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"Taking Sides volumes present current controversial issues in a debate-style format designed to stimulate student interest and develop critical thinking skills. Each issue is thoughtfully framed with Learning Outcomes, an Issue Summary, an Introduction, and an Exploring the Issue section featuring Critical Thinking and Reflection, Is There Common Ground?, and Additional Resources. Taking Sides readers also offer a Topic Guide and an annotated listing of Internet References for further consideration of the issues. An online Instructor?s Resource Guide with testing material is available for each volume. Using Taking Sides in the Classroom is also an excellent instructor resource. Visit www.mhhe.com/takingsides for more details."

"Buku ini memberikan petunjuka praktis dalam mengajar anak berkelainan dengan metode Lovaas (Applied Behavior Analysis)."

"Autism a behaviorally defined disorder which occurs within the first three years of life first discribed by Leo Kanner. Autism is a life a life - long, complex and severe disorder...."

"Students with disabilities have many obstacles to overcome and challenges to address as they go through the educational system. Besides challenges with academics, behavior, and social situations, these students also need to be able to transition throughout their educational careers from different grade levels to post-school outcomes. Transition for students with disabilities should include input from classroom teachers, school psychologists and other related school personnel, families, the community, and, of course, the student. Specifically, the student should be an integral part of the transition process and planning. This chapter focuses on transition in general, discusses data from the National Longitudinal Transition Study-2, and sets the stage for the rest of this volume."

"The purpose of this research is to comprehensively examine the views of special school teachers in the development of special educational curricula on the design and principles. The research involved fourty three teachers froms eight different special schools.Data was collected through forum group discussion dan analyzed by descriptive qualitative method. The results show, first, from the teacher’s point of view, that in designing a special educational curriculum for learners with special needs it should contain practical knowledge, moral character qualities and performance, essential skills, competence, art,and literacy praxis. Secondly, flexibility, functionality, independence, literacy, and vocational are the principles of developing a special education curriculum for learners with special needs."

"Penelitian ini bertujuan untuk menguji model teoritik pengaruh mediasi keterampilan sosial siswa pada pengaruh keterlibatan orang tua terhadap prestasi akademik siswa berkebutuhan khusus di sekolah dasar inklusif. Prestasi akademik siswa diukur dengan menggunakan Scale of Perceived Academic Achievement SPAA dan skala kompetensi akademik dari alat ukur Social Skills Improvement System SSIS . Keterlibatan orang tua diukur dengan menggunakan alat ukur Family Involvement Questionnaire FIQ . Keterampilan sosial diukur dengan menggunakan skala keterampilan sosial parents dan teachers form dari alat ukur SSIS. Partisipan dalam penelitian ini adalah orang tua dari siswa berkebutuhan khusus di sekolah dasar inklusif N=365 dan guru kelas N=210 yang mengajar siswa berkebutuhan khusus di sekolah dasar negeri dan swasta inklusif di lima wilayah Kota DKI Jakarta. Hasil penelitian menunjukkan bahwa keterampilan sosial memediasi pengaruh keterlibatan orang tua terhadap prestasi akademik siswa berkebutuhan khusus di sekolah dasar inklusif. Hasil ini menunjukkan bahwa keterlibatan orang tua memengaruhi prestasi akademik siswa melalui keterampilan sosial yang dimiliki siswa berkebutuhan khusus di sekolah dasar inklusif. Akan tetapi keterampilan sosial hanya memediasi secara parsial, yakni keterlibatan orang tua tetap kuat dan signifikan memengaruhi prestasi akademik siswa berkebutuhan khusus di sekolah dasar inklusif. Hasil penelitian ini menyarankan agar keterlibatan orang tua dan keterampilan sosial siswa menjadi fokus utama pihak sekolah dalam meningkatkan dan mengoptimalkan prestasi akademik siswa berkebutuhan khusus di sekolah dasar inklusif.

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The aim of this study was to examine the theoretical model of mediation of students social skills on the effect of parental involvement on academic achievement of students with SEN in inclusive primary schools. Students academic achievement was measured by Scale of Perceived Academic Achievement SPAA and academic competence scale of Social Skills Improvement System SSIS . Parental involvement was measured by Family Involvement Questionnaire FIQ . Students social skills was measured by social skills scale parents and teachers form of SSIS. Participants in this study were parents of students with SEN in inclusive primary schools N 365 and classroom teachers N 210 who taught students with SEN in public and private primary inclusive schools in five areas of DKI Jakarta Province. The results showed that social skills mediate the effect of parental involvement on academic achievement of students with SEN in inclusive primary schools. These results indicated that parental involvement affects academic achievement of students with SEN in inclusive primary schools through students social skills. However, social skills only mediate partially, it means that parental involvement remains strong and significantly affect the academic achievement of students with SEN in inclusive primary schools. These findings suggest that parental involvement and students social skills should be the primary focus of the school personnel in order to improve and optimize the academic achievement of students with SEN in inclusive primary schools."