-34.




DOI: https://doi.org/10.17509/ijcsne.v2i2.43752

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Universitas Pendidikan Indonesia

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View My Stats
Indonesian Journal of Community and Special Needs Education (IJCSNE) is published by Universitas Pendidikan Indonesia (UPI)