Learning English GUNARHADI DIKTI 2019

7. The handicapped child goes in special school but sometimes he or she goes to regular school or to a special class in a regular school. a. special day school b. residential school 8. Special teachers and other staff work together to provide a total therapeutic environment in a certain institution for severely handicapped children. a. residential school b. hospital or homebound instruction E Make a short summary from the above title of the passage ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... 89



Chapter XII Inclusive Education In the field of special education, integration and inclusion serve as the latest forms of special education services. As the latest trend of education services, inclusive education was initiated to give wider opportunity for marginalized children to have equal access to education. Marginalized children are those with physical, intellectual, and or handicapping condition that interfere them with learning. They have special needs to be fulfilled for a better development. Inclusive education basically refers to education that responds to the unique needs of individuals in the society. Responding to children with diversity is considered the most significant consequence of the call for education for all. There are four prominent elements featuring that an education system is inclusive. 1) Inclusion is a process of searching for ways to 91

respond to both the diversity, that is learning how to live in diversity and learn how to learn from differences. 2) Inclusion is related to identifying and removing barriers by means of information from various sources to make improvements through policy and implementation. 3) Inclusion is connected to attendance, participation, and achievement for all students to improve the quality of experience through the curriculum available in schools. 4) Inclusion is catered primarily for students who are marginalized, neglected, or those who are not achieving in schools. In practice, inclusive education is focused both on academic and social perspectives. Academic point of view emphasizes the importance of basic learning skills on literacy. It means children learn the world through reading, writing, and arithmetic. From the social point of view, children learn to live together as a part of inclusive community.An inclusive school is indicated by the opportunities that all children develop the sense of solidarity, belonging, and partnership. Grammar Focus: Past Participle and Past Tense Learn this: - They have finished from high schools since 2012 - They finished from high school last year Make three sentences using past participle 1……………………………………………………… 2……………………………………………………… 3………………………………………………………. 92

Make three sentences using past tense 1……………………………………………………… 2……………………………………………………… 3………………………………………………………. A. Terminology Make definition using the following words! Mainstreaming : Integration : Education for all : Inclusion : Trend : B. Say whether the following statement is True or False! 1. To mainstream is exactly the same as to include in special schools. 2. Education for all is education for children with special needs. 3. Inclusive education is focused more importantly on academic skills. 4. Children learn solidarity when children go to inclusive schools. 5. Regular schools need to provide special class for children with special needs. 6. Inclusion is the manifestation of education for all. 7. When a group of handicapped children go to special class in a regular school, it means to segregate them 93

from normal peers in both academic and social points of view. 8. In general, all exceptional children have the right to go to regular schools. 9. Integration and inclusion are still controversial among special educationalists. 10. Inclusion is a means of character education. C. Answer the following questions! 1. What does the trend of integration believe? 2. How can you say that mainstreaming and integration are similar? 3. How can you say that integration and inclusion are different? 4. How can you say that integration is against segregation? 5. What consideration can you make when you have to include a child with disability in regular class? D. Discussion Divide your class into two groups. One group believes that segregation is a better choice of special education. The other group believes inclusion is the best of all. The following points may help you develop your ideas. 1. Basic concept. 2. Nature of handicapped children. 3. Attitude. 94

4. Practically. 5. Your own opinion (reason). 6. Consequences. E Make a short summary from the above title of the passage ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... 95



Chapter XIII Early Intervention Intervention is sometimes also called detection. Both have the similar meanings and cover the same purpose. Intervention is meant to interfere with the possibly developing difficulties. That’s why early intervention is focusing on giving attention to the needs of infants who are disabled or at risk for developing disabilities. Early intervention carries the purpose in education, health care, and social services. Such services are appropriate for children ranging in age from birth to early years. In defining children who will get early intervention, there are three types of risk condition needed to be considered: establish risk, biological risk, and environment risk. Children who are at established risk are those who have developmental disabilities associated with defined medical disorder, such as Down Syndrome which is known before birth. Biological risk conditions, on the other hand, refer to prenatal, perinatal, postnatal, and early developmental events resulting in 97

biological damage that may cause possible developmental delays or differences. Prematurity, low birth weight, and/or birth complication fall in this risk condition. The third risk condition is that of environmental risks or life experiences. Poor health, lack of social and learning opportunities belong to this category. Early intervention is very important because it helps the lives of children born at risk or disabled. Early years of a child is very important to his or her later development. It gives the foundation to his or her future. Environmental interactions established in the early years will influence on later development. It will determine the child’s intellectual and physical growth as well as personality. Early intervention is also very important to the child’s handicapping condition in term of prevention of the secondary disabilities or accompanying effects. When a certain handicap remains untreated, it will result in other difficulties such as behavioral maladjustment, physical movements, or language development. The result of early intervention can also define the family need. The birth of a child with disabilities of one who is at risk for developing difficulties presents many new challenges and extra responsibilities to the family members. When the parents know the nature of the child, they will feel that they need support from other people, training how to do with the child. They need information on available services for the child treatments as well as what the child’s future will 98

be like. The result of intervention is useful for the society of the government. At least the agents will also responsible for such children in providing facilities and comfort for the help and services. Grammar Focus: Passive Voice (Simple Present) Learn this: - The roses are always admired - A lot wheat is produced in Australia A. New Words Match the words with the closest meanings from the list! intervention mencakup cover maksud purpose menghalangi effort usaha interfere bayi needs beresiko infant mapan at risk berkembang develop kebutuhan established menunjuk define kelahiran birth memberikan batasan refer ketika lahir prenatal sebelum lahir perinatal penundaan 99

result hasil damage kerusakan delays berat weight di kemudian waktu later tetap determine menentukan remain tantangan maladjustment kemudahan challenges kesulitan comfort menyesuaikan B. Complete the following statements with the provided word from the list! purposes perinatal infants prematurity at risk foundation birth influence established personality environment responsibilities 1. Newly born babies are called ________ 2. Intervention and detection have a bit different meaning but cover the same ________ 3. When it is known that a fetus (a baby) is defected. It means it is known the problem is ________ 4. It is the time or process when the baby is being born or delivered. This time of birth is called ________ 100

5. Balita is a common term to describe children of the age from ________ to 5 years. 6. Early years of life experience is very critical because this experience is the ________ of the later development. 7. The statement no 6 is quite true because the early year of environmental interactions will ________ the late development of a child. 8. ________ is a condition when a baby is born before the time of birth. This born baby is usually smaller than average. 9. The birth of a child with disability will, of course, present many new challenges and extra ________ to the family members. 10. A newly born baby that seems to have potential to develop a disability is named ________ for developing disabilities. C. C. Say whether each of the following statements is True or False! 1. Intervention and detection are exactly the same but they both cover different purposes. 2. Early intervention is an effort to identify certain possible disabilities that may develop in a child. 3. Early intervention is useful not only for infants who are disabled but also for those who are at risk for developing disabilities. 4. The target of early intervention is focused only on infants who have certain established risks. 101

5. Biological risk conditions are referring to events resulting in biological damage during prenatal, perinatal, postnatal, and early development time. 6. Environmental risks are conditions referring to poor life experiences such as poor health or lack of social and learning opportunities. 7. Environmental interactions acquired in the early years will pay important role in the later development. 8. The result of early intervention can be useful to stop the disabilities a child may have. 9. Secondary disabilities or accompanying effect may happen to a child when his or her handicap is not treated. 10. Parents or family members need support, training, and information to cope with the child born with disabilities. D. Answer the Following Questions! 1. What is early intervention? 2. What are the purposes of the early intervention? 3. What are the areas of early intervention? There are three types of risk condition. Mention three! 4. What happens to a child with disability when his or her disability is not treated as early as possible? Give an example! 5. What challenges or responsibilities have to cope with their born child with disabilities? 102

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Chapter XIV Individualized Educational Plan (IEP) Individualized educational plan refers to special education designed for a certain handicapped child individually. A handicapped child has certain disabilities that make him or her different from other children of the average ages. These difficulties have interfered with the learning so that the child cannot benefit as much as expected from the education. This has caused disappointment or even frustration on the side of the child, teacher, and parents. Special educationalists think exceptional children have special characteristics and unique needs. Such children, therefore need special instructional treatment different from each other individually. This kind of specific instruction applied to each individual is called individualized educational plan (IEP). In the actual teaching practice, individualized educational plan (IEP) is often called individualized 105

instructional plan (IIP). This instruction is for a child with severe disabilities or multiple disabilities. Yet, it does not mean that handicapped children in general cannot benefit from this IEP. In the individualized instructional plan, the teaching material is broken down into more specific tasks and sequenced in such a systematic order to be trained to accomplish by a child. This procedure is what we call task analysis. This is an example how specific components of skill are sequenced as a task analysis. Skill “ability to open a door”. Components: Walk to the door Stand in position to open the door Reach the door handle Grasp the handle Turn the handle Pull the door open Release the door handle For teachers tasks analysis is a process that can help the identify the following decisions, what skill to teach text, what difficulties the students have completed or are a tempting but not completing task, how adaption can aid task as accomplishment. Grammar Focus: Passive Voice (Present Continuous) Study these sentences: - At this moment, a lot of work is being done in that garage. - The wheels of the truck are being changed 106

A. New Words Match the words with the closest meanings from the list! referee merancang design umur certain rata-rata average tertentu age menunjuk interfere bermanfaat benefit khusus/tersendiri unique karena itu therefore mengganggu treatment perlakuan in practice namun demikian appropriate cocok yet pada umumnya instruction dalam pelaksanaannya in general pengajaran broken down melatih sequence menyelesaikan train dipecah-pecah accomplish tugas task urutan handle gagang reach meraba grasp melepas pull menarik 107

release meraih B. Complete the following sentences with the words provided in the list! individualized frustration broken down instruction designed adaptation sequenced aid interfere task benefit identify 1. When an instruction is made specific for only one person, the instruction is made __________ 2. In education the word “teaching” is often used as the same meaning as __________ 3. When a teaching material is planned for special education, it means the material is __________ for handicapped children. 4. A handicapped child has certain disabilities that __________with his or her learning activity. 5. __________ is a feeling when someone cannot get what is expected and fails all the times. 6. __________ analysis is a process of teaching more appropriately used for severely handicapped children. 7. To make a specific material easy and measurable to accomplish, it must be __________ into more detailed components. 108

8. One of the advantages of teaching trough task analysis is that the teacher can __________ what difficulties a child may have. 9. When a teacher finds that the child has a certain difficulty, the teacher can facilitate an adaption that can __________ the task accomplishment. 10. After breaking down the skill into components than it is necessary to arrange them in a __________ order of task. C. Say whether each of the following statements is True or False! 1. Individualized educational plan is the same as special education. 2. Individualized educational plan is designed for a handicapped child because such a child cannot benefit from other normal peers. 3. Because of their disabilities, children with handicaps have unique needs different from other normal peers. 4. Even though children with handicaps have disabilities, their difficulties do not interfere with their learning. 5. Individualized instructional plan can only be applied to children with severe handicaps. 6. Teaching broken down skill into sequenced task is what we call task analysis. 7. Task analysis a teaching process that can help the teacher decide what unique needs a child actually has. 109

8. Task analysis is necessary because it can help the teacher decide what and how adaption can aid the child’s task accomplishment. 9. Task analysis is a real implementation of the concept of individualized educational plan. 10. Task analysis is best used for children with severe handicapping condition. D. Answer the following questions! 1. Explain why individualized educational plan comes up in special education! 2. Why is educational treatment for children with disabilities different from the other for children in a regular school? 3. How can a teacher prepare an individualized education for a child with severe handicaps? 4. There are at least three reasons why task analysis is important for a child with severe handicaps. Mention them! 5. Give an example of skill broken down and sequenced as a task analysis! 110

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Chapter XV Helen Keller (Part I) Helen Keller lived in the United States in 1880 – 1968. She had been blind, deaf, and mute since she was 18 months old. No one would have guessed that she would master communication and become a world famous author and lecturer. The story of Helen’s education began with a visit to Alexander Graham Bell in Boston. Bell, who is well known for his invention of the telephone, had established school for teachers of the deaf. He saw that Helen was a very bright child. It was Bell’s idea that Helen’s parents should send for a tutor. Her tutor was Anne Sullivan (1866 – 1936) who would spend the rest of her life with Helen. Anne Sullivan herself had been nearly blind since a child and suffered from poor eyesight until she died. 113

As a tutor Anne Sullivan let Helen lead a normal life as possible. Before Anne came, Helen didn’t have many friends because children were afraid of her. But after Helen learned how to communicate, other children became friendly with her. And a few of them even learned to write their names in the finger alphabet. Finger alphabet was useful for her to communicate with other people. But Anne Sullivan realized that without learning Braille Helen would not be able to read what she had written. Grammar Focus: Passive Voice (Past) Learn these: - The bridge was built in 1951 - Some new school were opened last year A. New Words Match the words with the best meaning on the list! mastered menyadari communicated timbul established menguasai realized berkomunikasi raised mendirikan guessed ramah famous menduga eyesight penglihatan friendly terkenal afraid takut 114

bright pembimbing tutor abjad alphabet dosen lecturer menderita suffered pandai the rest penemuan useful pengarang author berguna invention menerima accept sisa B. Fill in the blanks with the words from the list! alphabet communicate fingers blind deaf mute bright eyesight master braille author 1. My grandmother can’t read without her glasses. She has poor ________ 2. He cannot hear any sound. He is totally ________ 3. He cannot speak. He is ________ 4. The blind children can learn to read by using ________ 5. The ________ children are those who have problems with their vision. They cannot see something with their eyes. 6. Mute people communicate with their ________ to sign the language. 115

7. Symbols that represent sounds are called ________ 8. Graham Bell ________ a school for teachers of the deaf. 9. Helen Keller learned to communicate very quickly. She was a ________ person. 10. The writer of books is also called an ________ C. Say Whether the Following Statements are True or False! 1. Helen Keller is still alive. 2. Helen could not hear and see when she was less than two years old. 3. Graham Bell was Helen’s tutor. 4. Anne Sullivan was partially blind. 5. At the beginning Helen’s friends were afraid of her. 6. It was not necessary for Helen to learn Braille. 7. Helen learned many ways of communication with other people. 8. Helen could read what she had written trough Braille. 9. Anne Sullivan was a very bright student. 10. Graham Bell established a school for teachers of the deaf in Boston, USA. D. Answer these following questions! 1. When did Helen Keller die? 2. How old was Helen when she got blind? 3. Why did Helen need to learn Braille? 4. What did Graham Bell do in Boston? 116

5. Who was Helen’s tutor? E. Discuss the following topic! 1. How could communicate with a person like Helen Keller? 2. Why do you think handicapped children need to lead as normal life as possible? F Make a short summary from the above title of the passage ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... 117



Chapter XVI Helen Keller (Part II) Anne Sullivan, Helen’s tutor, thought that it was more important for Helen to have more contact with children of her age. In this way, she could communicate with the other children in her special language. To have more contact was possible only if she went to Boston. So, Helen’s parents agreed that Boston was the place for her daughter. Helen herself looked forward with excitement if she could meet the children in the school for the blind. In Boston Helen learning too fast. Her teacher wanted more books and material for her, and these were available in library. In this school she also learned another way to communicate. She was taught to read lips with her fingers. Then she learned how to make sounds and utter words. Because she could not hear the words that she pronounced, 119

her speech was a little different from that of most people. Her parents were quite surprised to see the progress of their daughter. The first sentence they could hear were “It is warm” and “I am not mute now”. After years of education in special schools in Boston. Helen was ready for college. She continued her study at Radcliffe, a university in Boston. While studying she published a book “The story of my life”. She was really a brilliant student and in1904 she graduated from Radcliffe. For the rest of her life Helen Keller worked to help the blind and to help people understand those who are handicapped by the loss of sight, hearing of speech. She lectured in some places in Boston. In the lecture Helen and Anne Sullivan explained how Helen had been educated. They demonstrated the finger alphabet and lip reading. Helen Keller and Anne Sullivan are perhaps two of the most admirable persons who have lived during the 20th century. They demonstrated that the handicapped people should be accepted and encouraged to lead as normal life as possible. Grammar Focus: Passive Voice (Past Continuous) Learn this: - At this time last month, the new plane were being discussed - When I visited Mary last week, her house was being painted 120

A. New Words Match the words with the best meaning on the other list! contact khusus special tersedia communicate membaca bibir available berhubungan lip reading berkomunikasi utter terkejut surprised mengucapkan progress lulus brilliant cerdas graduated kemajuan handicapped kehilangan lost mengagumkan lectured mungkin perhaps ceramah admirable hilang is accepted didorong is encouraged abjad jari lead bisu mute diterima finger alphabet menuju B. Fill in the blanks with the words from the list! tutor handicapped special encouraged 121

published normal sight speech lip reading accepted 1. The mute person also learns to communicate by the movements of the lips. This way of communication is called _________. 2. Some deaf persons study in different schools. They study in _________ schools. 3. Anne Sullivan was Helen’s _________. 4. Helen also _________ a book “The Story of My Life”. 5. People who have problems with their physique are physically ________ children. 6. Her _________ was different from that of most people because she was deaf and mute. 7. The handicapped children do not need only to be educated but also to be _________ by their society. 8. She is not stupid but she needs to be _________ to learn harder. 9. The handicapped children should be integrated in the life. 10. Blind children are those who lose their _________. C. Say whether the following statements are True or False! 1. Helen needs more friends to communicate with. 2. Helen’s parents didn’t allow her daughter to go to Boston. 122

3. In Boston, Helen studied in special school for the blind and the deaf. 4. In school she learned lips reading wither fingers. 5. Helen’s parents were very surprised to see the progress of their daughter. 6. Helen could pronounce some sentences exactly the same with that of most people. 7. Helen studied in special school only one year. 8. Radcliffe is a college in Boston. 9. Helen and Anne Sullivan lectured how Helen had been educated. 10. It is necessary that the handicapped should be accepted and encouraged to live as normal as possible. D. Answer the following questions! 1. How could Helen communicate with other children? 2. Why did she need to have a lot of friends? 3. Why did Helen’s parents feel surprised about their daughter? 4. What did Helen do after she graduated from Radcliffe? 5. What did she think of the handicapped people? 123

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Reference Allen, Harold. (1984). Pathways to English: National Council for Teachers of English. USA: Mc Graw Hill. International Book Company. Bigged, June L. (1982). Teaching Individuals with Physical and Multiple Disabilities. Ohio, USA: A Bell & Howel Company Columbus. Hallahan, Daniel P. (2003). Exceptional Children: Introduction to Special Education. New Jersey, USA: Printice Hall Inc. Englewood Cliffs. Hansen, Morei, J. & Lynch Eleanor W. ( 1986). Early Intervention. United States of America: Pro-Ed. Snell, Martha, E. (1987). Systematic Instruction of Persons with Severe Handicaps. Ohio, USA: A Bell & Howel Company Columbus. Stainback, Susan & Stainback, William. (1985). Integration of Students with Severe Handicaps into Regular School. The Council for Exceptional Children. Association Drive, Reston, Virginia, USA. 125