Types of Student Diversity

Types of Student Diversity Students are individuals who are developing. This means that students experience changes within themselves. Some of these changes are directed towards themselves, some are in the form of adjustments to the environment. Student development is part of the study or application of developmental psychology in the field of education. Students at school age, as individuals who are growing and developing, need appropriate education, guidance and direction to achieve an optimal level of development according to their talents and interests. The following are types of student diversity: 1. Intelligence David Wechsler (in Schaefer, R.T. & Lamm, 1998), Intelligence is the overall or global capacity of an individual to act, think rationally, and handle the environment effectively. The term overall or global is used because it consists of elements or abilities that, although not completely independent, are qualitatively differentiated. 2. Personality & Temperament Meanwhile, the definition of personality according to Schaefer and Lamm (1998:97) is the overall pattern of attitudes, needs, characteristics, and behavior of a person. According to Allport (1937) temperament is a characteristic symptom of an individual's emotional nature, including how easily or not they are affected by emotional stimuli, the strength and speed of their reactions, the quality of their mood strength, all ways of fluctuation and intensity of mood. These symptoms depend on constitutional factors, and therefore are mainly hereditary means something that has become a standard or standard, applies continuously and consistently in facing the situation faced. Behavior patterns are thus also standard behaviors, which tend to be displayed by someone if they are faced with certain life situations. 3. Socioeconomic Status Economic status is a group of people based on their economic, individual, and occupational characteristics. Social class indicates more than just income and education levels. Along with social class is a set of behaviors, expectations, and attitudes that are found everywhere, which intersect with and are influenced by other cultural factors. A student's social class has a profound effect on their attitudes and behavior in school. 4. Culture Culture is the patterns of behavior, beliefs, and all products of a particular group of people that are passed down from generation to generation. Ethnicity is the general pattern of characteristics such as cultural heritage, nationality, race, religion, and language. Culture greatly influences teaching and learning. Many aspects of culture contribute to students' identity and self-concept and influence students' beliefs and values, attitudes and expectations, social relationships, language use, and other behaviors. Types of Children with Special Needs Children with special needs or what in the past were called disabled children, have special characteristics and abilities that are different from children in general. The types of children with special needs vary with names that correspond to the part of the child that experiences obstacles, whether they have existed since birth or due to failure or accidents during their growth and development. The characteristics of children with special needs and the obstacles they experience often make it difficult for them to access public services, such as facilities in public places that are not accessible to them, to growth and development and education services that relatively require extra effort and costs. Services for children with special needs seek to bridge the barriers experienced by children and utilize children's potential to be able to access life opportunities to the fullest. Services are provided with an orientation based on the principle of considering the similarities of each type of child with special needs as well as the individual differences of each type, maintaining an optimistic attitude to be able to provide services in education, medical, psychological, and prevention efforts, prioritizing children's potential rather than focusing on their barriers, and viewing special needs as not a barrier but rather a lack of opportunity for children to do something that other people are generally able to do, both in terms of maturity level (emotional, mental, and/or physical), opportunities given to them by society to live a 'normal' life, and teaching or education according to the rights they should receive (Hallahan & Kauffman, 2006). There are several types of children with special needs, each type of disorder is briefly explained as follows: 1. Blind/children with visual impairment; Blind are children who experience visual impairment, in the form of total or partial blindness, and even though they have been given assistance with special aids, they still require special services. 2. Deaf/children with hearing impairment; Deaf are children who have lost all or part of their hearing so that they are unable or less able to communicate verbally and even though they have been given assistance with hearing aids, they still require special services. 3. Physically disabled/having abnormalities of limbs/movement; Physically disabled are children who experience abnormalities or permanent disabilities in the organs of movement (bones, joints, muscles) to such an extent that they require special services. 4. Talented/having extraordinary abilities and intelligence; Gifted children are children who have the potential for intelligence, creativity, and responsibility for tasks (task commitment) above children of the same age (normal children), so that to realize their potential into real achievements requires special services. 5. Mentally retarded; Mentally retarded are children who clearly experience obstacles and retardation in mental development far below average to such an extent that they experience difficulties in academic, communication and social tasks. 6. Slow learners Slow learners are children who have intellectual potential slightly below normal but are not yet mentally retarded. In some cases, they experience obstacles or delays in thinking, responding to stimuli and social adaptation, but are still much better than those with mental retardation, slower than normal children, they need more time and repeatedly to be able to complete academic and non-academic tasks. 7. Children with specific learning difficulties; Children with specific learning difficulties are children who clearly have difficulty in specific academic tasks, especially in terms of reading, writing and arithmetic or mathematics. These problems are thought to be caused by neurological dysfunction factors, not by intelligence factors (their intelligence is normal or even above normal). Children with specific learning difficulties can be in the form of difficulty learning to read (dyslexia), difficulty learning to write (dysgraphia), or difficulty learning to count (dyscalculia), while they do not experience significant difficulties in other subjects. 8. Children with communication disorders; Children with communication disorders are children who experience disorders of voice, articulation (pronunciation), or speech fluency, which result in deviations in language form, language content, or language function, so that they require special education services. Children who experience communication disorders are not always caused by deafness factors. 9. Mentally disabled/children who experience emotional and behavioral disorders; Tunalaras is a child who has difficulty in adjusting and behaves in a way that is not in accordance with the norms that apply in the environment of their age group or society in general, thus harming themselves and others. 10. ADHD/GPPH (Attention Deficit Hyperactivity Disorder) ADHD/GPPH is a disorder that appears in children and can continue into adulthood with symptoms including attention deficit disorder and difficulty focusing, difficulty controlling behavior, and hyperactivity (overactivity). These symptoms must appear before the age of 7 years and last for at least 6 months. 11. Autism; Autism is a complex developmental disorder, including impaired communication, social interaction, and imaginative activity, which begins to appear before the child is three years old, even children who are included in infantile autism have symptoms that have appeared since birth.