Form of Teacher Communication in Handling Students with Special Needs in Madrasah

DOI

10.2991/assehr.k.200220.003How to use a DOI?

Keywords

forms of communication for teachers, students with special needs, Madrasah

Abstract

Communication is a basic human activity. By communicating, human can interact to each other. No one has never involved in communication. The importance of communication for as human being cannot be denied, In the world of education, the on going communication will, of course, be related to values and encouraged changes. Because communication is carried out based on aiming the values as well as realizing. Students with Special Needs are those who need special treatment related to their case. Since students with special needs are different from the typical ones, education and teaching have to be strongly related to their needs. That is the reason why special education is taking part of it. In the communication process, message is one of the important component. The content of the message communicating is one of the main components of human communication as well as the messages communicating in educational communication, especially for Madrasas (primary school) that have students with special needs. Besides the educational communication, the delivery is also play an important role. In the process of communication, in addition to the delivery of learning material, it is important to communicate by including: (1) teacher’s positive expectations as a major impact on student achievement. The teacher’s positive expectations of students’ behaviors and attitudes that support the achievement of learning objectives. (2) The goals and results of learning are the heart of the learning process. The purpose of giving direction on what will be learned. It is also the basic foundation of the learning plan as expected. (3) Feedback and Evaluation, which are the most important components in education that aim to improve or to find out the success of communication that the writers do in the learning process. From the 4 madrassas in Bogor, researchers found two forms of teacher communication in dealing students with special needs, namely; interpersonal communication, when the teacher give explanations to the typical students, he allocate part of his time to give attention, guidance and teaching to children with this special students; and group communication where the teacher as a communicator delivers his message in the form of knowledge or subjects to students in group, but it is also possible if they use interpersonal communication at certain times, especially if they are dealing with other members who need special treatment and attention.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Pia Khoirotun Nisa
AU  - Yopi Kusmiati
PY  - 2020
DA  - 2020/02/25
TI  - Form of Teacher Communication in Handling Students with Special Needs in Madrasah
BT  - Proceedings of the 2nd International Conference on Islam, Science and Technology (ICONIST 2019)
PB  - Atlantis Press
SP  - 10
EP  - 16
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200220.003
DO  - 10.2991/assehr.k.200220.003
ID  - Nisa2020
ER  -