Mendidik Anak Autism Spectrum Disorder (ASD) di Kelas Reguler: Tantangan dan Kendala Guru
Abstract views: 1442 | PDF (Bahasa Indonesia) downloads: 1533
Abstract
The success achieved by ASD children in the learning process is determined by the way the teacher approves his role. This study discusses the role of teachers in the learning process of ASD children conducted in regular classes. This study uses a qualitative approach with data collection using structured interviews. The subjects of this study were 3 teachers who had different experiences in teaching ASD children. The results of this study show that in dealing with ASD children according to their needs, teachers who already know the basics of ASD children are needed, teachers who have extra patience, and teachers who have a strong mentality and teachers who have a very sincere conscience.
References
Aktar, T. (2020). teaching strategy for improvement of socialization skill of student with autism. Autism: Open Access, 10(4). https://doi.org/10.35248/2165-7890.20.10.261.
Alexandri, M., Papailiou, C., & Nikolaou, E. (2017). Teacher’s social representations of inclusion of children with Autism Spectrum Disorder (ASD) in reguler class. Open Journal for Educational Research, 1(2), 45-56.
Alfazri, U. K. (2019). identifikasi perilaku tantrum dan sensory meltdown anak ASD berdasarkan behavioral assessment di SLB Autisma Dian Amanah, Jurnal Widia Ortodidaktika, 8(9).
Anglim, J., Prendeville, P., & Kinsella, W. (2018). The self-efficacy of primary teachers in supporting the inclusion of children with autism spectrum disorder. Educational Psychology in Practice, 34(1), 73-88. https://doi.org/10.1080/02667363.2017.1391750
Apriyani, N. (2012). Pelayanan Pendidikan Anak Dengan Gangguan Autisme di Sekolah Dasar Islam Fitrah AL-Fikri. Fakultas Ilmu Pendidikan Universitas Negeri Jakarta.
Ballantyne, C., Gillespie-Smith, K., & Wilson, C. (2021). A Comparison of knowledge and experience of autism spectrum disorder among teachers in the United Kingdom and China. International Journal of Disability, Development and Education, 68(2), 160-171. https://doi.org/10.1080/1034912X.2019.1674254
Ballerina, T. (2016). Meningkatkan rentang perhatian anak ASD dalam pembelajaran pengenalan huruf. Inklusi: Journal of Disability Studies, 3(2).
Beamish, W., Macdonald, L., Hay, S., Taylor, A., Paynter, J., & Tucker, M. (2020). A model of practice for building teacher capacity in educating young school-age children on the autism spectrum: User perspectives. International Journal of Disability, Development and Education, 00(00),1-17. https://doi.org/10.1080/1034912X.2020.1774046
Bektiningsih, K. (2009). Program terapi anak ASD di SLB Negeri Semarang. Jurnal Kependidikan, 39(2).
Bestari, A. A., Zulmiyetri, Z. (2019). Profil guru X yang mengajar Anak di kelas V SLB Autisma YPPA Padang. Jurnal Penelitian Pendidikan Kebutuhan Khusus, 7(2).
D’Agostino, S. R., & Douglas, S. N. (2021). Early childhood educators’ perceptions of inclusion for children with autism spectrum disorder. Early Childhood Education Journal, 49(4), 725-737. https://doi.org/10.1007/s10643-020-01108-7
Daroni, G. A, Gina, S. & Abdul, S. (2018). Manajemen pendidikan khusus di sekolah luar biasa untuk anak ASD. Kelola Jurnal Manajemen Pendidikan, 5(2).
Gena, A. (2002). Autism and Diffuse Developmental Disorders. Evaluation-Diagnosis Treatment. Athens, self-publishing. (in greek).
Hakim, A. R. (2017). Tesis Penggunaan Media Pembelajaran Visual Dalam Upaya Mengembangkan Kecerdasan Emosi Pada Anak ASD Jenjang Pendidikan SMP Di SLB Bina Anggita Yogyakarta.
Han, C., & Cumming, T. M. (2019). Behavioural supports for students with autism spectrum disorders: Practice, policy, and implications for special education reform in China. International Journal of Inclusive Education, 0(0), 1-20. https://doi.org/10.1080/13603116.2019.1629120
Iqbal, M. (2014). Layanan pembelajaran bagi siswa autisme di sekolah penyelenggara pendidikan inklusif. E-Jupekhu, 3(3), 516-531.
Ivony, T. (2016). Strategi Pembelajaran Anak ASD Di SLB Autisma Yogasmara, Semarang.
KEMENPPA. (2018). Hari Peduli Autisme Sedunia: Kenali Gejalanya, Pahami Keadaannya. https://www.kemenpppa.go.id/index.php/page/read/31/1682/hari-peduli-Autisme-sedunia-kenali-gejalanya-pahami-keadaannya diakses pada 19 Juni 2020.
Lang, N. P., & Persico, L. P. (2019). Challenges and approaches for creating inclusive field courses for students with an autism spectrum disorder. Journal of Geoscience Education, 67(4), 345-350. https://doi.org/10.1080/10899995.2019.1625996
Lindsay, S., Meghann, P., Helen, S. & Nicole, T. (2014). Exploring teachers' strategies for including children with autism spectrum disorder in mainstream classrooms. International Journal of Inclusive Education, 18(2), 101-122.
Love, A. M. A., Findley, J. A., Ruble, L. A., & McGrew, J. H. (2020). Teacher self-efficacy for teaching students with autism spectrum disorder: Associations with stress, teacher engagement, and student IEP outcomes following COMPASS consultation. Focus on Autism and Other Developmental Disabilities, 35(1), 47-54. https://doi.org/10.1177/1088357619836767
Morgan, C. A., & Wine, B. (2021). Evaluation of behavior skills training for teaching work skills to a student with autism spectrum disorder. Education and Treatment of Children, 41(2), 223-232.
Prasetyono. (2008). Serba-Serbi Anak ASD. Yogyakarta: DIVA Press.
Ritonga, S. A., Hasibuan, E. J. (2016). Komunikasi interpersonal guru dan siswa dalam mengembangkan bakat dan kreativitas anak ASD di SLB Taman Pendidikan Islam (TPI) Medan. Jurnal Simbolika, 2(2).
Rúa, M. O. (2020). Professional training along implementation of programs to students with autism spectrum disorder. IOSR: Journal of Research & Method in Education, 10(2), 29-36. https://doi.org/10.9790/7388-1002042936
Setianingsih, A. (2018). Upaya Guru PAI Dalam Meningkatkan Motivasi Belajar Anak Penyandang ASD Di SLB C Yakut Purwokerto Selatan. Skripsi: IAIN Purwokerto.
Setiawani, S., Hobri, Hendrik, C. W. (2017). Proses berpikir siswa ASD dalam menyelesaikan soal kontektual matematika dilihat dari teori Suryabrata. Jurnal Kadikma, 8(2).
Suhrheinrich, J., Melgarejo, M., Root, B., Aarons, G. A., & Brookman-Frazee, L. (2021). Implementation of school-based services for students with autism: Barriers and facilitators across urban and rural districts and phases of implementation. Autism, 25(8), 2291-2304. https://doi.org/10.1177/13623613211016729
Sulistyaningsih, F. O. (2014). Studi Kasus Tentang Manajemen Kelas Dalam Proses Pembelajaran Anak ASD Kelas 5 Di SLB Yapenas Yogyakarta. Skripsi.
Suteja, J., & Wulandari, R. (2014), Bentuk dan metode terapi terhadap anak autisme akibat bentukan perilaku sosial. Jurnal Edueksos, 3(1).
Sutton, B. M., Webster, A. A., & Westerveld, M. F. (2019). A systematic review of school-based interventions targeting social communication behaviors for students with autism. Autism, 23(2), 274-286. https://doi.org/10.1177/1362361317753564
Ulfa, P. S. (2016). Pengaruh Pemberian Reward Terhadap Kemampuan Pengembangan Diri Berpakaian Pada Anak ASD Kelas IV DI SLB Autisma Dian Amanah. Skripsi.
Utami, O. B. (2014). Layanan Bimbingan Belajar Anak Autistik di SDN inklusif Negeri pelayen gunung kidul Yogyakarta. Skripsi: Universitas Negeri Yogyakarta.
Widiningtyas, Y. (2012). Peranan guru dalam menangani siswa dengan gangguan autisme di sekolah inklusif (Studi deskriptif di Sekolah Dasar Islam Terpadu Ruhama). Jurnal Universitas Negeri Jakarta, 57-64.
