PSIKOEDUKASI SMART PARENTING TENTANG KARAKTERISTIK ANAK BERKEBUTUHAN KHUSUS (ABK)

Pamela Hendra Heng

doi:10.53834/mdn.v7i1.3032

Authors

Pamela Hendra Heng

DOI:

https://doi.org/10.53834/mdn.v7i1.3032

Abstract

Children with special needs (ABK) are very different from normal children in terms of needs, health, education, teaching, how to give advice and attention. Children with special needs require special treatment because they have developmental disorders and others disorders from children in general (Desiningrum, 2016). In 2015, Indonesia had approximately 4.2 million ABK. Baska and Stambaugh (in Juwono and Kumara, 2011) state that education services in Indonesia are still experiencing difficulties due to the lack of knowledge of teachers about ABK. Sunardi, Yusuf, Gunarhadi, Priyono, and Yeager (2011) state that in Indonesia, almost no changes have been made to accommodate the education program for children with special needs in inclusive schools; there is no difference in teaching strategies for children with special needs (Kurniawati, De Boer, Minnaert, and Mangunsong, 2017; Mangungsong 2014). The Holland Interests Test, the written Learning Style test and the Multiple Intelligence seminar were attended by 42 adolescents, analyzed by psychologists to determine their interests and talents. A psychoeducation approach through the smart parenting seminar "Mengasuh kidz jaman now" attended by 101 parents, teachers and church practitioners, aimed to give an understanding of the characteristics of children with special needs at church X in East Java.

References

Nurhadi, 2004, Kurikulum 2004: Pertanyaan dan jawaban. Grasindo, Jakarta.

Departemen Pendidikan Nasional, 2006, Pelayanan professional kurikulum. BP Cipta Jaya, Jakarta.

Sofyan, H., 2004, Pedoman khusus penelusuran potensi siswa. Depdiknas-Dirjen Pendidikan Dasar dan Menengah-Direktorat Pendidikan Menengah dan Umum, Jakarta.

Syah, M., 2003, Psikologi pendidikan dengan pendekatan terbaru. Remaja Rosdakarya, Bandung.

Desiningrum, D. R., 2016, Psikologi anak berkebutuhan khusus. Psikosain, Yogyakarta.

Juwono, I. D., dan Kumara, A., 2011, Pelatihan penyusunan rancangan pembelajaran pada guru sekolah inklusi: studi kasus pada SD “X” di Yogyakarta. Processing PESAT, vol 4.

Sharma, U., Loreman, T., dan Forlin, C., 2011, Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs. doi:10.111/j/1471-3802.2011.01200.x

Kumar, dan Midha, 2017, Attitudes toward inclusive eduation among school teachers. A comparative study. The International Journal of Indian Psychology, No. 4, vol 2, hal 95. DIP:18.01.166/20170402

Sunardi, Yusuf, M., Gunarhadi, Priyono, Yeager, J. L., 2011, The implementation of inclusive education for students with special needs in Indonesia, Excellence in Higher Education, No.2, hal 1-10.

Kurniawati, F., de Boer, A. A., Minnaert, A. E. M. G. & Mangunsong, F., 2017, Evaluating the effect of a teacher training programme on the primary teachers’ attitudes, knowledge and teaching strategies regarding special educational needs, Educational Psychology, No. 37, vol 3, hal 287-297.

Mangunsong, F., 2014, Characteristics of primary teacher training programmes on inclusion: a literature focus, Educational Research, No. 56, vol 3, hal 310-326.

Sanjaya, 2015, Kurikulum dan Pembelajaran (Teori dan Praktik Perkembangan Kurikulum Tingkat Satuan Pendidikan). Prenadamedia Group, Jakarta.