Home-based learning for children with moderate intellectual disabilities: Collaboration between teacher and family
DOI:
https://doi.org/10.47750/pegegog.13.04.13Keywords:
home-based learning, teacher and family collaboration, and children with intellectual disabilityAbstract
This study aimed to describe the collaboration between teachers and families in maximizing the learning and development of children with intellectual disabilities in home-based learning. This study used a qualitative approach with the type of literature review that seeks to describe the importance of teacher and family collaboration in implementing self-development learning for children with moderate intellectual disability. Sources of data in this study were in the form of journals, books, research results starting in 2003. Data analysis of this study used the Miles and Humberman model through 3 stages, namely data reduction, data presentation and conclusion drawing. The results showed that: (1) a student needs a teacher who will support, motivate and guide him, (2) the role of the family is to provide full support to the child because home-based learning requires the child's independence, willingness to learn, commitment and effort, (3) Collaboration is influenced by several factors, namely the belief in the importance of collaboration, the systematic exchange of information about the condition of children, the commitment of both parties to create a friendly atmosphere, as well as mutual concern for optimal learning and children's development.
Downloads
References
Anderson, D., & Ashton, D. (2004). Innovative models of collaboration to serve children, youths, families, and communities. Children & Schools, 26 (1), pp. 39-53
Ariani, A., et.al. (2019). Inclusive education: cooperation between class teachers, special teachers, parents to optimize development of special needs childrens. International Journal for Educational and Vocational Studies, 1 (5), pp. 396-399. DOI: https://doi.org/10.29103/ijevs.v1i5.1616
Belawati, T, et.al. (1999). Pendidikan terbuka dan jarak jauh. Jakarta: Universitas Terbuka
Clistrap, R.L. (2008). Manajemen sumber daya manusia. Jakarta: Selemba Empat
Cwirynkałhai, K. & Bartnikowska, U. (2020). The opinions of foster parents on the personal level of cooperation with teachers in the context of children’s special educational needs. A Scientific Report. Interdisciplinary Contexts of Special, Pedagogy, 29, pp. 75–95. DOI: https://doi.org/10.14746/ikps.2020.29.04
Endriyani, S. & Yunike. (2017). Having children with mental retardation. International Journal of Public Health Science (IJPHS), 6(4), pp. 331~336. DOI: 10.11591/ijphs.v6iv.10779
Heward, W.L. (2003). Exceptional children: An introduction to special education. New Jersey: Merril, Prentice Hall.
Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63 (1), pp. 37–52. DOI: 10.1080/00131911.2010.488049
Irvan, M., & Jauhari, M.N. (2020). Family intervention: A systematic learning approach for children with disabilities during pandemic covid-19. 1st international conference on information technology and education (ICITE 2020). Social Science, Education and Humanities Research, Vol, 308.
Król, M.T. (2020). Students with special educational needsin distance learning during the COVID-19 pandemic – parents’ opinions. Interdisciplinary Contexts of Special Pedagogy, 9.
Mashudi, T., et.al. (2007). Pembelajaran di SD. Diakses dari laman web pada tanggal 30 Januari 2021 Pukul 16.00 WIB dari: http://masguruonline.wordpress.com/2013/05/20/karakteristik– umumpembelajarandisekolahdasar/
Ozge, M., & Ergulec, F. (2021). Emergency remote teaching during the COVID 19 pandemic: Parents experiences and perspectives. Journal of Education and Information Technologies. DOI: https://doi.org/10.1007/s10639-021-10520-4
Panjaitan, et.al. (2013). Meningkatkan kemampuan toilet training melalui analisis tugas pada anak tunagrahita sedang. Jurnal lmiah Pendidikan Khusus, 2(3), pp. 268-279.
Petretto, D.R., Masala, I., & Masala, C. (2020). Special educational needs, distance learning, inclusion and covid-19. Educ. Sci., 10, 154. doi:10.3390/educsci10060154
Ro’fah, Hanjarwati, A. & Suprihatiningrum, J. (2020). Is online learning accessible during covid-19 pandemic? voices and experiences of uin sunan kalijaga students with disabilities. Nadwa Jurnal Pendidikan Islam, 14(1).
Sari, K.D., Rosyidamayani T., & Maningtyas. (2020). Parents’ involvement in distance learning during the covid-19 pandemic. proceedings of the 2nd early childhood and primary childhood education (ECPE). Social Science, Education and Humanities Research, Vol, 487.
Supena, A., & Hasanah, U. (2020). Teaching models for children with moderate intellectual disabilities during covid-19 pandemic. Lentera Pendidikan, 23(2), pp. 295-310
Symeou, L. (2006). Teacher-parent cooperation: Strategies to engage parents in their children’s school lives. Journal of School Public Relations, 27. pp. 502 - 527.
Thomas, L., & Johnson, E.B. (2014). Contextual teaching learning. Jakarta: Kaifa
Usman, M.U. (2002). Menjadi guru profesional. Bandung: PT. Remaja Rosdakarya
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Pegem Journal of Education and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
