A Study on the Experience of the Visually Impaired In an Effort to Minimize Stereotypic Behaviour through Self-Management: Barriers and Support

Mohammad Anwar; Donni Prakosha; Tias Martika

doi:10.17977/um005v6i22022p175

A Study on the Experience of the Visually Impaired In an Effort to Minimize Stereotypic Behaviour through Self-Management: Barriers and Support

Mohammad Anwar, Donni Prakosha, Tias Martika

Abstract

This study aims to explore aspects that support and hinder the development process of self-management skills for visually impaired children in order to minimize stereotypic behavior that can interfere with the learning process in special schools. There are 30 visually impaired children as the subjects of the research. Data were collected through surveys, semi-structured interviews and they were analyzed by using content analysis methods. The results showed that the cause/inhibitory aspect included a slight stimulus that could be caused by a lack of socialization and social isolation so that the visually impaired seek additional stimuli through repetition of behavior, limited physical activity, and inadequate support/assistance from parents/teachers. While aspects that support the development of self-management for the visually impaired in minimizing stereotypic behavior are the support of school and college facilities, support from peers, and increased awareness of teachers, parents and academics on the important role of self-management for them.

Keywords

stereotypic behavior, visually impaired, barriers, support

Full Text:

PDF

References

Anwar, M., Prakosha, D., Martika,T., Nastiti,I.2020. The Development of Anwar's Hole Braille System (AHOBS) for Students with Visual Impairment. The 4th International Conference on Learning Innovation and Quality Education (ICLIQE 2020), https://doi.org/10.1145/3452144.3452224. New York: ICPS ACM

Blackman, S., Richardson.A. A., & Fong- Kong Mungal. C. (2013). Special educators' efficacy and exceptional students' future trajectories: informing Barbados' education policy." In Research on the impact of educational policy on teaching and learning, by Cynthia Z Szymanski-Sunal and Kagendo Muta, 163-181. McCormick Parkway, AZ: Information Age Publishing.

Bossaert, G., Colpin, H., Pijl, S. J., & Petry, K. (2011). The attitudes of Belgian adolescents towards peers with disabilities. Research in Developmental Disabilities, 32 (2011), 504–509.

De Boer, A., Pijl, S. J., & Minnaert, A. (2012). Students’ attitudes towards peers with disabilities: a review of the literature. International Journal of Disability, Development and Education, 59(4), 379–392.

Direktorat Pembinaan Sekolah Luar Biasa. (2006). Identifikasi Anak Berkebutuhan Pendidikan Khusus dalam Pendidikan Inklusif

Greenway, C.W., and Thomas, K.E. (2020). Parent experiences of home‐schooling children with special educational needs or disabilities during the coronavirus pandemic dalam jurnal British Journal of Special Education (BJSE) Volume 47, Issue 4 December 2020.

Hallahan, Kauffman, & Pullen. (2014). Exceptional Learner An Introduction Special Education. USA: Pearson Education.

Indriastuti, N., Sugini, Anwar, M.2020. Visually Impaireds Critical Thinking Skills (A Comparative Study between Inclusive School and Special School). The 4th International Conference on Learning Innovation and Quality Education (ICLIQE 2020), https://doi.org/10.1145/3452144.3453764. New York: ICPS ACM

Korir, B. C. (2015). Challenges Encountered by Student with Visual Impairment and Teachers in an Integrated School Environment: a Case of Integrated Secondary School in Kericho District, Ainamoi Division, Kenya. dalam International Journal of Education, Learning and Development. Vol.3

Koster, M., Pijl, S. J., Nakken, H., & Van Houten, E. (2010). Social participation of students with special needs in regular primary education in the Netherlands. International Journal of Disability, Development and Education, 57 (1), 59–75. doi:10.1080/10349120903537905

Kurnia, dkk (2018) Metode Reality Therapy untuk Mengurangi Perilaku Blindism pada Anak Tunanetra, 2, 1-7

Leavy, P. (2017). Research Design: Quantitative, Qualitative, Mixed Methods, Art-Based, and Community- Based Participatory Research Approaches. New York: The Guilford Press.

Nowicki, E. A., & Sandieson, R. (2002). A Meta-Analysis of School-Age Children’s Attitudes Towards Persons with Physical or Intellectual Disabilities. International Journal of Disability, Development and Education, 49 (3), 243–265. doi:10.1080/1034912022000007270

Nurfitriani, K. and Ehan. (2018). Metode Reality Therapy untuk Mengurangi Perilaku Blindism pada Anak Tunanetra. JASSI_anakku. 19(2)1-7

Okungu, P.A., Shirley,N.G., Pogrund, R.L. (2019) Accomodation Needs For Teacher Who are Blind and Teach Students with Visual Impairment. Journal of Visual Impairment & Blindness Vol 113 No. 3

Scholl, Geraldine T. 2003. Foundations of Educations for Blind and Visually Handicapped Children and Youth. USA: American Foundation for The Blind

Sutjihati, S. (2012). Psikologi Anak Luar Biasa. Bandung: Refika Aditama

Tarsidi,D .(2010). Dampak Ketunanetraan terhadap Perkembangan Keterampilan Sosial Anak. Universitas Pendidikan Indonesia.

Valente, D., Theurel, A., & Gentaz, E. (2018). The Role of Visual Experience in The Production of Emotional Facial Expressions by Blind PeopleL A Review. Psychonomic Bulletin & Review. 25, 483 – 497

DOI: http://dx.doi.org/10.17977/um005v6i22022p175