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"This book challenges the validity of ADHD, learning disabilities, and dyslexia as meaningful special education categories, while it critically examines the misplaced medical model from which they're derived. The book asserts that the presumption that these disabilities cause school-related problems distracts from an active search for identifiable factors within a child's classroom that create and maintain responsibility for a child's underachievement and disruptive behavior. This futile effort to name a disability wastes precious time while the unattended youngster waits for assistance. When ultimately the disability is named, it provides no functional information that translates to effective strategies. The book exposes the school-based medical model's weaknesses, and reveals educational disabilities' altogether misunderstood structure, pointing out that ADHD and LD are not disabilities that a child has, but weak constructs that poorly describe each child's uniqueness. Finally, it provides an alternative model built on a child's strengths not his deficiencies, and it presents strategies that advance those strengths. The book emphasizes the positive outcomes when children experience school-related success, specifically their gained self-assurance. They make better choices, they become self-directed, and they experience the sustaining joy from learning and their own achievement"

"Tesis ini membahas tentang proses pembentukan konsep diri pada penyandang disabilitas melalui komunikasi antarpribadi dengan pekerja sosial. Dengan berlandaskan paradigma konstruktivis, penelitian ini bertujuan untuk mengkaji bagaimana konsep diri penyandang disabilitas terbentuk dan faktor-faktor apa yang membentuknya. Melalui teori interaksionisme simbolik dan tahapan pembentukan konsep diri, peneliti berusaha menjelaskan bagaimana self seseorang terbentuk melalui interaksi dengan orang lain, khususnya dengan significant others-nya. Hasil dari penelitian ini menunjukkan kaitan yang erat antara komunikasi antarpribadi yang dilakukan pekerja sosial terhadap konsep diri yang terbentuk pada diri penyandang disabilitas. Peneliti merekomendasikan agar penelitian ini bisa terus dikembangkan dengan melihat faktor lain yang dapat membentuk konsep diri penyandang disabilitas seperti media, lingkungan, dan lain-lain.

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This thesis discusses the process of the formation on the concept of selft in interpersonal communication through the disabled with social worker. With the constructivist paradigm, based on this research aims to examine how the concept of the disabled self is formed and what factors that shape it. Through the theory of symbolic interactionism and the stages of self concept formation, researchers try to explain how a persons self is formed through interaction with others, especially with the significant others. The results of this study indicate a close relationship between interpersonal communication conducted by social workers to the concept of self that is formed on the disabled. Researchers recommend that this research can continue to be developed by looking at others factors that can shape the concept of selft disabled people such as media, environment, and others."

"Penelitian ini menjelaskan mengenai media terapi permainan, serta fungsi media yang digunakan dalam terapi permainan pada anak tuna ganda di Wisma Tuna Ganda Palsigunung. Penelitian ini adalah penelitian kualitatif dengan desain deskriptif. Hasil penelitian mengungkapkan bahwa terapi permainan merupakan terapi menggunakan alat bantu permainan yang mengandung nilai pendidikan (edukasi) dan dapat merangsang seluruh aspek kemampuan (potensi) anak, yaitu: aspek motorik, aspek bahasa, aspek kognitif, dan aspek sosial. Terapi permainan tersebut diberikan kepada anak-anak tuna ganda dengan bimbingan para terapis.

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This study describes media play therapy, and functions of the media used in the play therapy to children with multiple disabilities in Wisma Tuna Ganda Palsigunung. This study is a qualitative research with a descriptive design. Results of the study shows that the game therapy is the therapeutic use of tools that the game contains the value of education and can stimulate all aspects of capability (potential) children, such as: motoric aspects, aspects of language, cognitive aspects, and social aspects. The play therapy given to children with multiple disabilities with the guidance of the therapist."