Pembinaan Perilaku Adaptif Bagi Anak Disabilitas Intelektual Ringan Melalui Kolaborasi Guru Kelas, Guru Pembimbing Khusus dan Orang Tua

This study aims to (1) describe and examine the results of developing adaptive behavior for children with mild intellectual disabilities through collaboration between classroom teachers, particular supervisors, and parents on aspects of communication, daily living skills, socialization, motor skills, and maladaptive behavior. And (2) describe and test the adaptive behavior abilities of children with mild intellectual disabilities in communication, daily living skills, socialization, motor skills, and maladaptive behavior after receiving coaching through collaboration with classroom teachers, particular supervisors, and parents. The method used in this research was descriptive with a qualitative approach. The research was carried out in Giwangan Elementary School which is located on Jln. Tegal Turi, Giwangan Yogyakarta. The subjects of this study were children with mild intellectual disabilities, classroom teachers, special educators, and parents. Data collection techniques using observation, interviews, documentation studies, and questionnaires. The questionnaire development adopted the theory of the Vineland Adaptive Behavior Scale, Third Edition (Vineland-3), validated by experts in intellectual disability and adaptive behavior. The data obtained were analyzed using data reduction, presentation, and conclusions. The results of the study (1) the process of fostering adaptive behavior is adjusted to the characteristics and conditions of the child. The strategy used by classroom teachers, special educators, and parents is to guide children consistently, routinely, and reciprocally. Fostering children's adaptive behavior is very important because good adaptive behavior will help children when interacting in a group or community. (2) Children's adaptive behavior abilities after receiving guidance through collaboration between classroom teachers, special educators, and parents, namely children with mild intellectual disabilities can communicate and carry out daily activities, children can interact with other people at school and in the community. The child's motor skills are very good and able to carry out activities that involve fine motor and gross motor skills. Furthermore, the ability of maladaptive behavior is not too prominent and not too passive or the child's maladaptive behavior can be considered average or still normal