FORMAT PENGAJUAN JUDUL SKRIPSI Name NIM Grade/ Class Tittle : Sit Rohmah Novianthie : 08221031 : 4-A

: THE MEDIA LEARNING FOR VISUALLY IMPAIRMENTS STUDENT IN THE CLASSROOM

There are two main categories of visual impairments: Low Vision and Blind. Low vision students usually are print users , but may require special equipment and materials. The definition of legal blindness covers a broad spectrum of visual impairments. The extent of visual disability depends upon the physical sensory impairment of the student's eyes, the age of the student at the on set of vision impairment, and the way in which that impairment occurred. Vision also may fluctuate or may be influenced by factors such as inappropriate lighting, light glare, or fatigue. Hence, there is no "typical" vision impaired student. The major challenge facing visually impaired students in the educational environment is the overwhelming mass of visual material to which they are continually exposed in textbooks, class outlines, class schedules, chalkboards writing, etc. In addition, the increase in the use of films, videotapes, computers, laser disks, and television adds to the volume of visual material to which they have only limited access. Overcoming a students' visual limitation requires unique and individual strategies based on that student's particular visual impairment and his/her skill of communication ( e.g., Braille, speed listening, etc.). The writer submits this title because the writer thinks that become the visually impairments student who learn in the school for special needs children is so special and need the special method with the special media learning. So, the writer want to dig and discover more information and the explanation about what kind of the media learning for teaching the visually impairments students. The objectives of this research is to investigate what kinds of the media learning for teaching the visually impairments students in school for special needs children. The writer also want to find out the best media learning which can apply to make the student in particular visual impairments students be enthusiasm, soulful and pleasant to learn or study the material in the class. The writer wants to gain the information about media learning and discover the problem faced by the teacher in the class concern about the media learning. Drs. H. Tatang Setia M. Rajji K Adiredja. Signature of Approval : :

FORMAT PENGAJUAN JUDUL SKRIPSI Name NIM Grade/ Class Tittle : Erica Cinthia Sigalingging : 08221031 : 4-A : Tactile and Kinesthetic Learning for Visually Impairments Students in the School for Special Needs Children

Students with visual impairments use tactile and kinesthetic input to learn about their environments. Such input should not be thought of as lesser senses to use in the absence of vision, but as another system through which learning takes place. Tactile and kinesthetic input can provide students with information about objects they come in contact with and use. Any visual materials used in classrooms need to be adapted for use by students who do not have the visual skills required for the task. Charts, models, maps, and graphs will have greater educational value for students with visual impairments if they can be read using the sense of touch. For example, outlining map boundaries with string enables students with visual impairments to use their sense of touch to read maps. Whenever teachers use manipulatives, models, or other equipment, students with visual impairments need the opportunity to use their tactile and kinesthetic senses to become familiar with the objects to benefit from their use in lessons. Teachers should introduce students with visual impairments to materials and equipment used in activities such as science experiments before the activity. If students have the opportunity to learn about the materials or equipment before the activity begins, they will be more able to concentrate on the concept being taught rather than on what equipment they are using. Toward this end, a specialist will assist students and general classroom teachers with adaptations as needed. The writer propose this title because the material about tactile and kinesthetic learning is the scarce things for the writer so she want to looking for more deeply about tactile and kinesthetic learning. The writer also want to discover how success this learning to make the visual impairments student succeed in the class. The aims of this research to gain the information about the tactile and kinesthetic learning. And to discover the problem faced by the teachers in the class when utilize the tactile and kinesthetic learning to visual impaired students. Signature of Approval : : : :

Drs. H. Surtiana H., M.A Drs. H. Tatang Setia M. Rajji K Adireda. Ateng Kurnia, M.Pd.