This is an outdated version published on 2022-09-29. Read the most recent version.

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.

References

Adams, D., Harris, A., & Jones, M. S. (2013). Teacher-Parent Collaboration for an Inclusive Classroom: Success for Every Child. Malaysian Online Journal of Educational Sciences, 2016(3), 58–72.

Anggraeni, R. N., Fakhriyah, F., & Ahsin, M. N. (2021). Peran orang tua sebagai fasilitator anak dalam proses pembelajaran online di rumah. Jurnal Ilmiah Pendidikan Dasar, 8(2), 105. https://doi.org/10.30659/pendas.8.2.105-117

Amin, B., & Barkatullah, Y. (2015). PERAN ORANG TUA DALAM PENDIDIKAN INKLUSIF (PERAN ORANG TUA ANAK BERKEBUTUHAN KHUSUS DALAM KONTEKS SEKOLAH INKLUSI).

Christenson, S. L. (2003). The Family-School Partnership: An Opportunity to Promote the Learning Competence of All Students.

Cook, L., & Friend, M. (2010). The state of collaboration on behalf of students with disabili- ties. Journal of Educational and Psychological Consultation, 20, 1–8. doi:10.1080/104674 410903535398

Collier, M., Keefe, E. B., & Hirrel, L. A. (2015). Preparing Special Education Teachers to Collaborate With Families. In School Community Journal (Vol. 25, Issue 1).

Efendi,M.(2006). Pengantar Psikopedagogik Anak Berkelainan. Jakarta: Bumi Aksara

Family, H., & Project, R. (2006). FAMILY INVOLVEMENT MAKES A DIFFERENCE EVIDENCE THAT FAMILY INVOLVEMENT PROMOTES SCHOOL SUCCESS FOR EVERY CHILD OF EVERY AGE Family involvement in elementary school children’s edUcation (Issue 2). www.gse.harvard.

Indriawati, P. (2013). Implementasi Kebijakan Tugas Guru Pembimbing Khusus pada Pendidikan Inklusif di SD Negeri se-Kecamatan Junrejo Batu. Jurnal Kebijakan Dan Pengembangan Pendidikan, 1, 49–55. https://doi.org/10.22219/jkpp.v1i1.1508

Mudjito, A. K., & Harizal, E. (2012). Pendidikan Inklusif. Jakarta: Baduose Media Jakarta.

Novela, R. (2019). SELING Jurnal Program Studi PGRA PELAKSANAAN KOLABORASI GURU DAN ORANG TUA DALAM PERKEMBANGAN ANAK DI TAMAN KANAK-KANAK ALAM MINANGKABAU PADANG. 5, 183–189. https://doi.org/https://doi.org/10.29062/seling.v5i2.443

Novianti, R., Santos, Y. B., Mastiani, E., & Andini, D. W. (2016). Model Komunikasi Efektif antara Guru dan Orang Tua Anak Berkebutuhan Khusus dalam Pemberian Program ADL (Aktivitas Keseharian) dan Pola Asuh di Sekolah Inklusif Kabupaten Bandung. Inclusive: Journal of Special Education, 2(2), 149–161.

Paccaud, A., Keller, R., Luder, R., Pastore, G., & Kunz, A. (2021). Satisfaction With the Collaboration Between Families and Schools – The Parent’s View. Frontiers in Education, 6(April), 1–13. https://doi.org/10.3389/feduc.2021.646878

Tim. 2016. Undang-undang Republik Indonesia Nomor 8 tentang Penyandang Disabilitas.

Wulandari, L. M., Susilawati, S. Y., & Kustiawan, U. (2019). Pelaksanaan Program Bina Diri bagi Siswa Berkebutuhan Khusus di Sekolah Inklusi (Vol. 5).

Downloads

Published

2022-09-29

Versions

How to Cite

Ishartiwi, I., Azizah, N., Handoyo, R. R., & Suseno, A. (2022). 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

Issue

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

Section

Articles

Categories