PLD UIN Sunan Kalijaga: November 2014

9 Cara Adaptasi Pembelajaran untuk Mahasiswa Difabel

4:13 PM PLD UIN Sunan Kalijaga 0 Comments

Salah satu kunci sukses difabel dalam belajar di perguruan tinggi adalah kemauan dosen untuk melakukan adaptasi terhadap mata kuliah yang ia ajarkan. Dalam artikel berikut disebutkan 9 cara yang bisa ditempuh oleh pengajar dalam mengakomodasi kebutuhan para difabel.

9 Ways to Adapt Instruction in Inclusive Settings
from Adapting Curriculum and Instruction in Inclusive Classrooms: A Teacher's Desk Reference, by Deschenes, C., Ebeling, D., and Sprague, J., 1994.

Retrieved September 26, 2007 from

http://www.teachersfirst.com/sped/prof/adapt-strat.html

Adapting Instruction

Even a first-year teacher will tell you that no two children learn at the same pace or in the same way. Some need lots of reinforcement; others "get it" immediately. Some read well; others get more from listening or from visuals. Some have trouble writing clearly, but express complex ideas in art or music.

Experienced teachers learn how to spot "what works" for each student and check to be sure that lessons contain activities and content that will connect for each student in the class. They also recognize that each student will require individual attention from time to time.

Adapting a classroom to accommodate a special education student is a very similar process, but the degree and scope of the adaptation may be more extensive. The underlying principle, though, remains the same. Below is a chart showing some of the adaptation strategies common in working with special education students.

Nine Ways to Adapt Instruction
Size	Time	Level of Support
Adapt the number of items that the learner is expected to learn or complete. For example: If student is to know the fifty states, have students only be responsible for remembering a certain number at a time. This would be dependent on the student's level of disability.	Adapt the time allotted and allowed for learning, task completion, or testing. For example: Allow student additional time to complete timed assignments. However, if the total project is due by a particular time, have the student complete each portion of the project over various intervals with the required finished project due at a later time.	Increase the amount of personal assistance with a specific learner. For example: Allow for peer teaching. Pair the slower students with the more advanced students in order to provide support. Offer some sort of incentive to the more advanced student for assisting others. Design some type of contract with students that they could show to their parents indicating completion of their work and the assistance they are giving to others. Offer this as a bonus to their grades.
Input	Difficulty	Output
Adapt the way instruction is delivered to the learner. For example: Provide students with a audio and/or video tape of the lesson. Allow for field trips, guest speakers, peer teaching, computer support, video productions performed by students, Incorporate lesson in other subjects areas	Adapt the skill level, problem type, or the rules on how the learner may approach the work. For example: Allow the student to be creative providing that task is completed according to instructor's specifications. For example the student may draw a picture of the assignment, do an interview, etc. depending on subject. Allow the student to come up with the idea. Accept any reasonable modifications.	Adapt how the student can respond to instruction. For example: Allow students to draw pictures, write an essay, complete specific computer software program relating to lesson.
Participation	Alternate	Substitute Curriculum
Adapt the extent to which a learner is actively involved in the task. For example: Tailor the student's participation in a task to his or her abilities, whether intellectual or physical.	Adapt the goals or outcome expectations while using the same materials. For example: In a writing assignment, alter the expectations for a disabled student who takes longer to write a paragraph.	Provide different instruction and materials to meet a student's individual goals. For example: Instead of discussing the reasons for the civil war, have the disabled student work on a puzzle showing the Union and Confederate states.

from Adapting Curriculum and Instruction in Inclusive Classrooms: A Teacher's Desk Reference, by Deschenes, C., Ebeling, D., and Sprague, J., 1994.

Berita, Info Layanan

Mengenal Hari Difabel Sedunia (3 Desember)

12:23 PM PLD UIN Sunan Kalijaga 0 Comments

Apa itu Hari Difabel Sedunia (International Day of People with Disability)?
Peringatan hari difabel yang digalang oleh PBB sejak 1992. Awalnya diberi nama "International Day of Disabled Persons" (Hari Penyandang Cacat Sedunia).

Apa tujuannya?
Tujuan kegiatan ini adalah untuk mengkampanyekan pemahaman tentang masalah-masalah difabel, menggalang dukungan untuk memperjuangkan martabat, hak, dan kesejahteraan difabel, serta memperjuangkan kesadaran masyarakat mengenai manfaat integrasi kaum difabel dalam setiap aspek kehidupan.

Apa temanya?
Setiap tahun, PBB menetapkan tema yang berbeda-beda. Tema Hari Difabel Sedunia 2014 adalah "The Promise of Technology" atau "Secercah Harapan dari Teknologi untuk Difabel".
PBB melihat tiga aspek penting dari peran teknologi bagi dunia difabel:

- Disaster Risk Reduction and Emergency Responses

- Creating Enabling Working Environments

- Disability-Inclusive Sustainable Development Goals

Lebih lengkapnya cek di sini

Apakah tema-tema pada tahun sebelumnya?
Menurut catatan Wikipedia, berikut ini adalah tema-tema yang pernah diusung sejak 1998.

· 1998: "Arts, Culture and Independent Living"

· 1999: "Accessibility for all for the new Millennium"

· 2000: "Making information technologies work for all"

· 2001: "Full participation and equality: The call for new approaches to assess progress and evaluate outcome"

· 2002: "Independent Living and Sustainable Livelihoods"

· 2003: "A Voice of our Own"

· 2004: "Nothing about Us, Without Us"

· 2005: "Rights of Persons with Disabilities: Action in Development"

· 2006: "E-Accessibility"

· 2007: "Decent Work for Persons with Disabilities"

· 2008: "Convention on the Rights of Persons with Disabilities: Dignity and justice for all of us"

· 2009: "Making the MDGs Inclusive: Empowerment of persons with disabilities and their communities around the world"

· 2010: "Keeping the promise: Mainstreaming disability in the Millennium Development Goals towards 2015 and beyond" ^[4]

· 2011: "Together for a better world for all: Including persons with disabilities in development"^[5]

· 2012: "Removing barriers to create an inclusive and accessible society for all"^[6][7]

· 2013: "Break Barriers, Open Doors: for an inclusive society and development for all"^[8]

Events, Teknologi Bantu

Monthly DisabiliTEA Edisi November: Peraga Tata Surya untuk Tunanetra

10:10 AM PLD UIN Sunan Kalijaga 0 Comments

Events

PLD UIN Sunan Kalijaga selenggarakan Workshop PTAI Inklusif

6:10 AM PLD UIN Sunan Kalijaga 0 Comments

Setelah lebih dari tujuh tahun mengembangkan diri sebagai satu-satunya perguruan tinggi agama Islam yang melayani penyandang disabilitas, PLD UIN Sunan Kalijaga mengundang lembaga-lembaga penelitian dan pengabdian masyarakat untuk mendiskusikan kondisi, potensi, dan tantangan pendidikan inklusif di lingkungan perguruan tinggi agama Islam.

Acara workshop "Peran LP2M dalam Mewujudkan Kampus Inklusif" diselenggaran antara tanggal 15-17 November 2014 dan bertempat di Quin Colombo Hotel, Kalasan.

Acara yang dihadiri 30 PTAI, mulai dari Aceh, Samarinda, Makassar, hingga Jayapura ini menjadi media bagi PLD untuk membagikan pengalaman mendirikan sebuah lembaga yang mendukung terwujudnya kampus inklusif, melayani para difabel, dan menggalang dukungan para relawan.

Salah satu sesi workshop, bersama Bu Andayani dan Siti Aminah

Di sela-sela kegiatan, para difabel yang sedang kuliah dan sudah lulus berbagi testimoni dengan para peserta tentang pengalaman mereka belajar di UIN Sunan Kalijaga. Banyak peserta yang terkesan dengan para difabel ini. "Tidak mengira kalau difabel bisa menggunakan komputer", kata salah seorang peserta.

Irma, tunanetra, tampil memukau dengan suara merdunya

Warkah, mahasiswa tunarungu yang juga hadir untuk memberikan testimoni, menjadi salah satu primadona para peserta. Warkah yang berkisah blak-blakan benar-benar membuat salah seorang peserta tak bisa menahan diri untuk meminta foto bersama. Saat diminta foto dengan para peserta yang lain, ia mengatakn, "Yang penting aku sudah foto sama Warkah!"

Sesi terpeting: foto bareng :)

Di hari terakhir workshop, para seperta diajak dalam "Campus Tour" untuk menyaksikan secara langsung bagaimana suasana sehari-hari di kantor PLD. Tidak perlu make-up, peserta bisa menyaksikan bahkan dari pagi buka kantor pun sudah ada tiga difabel yang sedang di ruang "Accessible Learning Center" (ALC). Beni, tuli, tengah browsing Internet, sementara Irma dan Rohmadi (tunanetra), sedang menyiapkan tugas kuliah. Peserta juga berkunjung ke masjid dan Difabel Corner di Perpustakaan.