Volume 12, Issue 4 (2024)
Health Educ Health Promot 2024, 12(4): 1001-1012 |
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Qorib F, Nurdiarti R P, Septiani F, Setiawan R. Teacher-Parent Collaboration in Therapeutic Communication: Enhancing Educational Outcomes for Children with Intellectual Disabilities. Health Educ Health Promot 2024; 12 (4) :1001-1012
URL: http://hehp.modares.ac.ir/article-5-76870-en.html
URL: http://hehp.modares.ac.ir/article-5-76870-en.html
1- University of Tribhuwana Tunggadewi , fathul.qorib@unitri.ac.id
2- University of Mercubuana Yogyakarta, Gg. Jemb. Merah No.84C, Soropadan, Condongcatur, Kec. Depok, Kabupaten Sleman, Daerah Istimewa Yogyakarta 55283, Indonesia
3- University of Mercubuana Yogyakarta
4- University of Bandar Lampung
2- University of Mercubuana Yogyakarta, Gg. Jemb. Merah No.84C, Soropadan, Condongcatur, Kec. Depok, Kabupaten Sleman, Daerah Istimewa Yogyakarta 55283, Indonesia
3- University of Mercubuana Yogyakarta
4- University of Bandar Lampung
Abstract: (142 Views)
Purpose: 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.
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. This approach also encourages children's gradual independence, as they feel more confident expressing themselves. Despite diverse educational backgrounds, all teachers shared a common understanding that teaching children with intellectual disabilities is a calling of the soul. 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. Training teachers and parents in therapeutic communication techniques is recommended to enhance educational outcomes further.
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. This approach also encourages children's gradual independence, as they feel more confident expressing themselves. Despite diverse educational backgrounds, all teachers shared a common understanding that teaching children with intellectual disabilities is a calling of the soul. 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. Training teachers and parents in therapeutic communication techniques is recommended to enhance educational outcomes further.
Article Type: Qualitative Research |
Subject:
Health Communication
Received: 2024/09/4 | Accepted: 2024/10/30 | Published: 2024/10/19
Received: 2024/09/4 | Accepted: 2024/10/30 | Published: 2024/10/19
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