Implementasi Layanan Inklusi di Sekolah: Peran Guru dan Orang Tua dalam Mendukung Perkembangan Anak Berkebutuhan Khusus
Keywords:
Inclusive Education, Early Childhood Education, Special Needs Children, Teacher-Parent Collaboration, Inclusive Services
Abstract
This study aims to explore the implementation of inclusive services in early childhood education settings, specifically at Asy-Syifa Kindergarten in Ambon, with a focus on the role of teachers and parents in supporting the development of children with special needs (CSN). The research employs a descriptive qualitative approach, utilizing observations, in-depth interviews, and documentation as data collection techniques. The findings reveal that teachers at Asy-Syifa Kindergarten design learning activities tailored to children's age and abilities, following established guidelines. At the initial stage, the school provides parenting services for parents of children with special needs to foster synergy between teachers and parents in the educational process. Early detection is conducted to identify the needs and appropriate activities for each child. Additionally, the school recommends therapy as an extra stimulation effort outside school hours to optimize children's development. Assessment is carried out individually, considering each child's abilities and developmental stages. The novelty of this study lies in its emphasis on the importance of intensive collaboration between teachers and parents in ensuring the success of inclusive services, as well as the use of parenting services as a systematic initial strategy. This study recommends enhancing teacher training in early detection of children's special needs and developing specialized parenting modules for parents. The findings contribute to the advancement of social sciences, particularly in inclusive education studies and collaborative practices in early childhood education.
Downloads
Download data is not yet available.
References
Amor, A. M., Hagiwara, M., Shogren, K. A., Thompson, J. R., Verdugo, M. Á., Burke, K. M., & Aguayo, V. (2019). International perspectives and trends in research on inclusive education: a systematic review. International Journal of Inclusive Education, 23(12), 1277–1295. https://doi.org/10.1080/13603116.2018.1445304
Bakken, L., Brown, N., & Downing, B. (2017). Early Childhood Education: The Long-Term Benefits. Journal of Research in Childhood Education, 31(2), 255–269. https://doi.org/10.1080/02568543.2016.1273285
Braun, V., & Clarke, V. (2016). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Busetto, L., Wick, W., & Gumbinger, C. (2020). How to use and assess qualitative research methods. Neurological Research and Practice, 2(1), 14.
Cabrera, N. J., Jeong Moon, U., Fagan, J., West, J., & Aldoney, D. (2020). Cognitive Stimulation at Home and in Child Care and Children’s Preacademic Skills in Two‐Parent Families. Child Development, 91(5), 1709–1717. https://doi.org/10.1111/cdev.13380
Callanan, J., Ronan, K., & Signal, T. (2020). Activating Parents in Early Intervention: Preliminary findings from an empirical case study. International Journal of Disability, Development and Education, 67(1), 1–17. https://doi.org/10.1080/1034912X.2019.1628186
Creswell, J. W. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage publications.
Demchenko, I., Maksymchuk, B., Bilan, V., Maksymchuk, I., & Kalynovska, I. (2021). Training future physical education teachers for professional activities under the conditions of inclusive education. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(3), 191–213.
Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social‐emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408–416.
Edmond, K. M., Strobel, N. A., Adams, C., & McAullay, D. (2019). Effect of early childhood development interventions implemented by primary care providers commencing in the neonatal period to improve cognitive outcomes in children aged 0–23 months: protocol for a systematic review and meta-analysis. Systematic Reviews, 8(1), 224. https://doi.org/10.1186/s13643-019-1142-1
Edwards, R., & Holland, J. (2020). Reviewing challenges and the future for qualitative interviewing. International Journal of Social Research Methodology, 23(5), 581–592. https://doi.org/10.1080/13645579.2020.1766767
Engeström, Y., Nuttall, J., & Hopwood, N. (2022). Transformative agency by double stimulation: advances in theory and methodology. Pedagogy, Culture & Society, 30(1), 1–7. https://doi.org/10.1080/14681366.2020.1805499
Francisco, M. P. B., Hartman, M., & Wang, Y. (2020). Inclusion and Special Education. Education Sciences, 10(9), 238. https://doi.org/10.3390/educsci10090238
Garbacz, S. A., Herman, K. C., Thompson, A. M., & Reinke, W. M. (2017). Family engagement in education and intervention: Implementation and evaluation to maximize family, school, and student outcomes. Journal of School Psychology, 62, 1–10. https://doi.org/https://doi.org/10.1016/j.jsp.2017.04.002
Gerdes, J., Goei, S. L., Huizinga, M., & De Ruyter, D. J. (2022). True partners? Exploring family-school partnership in secondary education from a collaboration perspective. Educational Review, 74(4), 805–823. https://doi.org/10.1080/00131911.2020.1778643
Goldschmidt, T., & Pedro, A. (2019). Early childhood socio-emotional development indicators: Pre-school teachers’ perceptions. Journal of Psychology in Africa, 29(5), 474–479. https://doi.org/10.1080/14330237.2019.1665887
Hadders‐Algra, M., Boxum, A. G., Hielkema, T., & Hamer, E. G. (2017). Effect of early intervention in infants at very high risk of cerebral palsy: a systematic review. Developmental Medicine & Child Neurology, 59(3), 246–258. https://doi.org/10.1111/dmcn.13331
Haug, P. (2017). Understanding inclusive education: ideals and reality. Scandinavian Journal of Disability Research, 19(3), 206–217. https://doi.org/10.1080/15017419.2016.1224778
Heiskanen, N., Alasuutari, M., & Vehkakoski, T. (2018). Positioning children with special educational needs in early childhood education and care documents. British Journal of Sociology of Education, 39(6), 827–843. https://doi.org/10.1080/01425692.2018.1426443
Hollis, C., Falconer, C. J., Martin, J. L., Whittington, C., Stockton, S., Glazebrook, C., & Davies, E. B. (2017). Annual Research Review: Digital health interventions for children and young people with mental health problems – a systematic and meta‐review. Journal of Child Psychology and Psychiatry, 58(4), 474–503. https://doi.org/10.1111/jcpp.12663
Hornby, G., & Blackwell, I. (2018). Barriers to parental involvement in education: an update. Educational Review, 70(1), 109–119. https://doi.org/10.1080/00131911.2018.1388612
Jeynes, W. H. (2018). A practical model for school leaders to encourage parental involvement and parental engagement. School Leadership & Management, 38(2), 147–163. https://doi.org/10.1080/13632434.2018.1434767
Karali, Y., & Aydemir, H. (2018). The Effect of Cooperative Learning on the Academic Achievement and Attitude of Students in Mathematics Class. Educational Research and Reviews, 13(21), 712–722.
Kefallinou, A., Symeonidou, S., & Meijer, C. J. W. (2020). Understanding the value of inclusive education and its implementation: A review of the literature. PROSPECTS, 49(3), 135–152. https://doi.org/10.1007/s11125-020-09500-2
Krischler, M., Powell, J. J. W., & Pit-Ten Cate, I. M. (2019). What is meant by inclusion? On the effects of different definitions on attitudes toward inclusive education. European Journal of Special Needs Education, 34(5), 632–648. https://doi.org/10.1080/08856257.2019.1580837
Kumari, A., Sanijwan, S., & Sheoran, S. (2019). Early childhood and long term development: A systematic review. Indian Journal of Health and Wellbeing, 10(1–3), 48–50.
Leadbitter, K., Buckle, K. L., Ellis, C., & Dekker, M. (2021). Autistic Self-Advocacy and the Neurodiversity Movement: Implications for Autism Early Intervention Research and Practice. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.635690
Levitt, H. M., Morrill, Z., Collins, K. M., & Rizo, J. L. (2021). The methodological integrity of critical qualitative research: Principles to support design and research review. Journal of Counseling Psychology, 68(3), 357–370. https://doi.org/10.1037/cou0000523
Majoko, T. (2019). Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers. Sage Open, 9(1). https://doi.org/10.1177/2158244018823455
Mngo, Z. Y., & Mngo, A. Y. (2018). Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership. Education Research International, 2018, 1–13. https://doi.org/10.1155/2018/3524879
Mohd Arifin, S. R. (2018). Ethical Considerations in Qualitative Study. INTERNATIONAL JOURNAL OF CARE SCHOLARS, 1(2), 30–33. https://doi.org/10.31436/ijcs.v1i2.82
Monday, T. U. (2020). Impacts of interview as research instrument of data collection in social sciences. Journal of Digital Art & Humanities, 1(1), 15–24.
Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Chaves, W. A. (2019). Identifying effective climate change education strategies: a systematic review of the research. Environmental Education Research, 25(6), 791–812. https://doi.org/10.1080/13504622.2017.1360842
Natow, R. S. (2020). The use of triangulation in qualitative studies employing elite interviews. Qualitative Research, 20(2), 160–173. https://doi.org/10.1177/1468794119830077
Nilholm, C. (2021). Research about inclusive education in 2020 – How can we improve our theories in order to change practice? European Journal of Special Needs Education, 36(3), 358–370. https://doi.org/10.1080/08856257.2020.1754547
Olszewski-Kubilius, P. (2018). The Role of the Family in Talent Development BT - Handbook of Giftedness in Children: Psychoeducational Theory, Research, and Best Practices (S. I. Pfeiffer (ed.); pp. 129–147). Springer International Publishing. https://doi.org/10.1007/978-3-319-77004-8_9
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. https://doi.org/10.3389/feduc.2021.646878
Paseka, A., & Schwab, S. (2020). Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources. European Journal of Special Needs Education, 35(2), 254–272. https://doi.org/10.1080/08856257.2019.1665232
Patton, M. Q. (2015). Qualitative Research & Evaluation Methods: Integrating Theory and Practice (4th (ed.)). SAGE Publications.
Piaget, J. (1976). Piaget’s Theory BT - Piaget and His School: A Reader in Developmental Psychology (B. Inhelder, H. H. Chipman, & C. Zwingmann (eds.); pp. 11–23). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-46323-5_2
Qureshi, M., Mahdiyyah, D., Mohamed, Y., & Ardchir, M. (2022). Scale For Measuring Arabic Speaking Skills In Early Children’s Education. Journal International of Lingua and Technology, 1(2), 114–130. https://doi.org/10.55849/jiltech.v1i2.81
Rabgay, T. (2018). The Effect of Using Cooperative Learning Method on Tenth Grade Students’ Learning Achievement and Attitude towards Biology. International Journal of Instruction, 11(2), 265–280.
Rasmitadila, R., Humaira, M. A., & Rachmadtullah, R. (2022). Student teachers’ perceptions of the collaborative relationships between universities and inclusive elementary schools in Indonesia. F1000Research, 10, 1289. https://doi.org/10.12688/f1000research.74999.4
Shaeffer, S. (2019). Inclusive education: a prerequisite for equity and social justice. Asia Pacific Education Review, 20(2), 181–192. https://doi.org/10.1007/s12564-019-09598-w
Siedlecki, S. L. (2022). Conducting Interviews for Qualitative Research Studies. Clinical Nurse Specialist, 36(2), 78–80. https://doi.org/10.1097/NUR.0000000000000653
van der Graaf, J., van de Sande, E., Gijsel, M., & Segers, E. (2019). A combined approach to strengthen children’s scientific thinking: Direct instruction on scientific reasoning and training of teacher’s verbal support. International Journal of Science Education, 41(9), 1119–1138.
Vindrola-Padros, C., & Johnson, G. A. (2020). Rapid Techniques in Qualitative Research: A Critical Review of the Literature. Qualitative Health Research, 30(10), 1596–1604. https://doi.org/10.1177/1049732320921835
Yin, R. K. (2015). Qualitative research from start to finish. Guilford publications.
Bakken, L., Brown, N., & Downing, B. (2017). Early Childhood Education: The Long-Term Benefits. Journal of Research in Childhood Education, 31(2), 255–269. https://doi.org/10.1080/02568543.2016.1273285
Braun, V., & Clarke, V. (2016). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Busetto, L., Wick, W., & Gumbinger, C. (2020). How to use and assess qualitative research methods. Neurological Research and Practice, 2(1), 14.
Cabrera, N. J., Jeong Moon, U., Fagan, J., West, J., & Aldoney, D. (2020). Cognitive Stimulation at Home and in Child Care and Children’s Preacademic Skills in Two‐Parent Families. Child Development, 91(5), 1709–1717. https://doi.org/10.1111/cdev.13380
Callanan, J., Ronan, K., & Signal, T. (2020). Activating Parents in Early Intervention: Preliminary findings from an empirical case study. International Journal of Disability, Development and Education, 67(1), 1–17. https://doi.org/10.1080/1034912X.2019.1628186
Creswell, J. W. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage publications.
Demchenko, I., Maksymchuk, B., Bilan, V., Maksymchuk, I., & Kalynovska, I. (2021). Training future physical education teachers for professional activities under the conditions of inclusive education. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(3), 191–213.
Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social‐emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408–416.
Edmond, K. M., Strobel, N. A., Adams, C., & McAullay, D. (2019). Effect of early childhood development interventions implemented by primary care providers commencing in the neonatal period to improve cognitive outcomes in children aged 0–23 months: protocol for a systematic review and meta-analysis. Systematic Reviews, 8(1), 224. https://doi.org/10.1186/s13643-019-1142-1
Edwards, R., & Holland, J. (2020). Reviewing challenges and the future for qualitative interviewing. International Journal of Social Research Methodology, 23(5), 581–592. https://doi.org/10.1080/13645579.2020.1766767
Engeström, Y., Nuttall, J., & Hopwood, N. (2022). Transformative agency by double stimulation: advances in theory and methodology. Pedagogy, Culture & Society, 30(1), 1–7. https://doi.org/10.1080/14681366.2020.1805499
Francisco, M. P. B., Hartman, M., & Wang, Y. (2020). Inclusion and Special Education. Education Sciences, 10(9), 238. https://doi.org/10.3390/educsci10090238
Garbacz, S. A., Herman, K. C., Thompson, A. M., & Reinke, W. M. (2017). Family engagement in education and intervention: Implementation and evaluation to maximize family, school, and student outcomes. Journal of School Psychology, 62, 1–10. https://doi.org/https://doi.org/10.1016/j.jsp.2017.04.002
Gerdes, J., Goei, S. L., Huizinga, M., & De Ruyter, D. J. (2022). True partners? Exploring family-school partnership in secondary education from a collaboration perspective. Educational Review, 74(4), 805–823. https://doi.org/10.1080/00131911.2020.1778643
Goldschmidt, T., & Pedro, A. (2019). Early childhood socio-emotional development indicators: Pre-school teachers’ perceptions. Journal of Psychology in Africa, 29(5), 474–479. https://doi.org/10.1080/14330237.2019.1665887
Hadders‐Algra, M., Boxum, A. G., Hielkema, T., & Hamer, E. G. (2017). Effect of early intervention in infants at very high risk of cerebral palsy: a systematic review. Developmental Medicine & Child Neurology, 59(3), 246–258. https://doi.org/10.1111/dmcn.13331
Haug, P. (2017). Understanding inclusive education: ideals and reality. Scandinavian Journal of Disability Research, 19(3), 206–217. https://doi.org/10.1080/15017419.2016.1224778
Heiskanen, N., Alasuutari, M., & Vehkakoski, T. (2018). Positioning children with special educational needs in early childhood education and care documents. British Journal of Sociology of Education, 39(6), 827–843. https://doi.org/10.1080/01425692.2018.1426443
Hollis, C., Falconer, C. J., Martin, J. L., Whittington, C., Stockton, S., Glazebrook, C., & Davies, E. B. (2017). Annual Research Review: Digital health interventions for children and young people with mental health problems – a systematic and meta‐review. Journal of Child Psychology and Psychiatry, 58(4), 474–503. https://doi.org/10.1111/jcpp.12663
Hornby, G., & Blackwell, I. (2018). Barriers to parental involvement in education: an update. Educational Review, 70(1), 109–119. https://doi.org/10.1080/00131911.2018.1388612
Jeynes, W. H. (2018). A practical model for school leaders to encourage parental involvement and parental engagement. School Leadership & Management, 38(2), 147–163. https://doi.org/10.1080/13632434.2018.1434767
Karali, Y., & Aydemir, H. (2018). The Effect of Cooperative Learning on the Academic Achievement and Attitude of Students in Mathematics Class. Educational Research and Reviews, 13(21), 712–722.
Kefallinou, A., Symeonidou, S., & Meijer, C. J. W. (2020). Understanding the value of inclusive education and its implementation: A review of the literature. PROSPECTS, 49(3), 135–152. https://doi.org/10.1007/s11125-020-09500-2
Krischler, M., Powell, J. J. W., & Pit-Ten Cate, I. M. (2019). What is meant by inclusion? On the effects of different definitions on attitudes toward inclusive education. European Journal of Special Needs Education, 34(5), 632–648. https://doi.org/10.1080/08856257.2019.1580837
Kumari, A., Sanijwan, S., & Sheoran, S. (2019). Early childhood and long term development: A systematic review. Indian Journal of Health and Wellbeing, 10(1–3), 48–50.
Leadbitter, K., Buckle, K. L., Ellis, C., & Dekker, M. (2021). Autistic Self-Advocacy and the Neurodiversity Movement: Implications for Autism Early Intervention Research and Practice. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.635690
Levitt, H. M., Morrill, Z., Collins, K. M., & Rizo, J. L. (2021). The methodological integrity of critical qualitative research: Principles to support design and research review. Journal of Counseling Psychology, 68(3), 357–370. https://doi.org/10.1037/cou0000523
Majoko, T. (2019). Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers. Sage Open, 9(1). https://doi.org/10.1177/2158244018823455
Mngo, Z. Y., & Mngo, A. Y. (2018). Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership. Education Research International, 2018, 1–13. https://doi.org/10.1155/2018/3524879
Mohd Arifin, S. R. (2018). Ethical Considerations in Qualitative Study. INTERNATIONAL JOURNAL OF CARE SCHOLARS, 1(2), 30–33. https://doi.org/10.31436/ijcs.v1i2.82
Monday, T. U. (2020). Impacts of interview as research instrument of data collection in social sciences. Journal of Digital Art & Humanities, 1(1), 15–24.
Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Chaves, W. A. (2019). Identifying effective climate change education strategies: a systematic review of the research. Environmental Education Research, 25(6), 791–812. https://doi.org/10.1080/13504622.2017.1360842
Natow, R. S. (2020). The use of triangulation in qualitative studies employing elite interviews. Qualitative Research, 20(2), 160–173. https://doi.org/10.1177/1468794119830077
Nilholm, C. (2021). Research about inclusive education in 2020 – How can we improve our theories in order to change practice? European Journal of Special Needs Education, 36(3), 358–370. https://doi.org/10.1080/08856257.2020.1754547
Olszewski-Kubilius, P. (2018). The Role of the Family in Talent Development BT - Handbook of Giftedness in Children: Psychoeducational Theory, Research, and Best Practices (S. I. Pfeiffer (ed.); pp. 129–147). Springer International Publishing. https://doi.org/10.1007/978-3-319-77004-8_9
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. https://doi.org/10.3389/feduc.2021.646878
Paseka, A., & Schwab, S. (2020). Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources. European Journal of Special Needs Education, 35(2), 254–272. https://doi.org/10.1080/08856257.2019.1665232
Patton, M. Q. (2015). Qualitative Research & Evaluation Methods: Integrating Theory and Practice (4th (ed.)). SAGE Publications.
Piaget, J. (1976). Piaget’s Theory BT - Piaget and His School: A Reader in Developmental Psychology (B. Inhelder, H. H. Chipman, & C. Zwingmann (eds.); pp. 11–23). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-46323-5_2
Qureshi, M., Mahdiyyah, D., Mohamed, Y., & Ardchir, M. (2022). Scale For Measuring Arabic Speaking Skills In Early Children’s Education. Journal International of Lingua and Technology, 1(2), 114–130. https://doi.org/10.55849/jiltech.v1i2.81
Rabgay, T. (2018). The Effect of Using Cooperative Learning Method on Tenth Grade Students’ Learning Achievement and Attitude towards Biology. International Journal of Instruction, 11(2), 265–280.
Rasmitadila, R., Humaira, M. A., & Rachmadtullah, R. (2022). Student teachers’ perceptions of the collaborative relationships between universities and inclusive elementary schools in Indonesia. F1000Research, 10, 1289. https://doi.org/10.12688/f1000research.74999.4
Shaeffer, S. (2019). Inclusive education: a prerequisite for equity and social justice. Asia Pacific Education Review, 20(2), 181–192. https://doi.org/10.1007/s12564-019-09598-w
Siedlecki, S. L. (2022). Conducting Interviews for Qualitative Research Studies. Clinical Nurse Specialist, 36(2), 78–80. https://doi.org/10.1097/NUR.0000000000000653
van der Graaf, J., van de Sande, E., Gijsel, M., & Segers, E. (2019). A combined approach to strengthen children’s scientific thinking: Direct instruction on scientific reasoning and training of teacher’s verbal support. International Journal of Science Education, 41(9), 1119–1138.
Vindrola-Padros, C., & Johnson, G. A. (2020). Rapid Techniques in Qualitative Research: A Critical Review of the Literature. Qualitative Health Research, 30(10), 1596–1604. https://doi.org/10.1177/1049732320921835
Yin, R. K. (2015). Qualitative research from start to finish. Guilford publications.
Published
2025-02-11
How to Cite
Lessy, N. (2025). Implementasi Layanan Inklusi di Sekolah: Peran Guru dan Orang Tua dalam Mendukung Perkembangan Anak Berkebutuhan Khusus. Populis: Jurnal Ilmu Sosial Dan Ilmu Politik, 16(1), 65-84. https://doi.org/10.30598/populisvol16iss1pp65-84
Section
Articles
Copyright (c) 2023 Author(s)
This work is licensed under a Creative Commons Attribution 4.0 International License.
n is distributed under 