Teachers and Parents Collaboration in Special Program Learning for Students with Special Needs

Authors

  • Ishartiwi Ishartiwi
  • Nur Azizah
  • Rendy Roos Handoyo
  • Adi Suseno

DOI:

https://doi.org/10.57142/picsar.v1i1.41

Keywords:

collaboration, collaborative practice, special programs, special schools

Abstract

Special school curriculum includes specialized program to help overcome obstacles according to students' condition. Not only limited to school, but the learning principles should also be applied through habituation and direct real-life practice. As a result, cooperation between teachers and parents are essential. However, its implementation still met with obstacles. This research survey aims at describing the problems in 80 special schools in Yogyakarta, with the respondent of 84 teachers for students with visual impairment, hearing loss, intellectual disability, physical disability, and autism. The data were collected via questionnaire, which include the aspect of cooperation practice, parents' roles, and parental involvement mechanism. In addition, the data were analyzed using descriptive approach, quantitative approach, and percentage technique. The result shows that most teachers for students with special needs are able to cooperate, involve parents, and share roles in cooperation mechanism. In conclusion, cooperation between teachers and parents is done to optimize students' success in special program learning by improving communication intensity and playing a role as facilitator.

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Published

2022-09-29 — Updated on 2024-05-25

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How to Cite

Ishartiwi, I., Azizah, N., Handoyo, R. R., & Suseno, A. (2024). Teachers and Parents Collaboration in Special Program Learning for Students with Special Needs. Proceeding of International Conference on Special Education in South East Asia Region, 1(1), 154–161. https://doi.org/10.57142/picsar.v1i1.41 (Original work published September 29, 2022)

Issue

Vol. 1 No. 1 (2022): Technology and Education for Student with Special Needs

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