Instructional Communication Between Teachers and Children With Different Abilities in the Inclusion School
- DOI
- 10.2991/assehr.k.201014.080How to use a DOI?
- Keywords
- Inclusion, communication, instructional
- Abstract
Children with different abilities have limited senses, but as human beings they have the same need to communicate. Government policy requires some state schools to provide quotas for children with different abilities. Government policy encourages schools to prepare all facilities and skilled teaching staff to handle children with different abilities. The style or way of communicating children with different abilities is not always understood by everyone, only a few have these skills so that communication becomes the main tool for all who are in the school environment to interact with children with different abilities. Instructional communication can be applied by teachers and students when interacting at school, because this communication invites communication participants to understand all verbal and non verbal messages face to face interaction, in line with the theory of SMCR. This research was conducted at Mumtaz Sidoarjo school, in this school has 12 inclusion children with 4 types of ADHD students, 1 Down Syndrome, 6 students with dyslexia and 1 child with dyscalculia. Using a qualitative approach to the case study data collection method, which is digging data through interviews, observations and documents such as school internal magazines for analysis. Then this research will look comprehensively the transactional communication process that occurs between teachers and inclusive children at SD Mumtaz Sidoarjo, East Java
- 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/).
Cite this article
TY - CONF AU - Mutiah AU - Diyah Utami PY - 2020 DA - 2020/10/15 TI - Instructional Communication Between Teachers and Children With Different Abilities in the Inclusion School BT - Proceedings of the 3rd International Conference on Social Sciences (ICSS 2020) PB - Atlantis Press SP - 377 EP - 381 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.201014.080 DO - 10.2991/assehr.k.201014.080 ID - 2020 ER -