BUKU MENTALLY RETARDED
A CYCLE LIFE APPROACH
PRINSIP UMUM
MENGEMBANGKAN/MENGOPTIMALKAN
TUNAGRAHITA
 MENGASESMEN
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UNTUK
MENGETAHUI
POSISI
PERKEMBANGAN
DAN
POTENSI,
SERTA
KELEMAHAN/HAMBATAN
POTENSI DIKEMBANGKAN
KELEMAHAN/HAMBATAN DIPERBAIKI
PROGRAM BERDASARKAN POTENSI DAN HAMBATAN
HAMBATAN DENGAN PROGRAM KHUSUS ATAU
KOMPENSATORIS
POTENSI
DENGAN
PROGRAM
YANG
SESUAI
KONDISINYA.
PERKEMBANGAN PRASEKOLAH
1. PHYSICAL DEVELOPMENT
2. LANGUAGE DEVELOPMENT
3. COGNITIVE DEVELOPMENT
4. PSYCHOSOSIAL DEVELOPMENT
PHYSICAL DEVELOPMENT
 DIANTARANYA: Neuromotor Development
Neuromotor development to become familiar with the
physical dimensions of learning and the influences of
the environment on this particular aspect
development.
Neurological development represents a critical
demension of the child’s overall development and
plays a particular role in the areas of cognitive,
language, and psychosocial development
HEAD AND BRAIN CHARACTERISTICS
A
child who exhibits inadequate
neuromotor control and function or who
evidences a developmental delay may
suffer from some abnormality of form or
function of the brain, although such a
defect is not typically detectable directly.
EMOTIONS AND THE CENTRAL
NERVOUS SYSTEM
The limbic system of the brain is located
in the central portion of the tissue and
surrounds the hypothalamus. This
system functions specifically to
mediate the emotional and
temperamental dimensions of
behavior.
SENSORY ORGANS AND CRANIAL
NERVES.
The development and integrity of the
cranial nerves and specialized sensory
organs also plays an important role in a
young child’s general functioning status.
These maturational processes are essential
to a child’s ability to receive stimuli from
the environment and to integrate them
into the perceptual and memory
components of the central nervous system.
NORMAL LANGUAGE
DEVELOPMENT
1.Birth
crying and making other physiological sounds
2.1 to 2 months
cooing as well as crying
3.3 to 6 months
babblying as well as crying
4.9 to 14 months speaking first words as well as babbling
5.18 to 24 months speaking first sentences as well as
words
6.3 to 4 years Using all basic syntactial structure
7.4 to 8 years Articulating correctly all speech sounds in
context.
Delayed Language Development
Some of these scales include the pheno
logical (sounds), semantic (meaning),
morphological (word forms), and syntact
ical (word order) skills acquired by
normal children. All of these areas of
assesment appear important to an
evaluation of language development both
for children who appear to be progressing
normally and these who exhibit delay.
Usaha untuk mengembangkan
Some efforts have been under way with
regard to language rehabilitation with
the mentally retarded. A number of
these have been based on Skinner’s
approach. Several research projects have
focused on the establishment of
imitative
repertoires
in
retarded
children in order to facilitate speech and
language development.
COGNITIVE DEVELOPMENT PIAGET’S
THEORITICAL FORMULATION.
It is speculated that retarded children,
particularly those who are only mildly
handicapped, progress gradually through
Piaget’s development stages in structural
terms although the rate of progress is
somewhat slower than for normal
children.
PSYCHOSOCIAL DEVELOPMENT
Development of trust, autonomy, and
initiative.
E. H. Erikson hypothesized that infancy is the
time in child’s life when the first social
achievement is accomplished—that of
basic trust.
Development of attachment
Attachment behavior is also though to be an
important emotional component of personality
with
considerable
implication
for
future
development. Bowlby (1969) viewed infancy as a
crucial period for the emergence of this behavior.
As attachment evolves the reciprocal behaviors of
the mother first and other significant individuals
are essentially caretaking behaviors.
The role of early stimulation is immediately
apparent in both psychosocial and intellectual
domains.