CD Skripsi
Komunikasi Instruksional Instruktur Musik Dalam Mengajar Anak Berkebutuhan Khusus (Autism) Di Sekolah Musik Mutiara Pekanbaru
In the teaching and learning process, communication is very important. Limitations in autistic children cause the communication process to become a distraction, requiring special methods in teaching autistic children. Through instructional communication, autistic students follow the instructions given by their instructors. Because without these instructions it will be difficult to interact, therefore autistic students are very dependent on their instructors. Every child has the right to adequate education as regulated in the 1945 Constitution Article 31 Paragraph 1. One of the appropriate education is musik education for Autism. The aim of this research is to analyze the methods used by musik instructors, musik teaching media, and any communication barriers that occur when teaching children with special needs/autism used by Mutiara Musik School teachers.
This research uses a qualitative method approach with descriptive methods. In collecting data, the author used observation, interview and documentation techniques. The theoretical concept that the author uses is the Symbolic Interaction Theory proposed by George Herbert Mead.
Based on the research results that have been collected, the teaching method is carried out through visual methods where students can imitate what the teacher does. For teaching media, it can be done audiovisually where images and sound are the support. Regarding the obstacles faced by themselves, they are the child's emotional nature, which is often less stable and the communication process is lacking and has to be repeated over and over again
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