Volume 12, Issue 4 (2024)
Health Educ Health Promot 2024, 12(4): 561-569 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Qorib F, Nurdiarti R, Septiani F, Setiawan R. Teacher-Parent Collaboration; Enhancing Education for Children with Intellectual Disabilities. Health Educ Health Promot 2024; 12 (4) :561-569
URL: http://hehp.modares.ac.ir/article-5-76870-en.html
URL: http://hehp.modares.ac.ir/article-5-76870-en.html
1- Department of Communication Science, Faculty of Social and Political Science, University of Tribhuwana Tunggadewi, Malang, Indonesia
2- Department of Communication Science, Faculty of Communication and Multimedia, University of Mercubuana Yogyakarta, Yogyakarta, Indonesia
3- Department of Public Administration, Faculty of Social and Political Science, University of Bandar Lampung, Bandar Lampung, Indonesia
2- Department of Communication Science, Faculty of Communication and Multimedia, University of Mercubuana Yogyakarta, Yogyakarta, Indonesia
3- Department of Public Administration, Faculty of Social and Political Science, University of Bandar Lampung, Bandar Lampung, Indonesia
Abstract: (396 Views)
Aims: This research investigates how therapeutic communication, supported by teacher-parent collaboration, enhances the social, emotional, and academic development of children with intellectual disabilities at SLB Bina Siwi, Indonesia.
Participants & Methods: A qualitative approach was used, with purposive sampling selecting 5 teachers from a total of 11 and 3 parents from 5. Criteria for selecting teachers included a minimum of three years of experience and diverse educational backgrounds. Data were gathered through in-depth interviews and a 3-month observation period. Snowball sampling was employed to ensure data saturation and capture diverse perspectives.
Findings: The study found that therapeutic communication plays a core role in improving the social and emotional development of children with intellectual disabilities. Teachers using empathetic and adaptive communication observed increased engagement among students. Parents who actively collaborated with teachers reported improved confidence in supporting their children’s education at home, which further aids children’s adaptation to challenges in both environments.
Conclusion: Therapeutic communication is crucial in educating children with intellectual disabilities, with strong teacher-parent collaboration being key to its success.
Participants & Methods: A qualitative approach was used, with purposive sampling selecting 5 teachers from a total of 11 and 3 parents from 5. Criteria for selecting teachers included a minimum of three years of experience and diverse educational backgrounds. Data were gathered through in-depth interviews and a 3-month observation period. Snowball sampling was employed to ensure data saturation and capture diverse perspectives.
Findings: The study found that therapeutic communication plays a core role in improving the social and emotional development of children with intellectual disabilities. Teachers using empathetic and adaptive communication observed increased engagement among students. Parents who actively collaborated with teachers reported improved confidence in supporting their children’s education at home, which further aids children’s adaptation to challenges in both environments.
Conclusion: Therapeutic communication is crucial in educating children with intellectual disabilities, with strong teacher-parent collaboration being key to its success.
Keywords: Intellectual Disabilities [MeSH], Education of Intellectually Disabled [MeSH], Persuasive Communication [MeSH]
Article Type: Qualitative Research |
Subject:
Health Communication
Received: 2024/09/4 | Accepted: 2024/10/25 | Published: 2024/11/1
Received: 2024/09/4 | Accepted: 2024/10/25 | Published: 2024/11/1
References
1. Glasson EJ, Forbes D, Ravikumara M, Nagarajan L, Wilson A, Jacoby P, et al. Gastrostomy and quality of life in children with intellectual disability: A qualitative study. Arch Dis Child. 2020;105(10):969-74. [Link] [DOI:10.1136/archdischild-2020-318796]
2. Zashchirinskaia OV. Specificities of communication in children with intellectual disorders. J Intellect Disabil Diagn Treat. 2020;8(4):602-9. [Link] [DOI:10.6000/2292-2598.2020.08.04.2]
3. Noviyanti AD, Tarsidi I, Ginintasasi R, Mutaqin RS. The effectiveness of token economy in improving adaptive daily living for children with intellectual disability. Proceedings of the International Conference on Educational Psychology and Pedagogy-"Diversity in Education" (ICEPP 2019). Paris: Atlantis Press; 2020. [Link] [DOI:10.2991/assehr.k.200130.068]
4. Maïano C, Hue O, April J. Fundamental movement skills in children and adolescents with intellectual disabilities: A systematic review. J Appl Res Intellect Disabil. 2019;32(5):1018-33. [Link] [DOI:10.1111/jar.12606]
5. Pesau HG, Widyorini E, Sumijati S. Self-care skills of children with moderate intellectual disability. J Health Promot Behav. 2020;5(1):43-9. [Link] [DOI:10.26911/thejhpb.2020.05.01.06]
6. Carter EW, Lane KL, Cooney M, Weir K, Moss CK, Machalicek W. Parent assessments of self-determination importance and performance for students with autism or intellectual disability. Am J Intellect Dev Disabil. 2013;118(1):16-31. [Link] [DOI:10.1352/1944-7558-118.1.16]
7. Amangeldinovna IT, Kulmagambetovna SA, Abuovna MG, Amanovna MA. Social media communicative skills of younger students with intellectual disabilities in science education course. World J Educ Technol Curr Issues. 2021;13(3):450-66. [Link] [DOI:10.18844/wjet.v13i3.5953]
8. Susilowati L, Rustiyaningsih A, Hartini S. Effect of self development program and training using video modeling method on dressing skills in children with intellectual disability. Belitung Nurs J. 2018;4(4):420-7. [Link] [DOI:10.33546/bnj.331]
9. Kuzu A, Cavkaytar A, Odabaşı HF, Erişti SD, Çankaya S. Development of mobile skill teaching software for parents of individuals with intellectual disability. Turk Online J Qual Inq. 2014;5(2). [Link] [DOI:10.17569/tojqi.24629]
10. Endo S, Asano D, Asai H. Contribution of static and dynamic balance skills to activities of daily living in children with intellectual disabilities. J Appl Res Intellect Disabil. 2024;37(3):e13236. [Link] [DOI:10.1111/jar.13236]
11. Jeoung B. Motor proficiency differences among students with intellectual disabilities, autism, and developmental disability. J Exerc Rehabil. 2018;14(2):275-81. [Link] [DOI:10.12965/jer.1836046.023]
12. Schluchter T, Nagel S, Valkanover S, Eckhart M. Correlations between motor competencies, physical activity and SELF‐CONCEPT in children with intellectual disabilities in inclusive education. J Appl Res Intellect Disabil. 2023;36(5):1054-66. [Link] [DOI:10.1111/jar.13115]
13. Yao L, Li P, Wildy H. Health-promoting leadership: Concept, measurement, and research framework. Front Psychol. 2021;12:602333. [Link] [DOI:10.3389/fpsyg.2021.602333]
14. Makharadze T, Kitiashvili A, Bricout JC. Community-based day-care services for people with intellectual disabilities in Georgia: A step towards their social integration. J Intellect Disabil. 2010;14(4):289-301. [Link] [DOI:10.1177/1744629510393186]
15. Arzeen N, Irshad E, Arzeen S, Shah SM. Stress, depression, anxiety, and coping strategies of parents of intellectually disabled and non-disabled children. J Med Sci. 2020;28(4):380-3. [Link] [DOI:10.52764/jms.20.28.4.17]
16. Bates A, Forrester‐Jones R, McCarthy M. Specialist hospital treatment and care as reported by children with intellectual disabilities and a cleft lip and/or palate, their parents and healthcare professionals. J Appl Res Intellect Disabil. 2020;33(2):283-95. [Link] [DOI:10.1111/jar.12672]
17. Armstrong J, Elliott C, Davidson E, Mizen J, Wray J, Girdler S. The power of playgroups: Key components of supported and therapeutic playgroups from the perspective of parents. Aust Occup Ther J. 2021;68(2):144-55. [Link] [DOI:10.1111/1440-1630.12708]
18. Ghanbari-afra L, Ghanbari-afra M. Occupational stress of nurses and its related factors during the COVID-19 pandemic: A systematic review. Qom Univ Med Sci J. 2023;16(10):774-85. [Persian] [Link] [DOI:10.32598/qums.16.10.949.9]
19. Boesley L, Crane L. 'Forget the health and care and just call them education plans': SENCOs' perspectives on education, health and care plans. J Res Spec Educ Needs. 2018;18(S1):36-47. [Link] [DOI:10.1111/1471-3802.12416]
20. Cramm JM, Nieboer AP. Psychological well-being of caregivers of children with intellectual disabilities: Using parental stress as a mediating factor. J Intellect Disabil. 2011;15(2):101-13. [Link] [DOI:10.1177/1744629511410922]
21. Fenning RM, Baker JK, Baker BL, Crnic KA. Parent-child interaction over time in families of young children with borderline intellectual functioning. J Fam Psychol. 2014;28(3):326-35. [Link] [DOI:10.1037/a0036537]
22. Rosenthal M. Qualitative research methods: Why, when, and how to conduct interviews and focus groups in pharmacy research. Curr Pharm Teach Learn. 2016;8(4):509-16. [Link] [DOI:10.1016/j.cptl.2016.03.021]
23. Small ML. What is "qualitative" in qualitative research? Why the answer does not matter but the question is important. Qual Sociol. 2021;44(4):567-74. [Link] [DOI:10.1007/s11133-021-09501-3]
24. Borgstede M, Scholz M. Quantitative and qualitative approaches to generalization and replication-A representationalist view. Front Psychol. 2021;12:605191. [Link] [DOI:10.3389/fpsyg.2021.605191]
25. Bowen GA. Document analysis as a qualitative research method. Qual Res J. 2009;9(2):27-40. [Link] [DOI:10.3316/QRJ0902027]
26. Charmaz K. Constructing grounded theory: A practical guide through qualitative analysis. California: SAGE; 2006. [Link]
27. Creswell JW, Poth CN. Qualitative inquiry and research design: Choosing among five approaches. California: SAGE; 2016. [Link]
28. Ummah US, Tahar MM, Yasin MHBM. Parents' perspective towards inclusive education for children with intellectual disabilities in Indonesia. Paris: Atlantis Press; 2021. [Link] [DOI:10.2991/assehr.k.211210.006]
29. Mushtaq A, Inam A, Abiodullah M. Attitudes of parents towards the behavioural management of their children with intellectual disability. Disabil CBR Incl Dev. 2015;26(3):111-22. [Link] [DOI:10.5463/dcid.v26i3.439]
30. Zulfiana U, Achni Fathurrahman A, Normalasari N, Nurul Milah W. Disaster mitigation for students with intellectual disabilities. KnE Soc Sci. 2024 Feb:45-58. [Link] [DOI:10.18502/kss.v9i5.15162]
31. Bhattacharyya R, Ghoshal MK, Sanyal D, Bhattacharyya S, Majumder S, Mondal SK. Magnitude of problem of persons having intellectual disability its impact on parents and their unmet needs in Indian subcontinent. Bengal J Psychiatry. 2015;4(1):34-9. [Link] [DOI:10.51332/bjp.2015.v20.i1.42]
32. Arvin H, Rohbanfard H, Arsham S, Moghadasi M. Physical activity reduces the malondialdehyde level in boy children with intellectual disability. Pathobiol Res. 2022;25(1):51-6. [Link]
33. Monteiro MJ. Individualizing the autism assessment process: A framework for school psychologists. Psychol Sch. 2022;59(7):1377-89. [Link] [DOI:10.1002/pits.22624]
34. Goodwin J, Behan L, O'Brien N. Teachers' views and experiences of student mental health and well-being programmes: A systematic review. J Child Adolesc Ment Health. 2021;33(1-3):55-74. [Link] [DOI:10.2989/17280583.2023.2229876]
35. Badu E. Experiences of parents of children with intellectual disabilities in the Ashanti Region of Ghana. J Soc Incl. 2016;7(1):20-30. [Link] [DOI:10.36251/josi100]
36. Islam MA, Rahman MdA, Akhtar S. Psychosocial impact of parenting children with intellectual disabilities in Bangladesh. Int J Public Health Sci. 2022;11(1):211. [Link] [DOI:10.11591/ijphs.v11i1.21072]
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |