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Wiwik Tiyani
Santa Clara Catholic Elementary School Surabaya
Indonesia

Iskandar Wiryokusuma
PGRI Adibuana University Surabaya
Indonesia

Hari Karyono
PGRI Adibuana University Surabaya
Indonesia

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Keywords EFL student EFL textbook Early Childhood teachers, readiness and involvement, online learning Edmodo ICT, ICT literacy, TPACK, English teaching, generation Z Intelligence Quotient (IQ), Emotional Quotient (EQ), Spiritual Quotient (SQ), Speaking Proficiency, Indonesian Adults. assessment literacy, PPG Batch 20 causal-comparative cloze technique distance learning, early childhood, early childhood education teacher eleventh graders higher-order thinking higher-order thinking skills intermediate listening online learning reading comprehension questions reading proficiency students’ perspectives the Curriculum of 2013 the Revised Bloom’s Taxonomy writing self-efficacy
Home > No 48 (2020) > Tiyani

DEVELOPMENT OF MODULE ASSISTANCE FOR CHILDREN WITH SPECIAL NEEDS FOR ELEMENTARY SCHOOL

Wiwik Tiyani, Iskandar Wiryokusuma, Hari Karyono

Abstract


This study aims to produce a mentoring module for children with special needs. This research is a development research by adapting the ADDIE development model. The results of the development research showed that the development of the mentoring module for children with special needs was categorized as appropriate according to the evaluation conducted by the teacher as well as the validation of the experts namely the material expert and the learning design expert. The development of this module can increase the interest of
teachers when teaching dyslexic children and increase learning motivation of dyslexic students. In addition, intensive coordination is needed between schools and parents in dealing with children with special needs in Santa Clara Catholic Elementary School for the development and progress of students. Based on the results of
research and development, it is obtained suggestions in the form of hope that this module will become a means of encouragement to prepare mentoring modules for teachers who do not understand the psychological side of children with special needs.

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DOI: https://doi.org/10.33508/mgs.v2i48.2805
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ISSN: 2622-7959

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