Early Detection of Children with Special Needs by Educators

Stephani Raihana Hamdan, Sulisworo Kusdiyati, Andhita Nurul Khasanah, Temi Damayanti Djamhoer

Abstract


The early detection of children with special needs is very important for educators, as they require special handling in the learning process so that they can develop optimally. The first important level for early detection is the early childhood education level. Early childhood teachers become agents who play a major role of early detection. Problems that occur due to late diagnosis of children with special needs often lead to learning and behavioural problems. If not handled properly, these disturbances will continue to the next level of further education. Knowledge of various types of disorders and early intervention in children with special needs must be the responsibility of early childhood education teachers to reduce the negative effects of any disruption that may occur. In order to assist teachers in early detection, this paper presents a study related to various developmental disorders that occur in children with special needs and the skills, techniques and steps that are needed for early detection. 


Keywords


children with special needs; early childhood education; early detection; educators; teachers

Full Text:

PDF
rticle

References


Adnan, E. (2012). Mengenal Anak Berkebutuhan Khusus. Bahan Ajar Diklat Berjenjang: Diklat Dasar [Getting to Know Children with Special Needs. Tiered Education and Training Teaching Materials: Basic Education and Training]. Direktorat Pembinaan Pendidik Dan Tenaga Kependidikan PAUD NI Direktorat Jenderal PAUD NI Kementerian Pendidikan Dan Kebudayaan

American Psychiatric Association, & American Psychiatric Association. (2013). DSM 5. American Psychiatric Association, 70.

Ardianingsih, F., & Mahmudah, S. (2017, September). Early detection of child development deviation training program in the context of special needs children identification. In 9th International Conference for Science Educators and Teachers (ICSET 2017) (pp. 535-539). Atlantis Press. https://doi.org/10.2991/icset-17.2017.88

Arikunto, S. (2013). Prosedur Penelitian: Suatu Pendekatan Praktik [Research Procedure: A Practical Approach]. Jakarta: Rineka Cipta

Baker, B. L., Brightman, A. J., Blacher, J. B., Heifetz, L. J., Hinshaw, S. R., & Murphy, D. M. (2004). Steps to independence: Teaching everyday skills to children with special needs. Baltimore: Brookes Publishing Company.

Bentzen, W.R. (2000). Seeing Young Children: A Guide to Observing and Recording Behavior. Toronto: Thomson Learning, Inc.

Berk, L. E. (2013). Child development. 9th Edition, London, Pearson.

Black, M. M., Walker, S. P., Fernald, L. C., Andersen, C. T., DiGirolamo, A. M., Lu, C., ... & Lancet Early Childhood Development Series Steering Committee. (2017). Early childhood development coming of age: science through the life course. The Lancet, 389(10064), 77-90. https://doi.org/10.1016/S0140-6736(16)31389-7


Chamidah, A. N. (2009). Deteksi dini gangguan pertumbuhan dan perkembangan anak [Early detection of growth and development disorders in children]. Jurnal pendidikan khusus, 5(2), 83-93. https://doi.org/10.21831/jpk.v4i3.789


Damayanti, T., Hamdan, SR, Khasanah, AN. (2017). Kompetensi Guru di Dalam Proses Pembelajaran Inklusi pada Guru SD Negeri di Kota Bandung [Teacher Competence in Teaching Students with Special Needs at SDN Bandung City]. SCHEMA, Journal of Psychological Research 1(1). Fakultas Psikologi Unisba. https://doi.org/10.29313/schema.v0i0.1947

Desiningrum, D. R. (2017). Psikologi anak berkebutuhan khusus [Psychology of children with special needs]. Yogyakarta: Psikosain.

Direktorat PSLB (2007). Pedoman khusus identifikasi anak berkebutuhan khusus [Special guidelines for identifying children with special needs]. Jakarta: Direktorat PSLB

DuPaul, G. J., & Kern, L. (2011). Young children with ADHD: Early identification and intervention. American Psychological Association.

Garnida, D. (2015). Pengantar Pendidikan Inklusif [Introduction to Inclusive Education]. Bandung: Refika Aditama. Hamdan, SR., Kusdiyati, S., & Sari, Y. (2020). Buku Ajar Psikologi Abnormal Anak dan Remaja [Textbook of Abnormal Psychology of Children and Adolescents]. Fakultas Psikologi Universitas Islam Bandung

Hamdan, SR., Borualogo, IS., & Sari, Y. (2021). Buku Ajar Psikologi Perkembangan Anak [Child Development Psychology Textbook]. Fakultas Psikologi Universitas Islam Bandung

Haswell, K., Hock, E., & Wenar, C. (1981). Oppositional behavior of preschool children: Theory and intervention. Family Relations, 440-446.


Headley, C., & Campbell, M. (2013). Teachers' knowledge of anxiety and identification of excessive anxiety in children. Australian Journal of Teacher Education, 38(5), 48-66. http://dx.doi.org/10.14221/ajte.2013v38n5.2

Hegde, M. N., & Pomaville, F. (2021). Assessment of communication disorders in children: resources and protocols. San Diego: Plural Publishing Inc.

Israel, A. C., Malatras, J. W., & Wicks-Nelson, R. (2020). Abnormal child and adolescent psychology. Routledge.

Kemendiknas. (2012). Kebijakan Peningkatan Layanan Melalui Pendidikan Inklusif [Service Improvement Policy Through Inclusive Education]. Kementerian Pendidikan dan Kebudayaan Direktorat Jenderal Pendidikan Dasar.

Kemendikbud. (2017). Peta Jalan Generasi Emas Indonesia 2045 [Indonesia's Golden Generation Roadmap 2045]. Jakarta : Kementerian Pendidikan dan Kebudayaan Republik Indonesia. https://paska.kemdikbud.go.id/wp- content/uploads/2018/08/170822-V.2-Generasi-Emas-2045-.pdf

Kossowsky, J., Wilhelm, F. H., Roth, W. T., & Schneider, S. (2013). Separation anxiety disorder in children: disorder‐specific responses to experimental separation from the mother. Journal of Child Psychology and Psychiatry, 53(2), 178-187. https://doi.org/10.1111/j.1469-7610.2011.02465.x

Lindsay, G. (Ed.). (2018). Screening for children with special needs: multidisciplinary approaches (Vol. 36), Routledge.

Mangunsong, F. (2009). Psikologi dan Pendidikan Anak Berkebutuhan Khusus [Psychology and Education of Children with Special Needs]. Depok: LPSP3

Mash, E. J., & Wolfe, D. A. (2016). Abnormal Child Psychology. Boston: Cengage Learning.

Masi, G., Mucci, M., & Millepiedi, S. (2001). Separation anxiety disorder in children and adolescents. CNS drugs, 15(2), 93-104. https://doi.org/10.2165/00023210-200115020-00002

Mikelsteins, Z., & Ryan, T. G. (2018). Increasing Inclusion and Reducing the Stigma of Special Needs in Latvia: What Can We Learn from Other Countries? International Journal of Educational Reform, 27(4), 379-395. https://doi.org/10.1177/105678791802700404

Mustikawati, N., Anggorowati, D., & Mugianingrum, O. E. (2015). Kemampuan sosialisasi anak retardasi mental [The socialization ability of mentally retarded children]. Jurnal Ilmiah Kesehatan, 8(2), 96915.

Nuckols, C. C., & Nuckols, C. C. (2013). The diagnostic and statistical manual of mental disorders, (DSM-5). Philadelphia: American Psychiatric Association.

Odom, S. L., & Diamond, K. E. (2018). Inclusion of young children with special needs in early childhood education: The research base. Early Childhood Research Quarterly, 13(1), 3-25. https://doi.org/10.1016/S0885-2006(99)80023-4

Olivia, S. (2015). Deteksi Dini Psikologi [Psychological Early Detection]. Elex Media Komputindo.


Pardini, D., & Frick, P. J. (2013). Multiple developmental pathways to conduct disorder: Current conceptualizations and clinical implications. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 22(1), 20.

Phares, V. (2020). Understanding abnormal child psychology. John Wiley & Sons.


Porter, L. (2002). Educating young children with special needs. SAGE.

Rahman, A. A. (2017). Metode Penelitian Psikologi: langkah cerdas menyelesaikan skripsi [Psychological Research Methods: smart steps to complete thesis]. PT Remaja Rosdakarya Offset-Bandung.

Rowe, R., Costello, E. J., Angold, A., Copeland, W. E., & Maughan, B. (2010). Developmental pathways in oppositional defiant disorder and conduct disorder. Journal of Abnormal Psychology, 119(4), 726. https://doi.org/10.1037/a0020798

Rief, S. F. (2015). The ADHD book of lists: A practical guide for helping children and teens with attention deficit disorders. John Wiley & Sons.

Rinayati, R., Erawati, A. D., Wahyuning, S., & Harsono, H. (2021). Peningkatan Keterampilan Guru PAUD dalam Menstimulasi dan Deteksi Dini Perkembangan Balita [Improving the Skills of PAUD Teachers in Stimulating and Early Detection of Toddler Development]. E-Dimas: Jurnal Pengabdian kepada Masyarakat, 12(1), 25- 31. https://doi.org/10.26877/e-dimas.v12i1.4566

Santrock, J. W. (2007). Child development. New York: McGrow.

Sapriani, R. (2019). Profesionalisme guru paud melati terpadu dalam meningkatkan Mutu pendidikan pada era revolusi industri 4.0 [Integrated early childhood teacher professionalism in improving the quality of education in the era of the industrial revolution 4.0]. In Prosiding Seminar Nasional Program Pascasarjana Universitas Pgri Palembang (Vol. 12, No. 01).

Sattler, J. M. (2002). Assessment of Children Behavioral and Clinical Application. Fourth Edition. La Mesa California: Jerome M. Sattler Publisher, Inc.

Sattler, J. M., & Hoge, R. D. (2006). Assessment of children: Behavioral, social, and clinical foundations. USA: Publisher Inc.

Schalock, R. L., Borthwick-Duffy, S. A., Bradley, V. J., Buntinx, W. H., Coulter, D. L., Craig, E. M., ... & Yeager, M. H. (2010). Intellectual disability: Definition, classification, and systems of supports. Washington, DC: American Association on Intellectual and Developmental Disabilities.

Suryana, D. (2016). Pendidikan Anak Usia Dini: Stimulasi & Aspek Perkembangan Anak [Early Childhood Education: Stimulation & Aspects of Child Development]. Prenada Media.

Suryaningrum, C., Ingarianti, T. M., & Anwar, Z. A. (2016). Pengembangan model deteksi dini anak berkebutuhan khusus (ABK) pada tingkat pendidikan anak usia dini (PAUD) di kota Malang [Development of an early detection model for children with special needs at the level of early childhood education in the city of Malang]. Jurnal Ilmiah Psikologi Terapan, 4(1), 62-74. https://doi.org/10.22219/jipt.v4i1.2878

Tassé, M. J., Schalock, R. L., Balboni, G., Bersani Jr, H., Borthwick-Duffy, S. A., Spreat, S., ... & Zhang, D. (2012). The construct of adaptive behavior: Its conceptualization, measurement, and use in the field of intellectual disability. American Journal on Intellectual and Developmental Disabilities, 117(4), 291-303. https://doi.org/10.1352/1944-7558-117.4.291

Wetherby, A. M., & Prizant, B. M. (2000). Autism spectrum disorders: a transactional developmental perspective. Paul H Brookes Publishing.

Yanuvianti, M., Supraptiningsih, E., Susandari, Hamdan, S.R. (2015). Program Penanganan Siswa Berkebutuhan Khusus dengan Gangguan Atensi [Program for Handling Students with Special Needs with Attention Disorders]. Laporan Pengabdian Kepada Masyarakat. Bandung : LPPM Unisba.




DOI: https://doi.org/10.20961/ijpte.v5i2.45148

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Stephani Raihana Hamdan, Sulisworo Kusdiyati, Andhita Nurul Khasanah, Temi Damayanti Djamhoer

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.


  

International Journal of Pedagogy and Teacher Education (IJPTE)

Print ISSN: 2597-7792
Online ISSN: 2549-8525
Website: https://jurnal.uns.ac.id/ijpte/index
Email: ijpte@mail.uns.ac.id
Published by: Faculty of Teacher Training and Education, Universitas Sebelas Maret
Ir. Sutami Street, No. 36A, Surakarta, Jawa Tengah Indonesia