Mapping the Social Adjustment Issues in Children with Special Needs in Inclusive Schools

DOI

10.2991/978-2-38476-114-2_111How to use a DOI?

Keywords

Children with Special Needs; Inclusive schools; Social Adjustment

Abstract

Every child has the right and opportunity to get an education, including children with special needs (CSNs). Inclusive schools are one of the choices of schools that include CSNs to study together with their peers in one class. One of the benefits expected from this inclusive school is to foster empathy, an attitude of understanding, accepting, and appreciating the differences between children with special needs and their age. However, the problems experienced by CSNs are often encountered, such as barriers to socializing with peers, CSNs tend to be alone, and it is not uncommon to find bullying against CSNs carried out by regular students in inclusive schools. These conditions cause CSNs to experience obstacles in psychological and social (psychosocial) adjustment and a lack of self-confidence. Furthermore, it affects social and emotional development as well as academic achievement at school. Therefore, an analysis of the mapping of problems that occur in inclusive schools is needed, especially regarding psychological and social adjustments in children with special needs. The purpose of this study was to analyze problems related to the psychological adjustment and social adjustment of children with special needs in inclusive schools in Surakarta. This research method uses an exploratory qualitative method. Data collection in this study was carried out through interview focus group discussions (FGD). The respondents of this study were 10 inclusive elementary school teachers in Boyolali. The result of the study found that the problems of social adjustment of CSNs in inclusive schools include: (1) at first regular students did not know the special needs of children with special needs, so many bullied children with special needs in inclusive schools; (2) CSNs feels they have shortcomings, tends to withdraw from the social environment; (3) crew communication is not smooth, tends to be quiet; (4) some regular students are not comfortable playing with CSNs; (5) regular students are less able to understand the way of thinking of CSNs; (6) teachers find it difficult to deal with CSNs, especially if someone has a tantrum; (7) teachers have difficulty finding learning methods that suit the special needs of CSNs.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Mahardika Supratiwi
AU  - Joko Yuwono
AU  - Gunarhadi Gunarhadi
AU  - Herry Widyastono
AU  - Hermawan Hermawan
AU  - Dewi Sri Rejeki
PY  - 2023
DA  - 2023/12/04
TI  - Mapping the Social Adjustment Issues in Children with Special Needs in Inclusive Schools
BT  - Proceedings of the 6th International Conference on Learning Innovation and Quality Education (ICLIQE 2022)
PB  - Atlantis Press
SP  - 1209
EP  - 1214
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-114-2_111
DO  - 10.2991/978-2-38476-114-2_111
ID  - Supratiwi2023
ER  -