slides penglibatan ibubapa
TRANSCRIPT
![Page 1: Slides penglibatan ibubapa](https://reader033.vdocuments.pub/reader033/viewer/2022061514/55b4f7d1bb61eb875b8b4624/html5/thumbnails/1.jpg)
ZARINA ABD AZIZ (P73717)UMITHAYYIBAH RAMLY (P71542) ISU-ISU
DALAM PENDIDIKA
N KHAS
GGGB 6263
ISU: PENGLIBATAN IBU BAPAISU: PENGLIBATAN IBU BAPA
PENSYARAHPROF. MADYA DR. MANISAH BT MOHD. ALIPROF. MADYA DR. ROSADAH BT ABD MAJID
![Page 2: Slides penglibatan ibubapa](https://reader033.vdocuments.pub/reader033/viewer/2022061514/55b4f7d1bb61eb875b8b4624/html5/thumbnails/2.jpg)
KONTEKS ISU UTAMA
PENGLIBATAN DAN PENYERTAAN IBU BAPA DI DALAM PENDIDIKAN KANAK-KANAK KEPERLUAN KHAS DI SEKOLAH
KPM (2011)
Azmi Shaari. et al (2002)
![Page 3: Slides penglibatan ibubapa](https://reader033.vdocuments.pub/reader033/viewer/2022061514/55b4f7d1bb61eb875b8b4624/html5/thumbnails/3.jpg)
DASAR KEMENTERIANPENDIDIKAN MALAYSIA
![Page 4: Slides penglibatan ibubapa](https://reader033.vdocuments.pub/reader033/viewer/2022061514/55b4f7d1bb61eb875b8b4624/html5/thumbnails/4.jpg)
SARANA IBU BAPA
![Page 5: Slides penglibatan ibubapa](https://reader033.vdocuments.pub/reader033/viewer/2022061514/55b4f7d1bb61eb875b8b4624/html5/thumbnails/5.jpg)
OBJEKTIFKAJIAN
![Page 6: Slides penglibatan ibubapa](https://reader033.vdocuments.pub/reader033/viewer/2022061514/55b4f7d1bb61eb875b8b4624/html5/thumbnails/6.jpg)
Sekolah Jenis Kebangsaan (Tamil) Lobak, Seremban, Negeri Sembilan.
LOKASI KAJIAN
![Page 7: Slides penglibatan ibubapa](https://reader033.vdocuments.pub/reader033/viewer/2022061514/55b4f7d1bb61eb875b8b4624/html5/thumbnails/7.jpg)
Latar Belakang Ibu
Nama: Alice YeeUmur: 46 TahunBangsa: CinaTaraf Pendidikan: DiplomaBilangan Anak: 2 orangPekerjaan Suami: Jurutera
* Pn Alice telah menemani anaknya di kelas pendidikan khas sejak tahun 2007.
DAPATAN KAJIAN
Latar Belakang Anak
Nama : Chan DexianUmur : 14 TahunBangsa: CinaMasalah: HydrocephalusBil Adik Beradik: Anak ke 2 daripada 2 orang adik beradik.
*Xian telah mendaftar tahun 1 kelas pendidikan khas pada tahun 2007.
![Page 8: Slides penglibatan ibubapa](https://reader033.vdocuments.pub/reader033/viewer/2022061514/55b4f7d1bb61eb875b8b4624/html5/thumbnails/8.jpg)
HASIL TEMUBUAL
1. PROSES PENEMPATAN DAN PEMILIHAN SEKOLAH
2. FAKTOR PENGLIBATAN BERSAMA DI DALAM KELAS PENDIDIKAN KHAS
3. PENERIMAAN SEBAGAI AHLI DI SEKOLAH
6. MASALAH YANG DIHADAPI
7. HARAPAN KEPADA PIHAK SEKOLAH
4. TAHAP PENGLIBATAN DI SEKOLAH DAN KELAS PEND. KHAS5. KELEBIHAN PENGLIBATAN IBU BAPA DI SEKOLAH DAN DI DALAM KELAS
![Page 9: Slides penglibatan ibubapa](https://reader033.vdocuments.pub/reader033/viewer/2022061514/55b4f7d1bb61eb875b8b4624/html5/thumbnails/9.jpg)
1. PROSES
PENEMPATAN DAN
PEMILIHAN SEKOLAH
![Page 10: Slides penglibatan ibubapa](https://reader033.vdocuments.pub/reader033/viewer/2022061514/55b4f7d1bb61eb875b8b4624/html5/thumbnails/10.jpg)
Children with disabilities often face multifaceted classroom challenges requiring special attention from instructors and active engagement from their families (Ferrel, 2012).
Partnerships may lessen parents’ anxieties and bolster their confidence about working with instructors on behalf of their children (Ferrel, 2012).
2. FAKTOR
PENGLIBATAN
BERSAMA DI DALAM KELAS
PENDIDIKAN KHAS
![Page 11: Slides penglibatan ibubapa](https://reader033.vdocuments.pub/reader033/viewer/2022061514/55b4f7d1bb61eb875b8b4624/html5/thumbnails/11.jpg)
3. PENERIMAAN
SEBAGAI AHLI
DI SEKOLAH
![Page 12: Slides penglibatan ibubapa](https://reader033.vdocuments.pub/reader033/viewer/2022061514/55b4f7d1bb61eb875b8b4624/html5/thumbnails/12.jpg)
•.
4. TAHAP
PENGLIBATAN DI SEKOLAH
![Page 13: Slides penglibatan ibubapa](https://reader033.vdocuments.pub/reader033/viewer/2022061514/55b4f7d1bb61eb875b8b4624/html5/thumbnails/13.jpg)
5. KELEBIHAN
PENGLIBATAN IBU BAPA
DI SEKOLAH DAN
DI DALAM KELAS
Parents agree that they have an important role in homework (Hoover-Dempsey & Sandler, 1995, 1997). Of all the types of school involvement, parents report that helping with homework is particularly effective for enhancing achievement (Epstein, 1986; Sanders, Epstein & Connors-Tadros, 1999).
![Page 14: Slides penglibatan ibubapa](https://reader033.vdocuments.pub/reader033/viewer/2022061514/55b4f7d1bb61eb875b8b4624/html5/thumbnails/14.jpg)
6. MASALAH
YANG DIHADAPI
![Page 15: Slides penglibatan ibubapa](https://reader033.vdocuments.pub/reader033/viewer/2022061514/55b4f7d1bb61eb875b8b4624/html5/thumbnails/15.jpg)
7. HARAPAN KEPADA PIHAK
SEKOLAH
![Page 16: Slides penglibatan ibubapa](https://reader033.vdocuments.pub/reader033/viewer/2022061514/55b4f7d1bb61eb875b8b4624/html5/thumbnails/16.jpg)
TEORI DAN MODEL
MODEL BRONFENBRENNER
-Urie Bronfenbrenner (29 April 1917 – 25 September 2005)-Teori ekologi sosial-Faktor persekitaran yang mempengaruhi perkembangan kanak-kanak.-Membantu guru memahami bagaimana persekitaran mempengaruhi murid dalam kelas.
Aplikasi teori untuk menjelaskan interaksi individu-persekitaran, untuk memperbaiki hubungan manusia-persekitaran, untuk membantu membentuk perkembangan individu dalam sesuatu persekitaran dan untuk membina persekitaran bagi menyokong perkembangan individu.
![Page 17: Slides penglibatan ibubapa](https://reader033.vdocuments.pub/reader033/viewer/2022061514/55b4f7d1bb61eb875b8b4624/html5/thumbnails/17.jpg)
Epstein’s ModelJoyce L. Epstein, Ph.D. In Sociology From Johns Hopkins University
TYPE 1-PARENTING Help all families establish home environments to support children as students.
TYPE 2-COMMUNICATING Design effective forms of school-to-home and home-to-school communications about school programs and children's progress.
TYPE 3-VOLUNTEERINGRecruit and organize parent help and support.
TYPE 4-LEARNING AT HOME Provide information and ideas to families about how to help students at home with homework and other curriculum-related activities, decisions, and planning.
TYPE 5-DECISION MAKING Include parents in school decisions, developing parent leaders and representatives.
TYPE 6-COLLABORATING WITH COMMUNTY Identify and integrate resources and services from the community to strengthen school programs, family practices, and student learning and development
-Membantu guru membangunkan program melibatkan sek-keluarga-komuniti-Melibatkan 6 jenis penglibatan
![Page 18: Slides penglibatan ibubapa](https://reader033.vdocuments.pub/reader033/viewer/2022061514/55b4f7d1bb61eb875b8b4624/html5/thumbnails/18.jpg)
Faktor utama penglibatan ibu bapa di dalam pendidikan kanak-kanak berkeperluan khas
adalah :
i.Polisi pentadbiran pihak sekolah yang mengamalkan sikap terbuka dengan
penjaga dalam proses mendidik anak-anak.One major reason for limited engagement by parents is their lack of knowledge of local services and how they
could help (Katz. L et al. 2007)
ii.Penerimaan yang baik di kalangan warga sekolah terhadap ibu bapa.
Penerimaan guru-guru pendidikan khas dan pembantu murid.
iii.Kurangnya masalah yang dihadapi oleh ibu bapa sepanjang penglibatannya di
sekolah.
…healthy relationship between parents and professionals,based on
mutual trust,Understanding and sharing to solve their emotional
problems and issues related to their children. (Kurani et al. 2009)
KESIMPULAN DAN PERBINCANGAN
![Page 19: Slides penglibatan ibubapa](https://reader033.vdocuments.pub/reader033/viewer/2022061514/55b4f7d1bb61eb875b8b4624/html5/thumbnails/19.jpg)
iv. Setiap pihak mendapat manfaat bersama. Educators have a responsibility, both legally and ethically, to aggressively seek parental involvement. By
working as partners, families and school personnel can improve the life opportunities (i.e., academic, behavioral,
and social) for African American children and youth in special education. (Brandon, R. R & Brown. R. M 2009)
v. Sekolah / Kelas Khas – Mendapat khidmat kepakaran (hasil seni lukis), dan
khidmat bantu sosial (menjaga murid, membantu menyediakan BBM, dll)
vi. Ibu bapa – Dapat mengawasi keselamatan anaknya, dapat membantu
meningkatkan perkembangan akademik, mempunyai hubungan komunikasi yang
baik di antara sekolah dan ibu bapa. Involving parents as co-trainers in all early childhood education/training programmes will yield better
and effective progress in the child and will develop a healthy teacher–parent relationship. (Kurani et al.
2009)
Kajian ini mendapati bahawa penglibatan ibu bapa iaitu penjagaan dan komunikasi
mempunyai perkaitan yang positif dengan pencapaian akademik. (zulkifli et al. 2011)
KESIMPULAN DAN PERBINCANGAN
![Page 20: Slides penglibatan ibubapa](https://reader033.vdocuments.pub/reader033/viewer/2022061514/55b4f7d1bb61eb875b8b4624/html5/thumbnails/20.jpg)
Ferrel J. 2012. Family Engagement and Children with Disabilities: A Resource Guide for Educators and Parents. Harvard Family Research Project . Harvard Graduate School of Education http://www.hfrp.org
Katz. L, Vincent La Placa & Hunter, S. 2007. Barriers To Inclusion And Successful Engagement of Parents In Mainstream Services. Joseph Rowntree Foundation
Kurani. D, Nerurka. A, Miranda .L , Jawadwala. F & Prabhulkar. D. 2009 . Impact of parents' involvement and engagement in a learning readiness programme for children with severe and profound intellectual disability and complex needs in India. Journal of Intellectual Disabilities 13: 269
Regina R. Brandon and Monica R. Brown. 2009. African American Families in the Special Education: Process Increasing Their Level of Involvement. Intervention in School and Clinic http://isc.sagepub.com/content/45/2/85
Zulkifli Abd. Hamid, Jamilah Othman & Aminah Ahmad. 2011. Hubungan Antara Penglibatan Ibu Bapa dan Pencapaian Akademik Pelajar Miskin Di Negeri Selangor. Journal of Islamic and Arabic Education 3(2) 31-40
RUJUKAN