Kemampuan Prasayarat Membaca dalam Pembelajaran Terstruktur Anak dengan Non-Verbal Autism (NVA)
Abstract
Membaca adalah keterampilan yang penting bagi semua orang termasuk anak dengan NonVerbal Autism (NVA), dikarenakan membaca adalah jantungnya pembelajaran di sekolah. Sayangnya, anak dengan NVA seringkali tidak mendapatkan pembelajaran membaca yang salah satunya dikarenakan stigma bahwa ketika seseorang tidak bisa bicara, maka dia tidak bisa membaca. Membaca adalah keterampilan yang kompleks terlebih bagi anak dengan NVA. Pembelajaran tersturkur dengan pendekatan sight word reading bagi anak dengan NVA terbukti dapat meningatkan keterampilan membaca mereka, namun pendekatan ini mensyaratkan anak dengan NVA untuk memiliki pemahaman bahasa dan kemampuan visual diskriminasi yang baik untuk siap diajarkan membaca. Penelitian ini bertujuan untuk mengetahui sejauh mana kemampuan anak dengan NVA dalam menguasai prasyarat membacanya yang meliputi aspek pemahaman bahasa dan visual diskrimimasi. Penelitian ini dilakukan di Sekolah Luar Biasa (SLB) mitra di kota Malang dengan melibatkan 11 subjek anak dengan NVA. Hasil penelitian menunjukkan dalam kemampuan prasyarat membaca anak dengan NVA menunjukkan hasil yang beragam untuk kemampuan pemahaman bahasa, namun untuk kemampuan visual diskriminasi menunjukkan hasil baik untuk hampir semua anak.
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