A Teacher Strategies for Mastering the Social and Emotional Skills of Children with Autism Spectrum Disorder (ASD) in Class B at ABA 1 Kindergarten Candi
Strategi Guru Dalam Mengembangkan Kemampuan Sosial dan Emosional Anak Dengan Gangguan Autism Spectrum Disorder (ASD) di Kelas B Sekolah TK ABA 1 Candi
DOI:
https://doi.org/10.21070/ups.9230Keywords:
Autism Spectrum Disorder (ASD), Social-Emotional Development, Teacher Strategies, Inclusive Education, Qualitative Case StudyAbstract
This qualitative descriptive study explores teachers’ strategies to develop social-emotional skills in children with Autism Spectrum Disorder (ASD) at TK ABA 1 Candi’s inclusive classroom. The study highlights the importance of inclusive education in providing equal opportunities for all children, especially those with ASD who face challenges in social interaction and emotional regulation. Due to the diverse needs of children with ASD, individualized and flexible teaching methods are necessary. Challenges such as repetitive behaviors and emotional instability can impede learning. Data were collected through participant observation, in-depth interviews with teachers and parents, and documentation of learning activities. Analysis was conducted using Miles and Huberman’s interactive model, with iterative processes until data saturation. The findings are presented narratively to provide a comprehensive understanding of effective strategies that support social-emotional development in children with ASD. TK ABA 1 Candi was chosen for its commitment to inclusive education and holistic, area-based learning.
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